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Literature Exploration

Literature Exploration

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Published by Sarah Lombardi

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Published by: Sarah Lombardi on Apr 27, 2013
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 The Greedy Triangle
Author: Marilyn Burns Illustrator: Gordon SilvariaGrade: 2
nd
or 3
rd
(for review)Summary:The Greedy Triangle is a humorous story that takes students on a trip through theworld of polygons. The greedy triangle is always dissatisfied with his shape and seeks thehelp of a shapeshifter. As the story goes on, the greedy triangle adds more sides andangles to his shape. He becomes a quadrilateral, a pentagon, a hexagon and much, muchmore. With every new side and every new angle, the greedy triangle learns more abouthis place in the world. With all of his new sides and angles, the greedy triangle can beanything he dreams of being. He can be a stop sign to control traffic, a cell in a beehiveor the pentagon! Even though shape shifting has its perks, the greedy triangle learns thatsometimes it is just better to be yourself.Classroom Activities:For this particular book students would benefit from a hands on activity. Studentswill be provided with a cup of pretzel sticks and a napkin. As we read the story studentswill listen for when the greedy triangle changes shape. Each time the greedy trianglechanges shape, the students will add a pretzel stick to their own greedy triangle to mimicthe book. Students will also pay close attention to all of the different things the greedytriangle can do as he changes shape. After the read aloud is over, students will complete a polygon chart with a partner. The chart requires the students to list all of the polygons byname and list the number of sides and angles each one has. Lastly, the students will writeabout where they see each polygon in the real world.Literacy Development:In this text students are introduced to math vocabulary and phrases relevant to thesecond grade common core standards. Students will use illustrations from the text tounderstand how the greedy triangle changes throughout the book. This will teach studentsto recognize the importance of illustrations in a text, and their ability to enhanceunderstanding. Students will also use illustrations to aid them in the use of mathmanipulatives. Students will also learn about character traits such as greed and how the
character’s actions support those traits.
Students will also make connections between
information in the text and their experiences in the real world. For example, “a pentagonhas five sides just like the home plate on my baseball field”.
Standards:
 
 
 
CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a textrelevant to a
 grade 2 topic or subject area
 
 
CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations andwords in a print or digital text to demonstrate understanding of its characters,setting, or plot 
 
CCSS.Math.Content.2.G.A.1 Recognize and draw shapes having specifiedattributes, such as a given number of angles or a given number of equal faces.
1
 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. 
Amazing Grace
Author: Mary Hoffman Illustrator: Caroline Binch
 
 Grade: 3
rd
 Summary:
In Mary Hoffman’s
Amazing Grace, students meet Grace, a lively girl with an
amazing imagination. Grace’s favorite thing to do is act out stories and play the most
exciting part. Grace has been every character readers can imagine, from Joan of Arc to peg leg pirate.
One day in school Grace’s teacher informs the class that they will be
 putting on the play Peter Pan. Grace is so excited! She wants to be Peter Pan! When gracetells the teacher that she would like to audition for the role of Peter, some of her classmates say that its impossible. How could grace be Peter if she is a girl and black?With a little encouragement from the people she loves most, Grace learns that she can beanyone she wants to be.Classroom Activities:This particular text is great for teaching students about character traits. The
teacher can read the book aloud once and ask students to pay special attention to Grace’s
actions during the story. How does Grace react when she is told that she cannot be Peter Pan? Is Grace upset? Why does Grace audition for the role even when she is told not to?Students and teachers should discuss these questions about the book and think about whatkind of girl Grace is. With some Scaffolding, students should generate a list of words or character traits on chart paper that describe Grace. When the book is read aloud a secondtime, students should note specific actions that support the character traits they havegenerated for grace. In addition to the during reading activity discussed above, studentscan write an opinion piece after reading.
Ask students to write about why Grace’sclassmates don’t want her to be Peter Pan. Do you agree with her classmates, why or why
not?Literacy Development:By reading this text, students learn about the relationship between character traitsand actions. Students will learn to identify character traits and discuss specific actionsthat support identified character traits. Students will gain a greater understanding of how
a character’s actions affect the plot of the story.
Students will also be able to useillustrations to discuss the feelings of various characters in the story. Through the use of awriting prompt, students can express their own opinions about a character or the plotStandards:

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