You are on page 1of 14

Georgina M.

Perez
December 2014
EDUC 353
Response Strategies for the Read Aloud

Title: Mr. Terupt Falls Again
Author: Rob Buyea
Teacher: Ms. Lina Flores
Level: 5th grade

1

Table of Contents
THE 5 LESSONS
1. Poetry

PAGE 3-4

2. Writing (Narrative, Essay, Informational Text)

PAGE 5-7

3. Creative dramatics/Tableau

PAGE 8-9

4. Art Based Literacy

PAGE 10-11

5. Critical Media

PAGE 12-13

REFLECTION QUESTIONS

PAGE 14

2

Poetry Lesson
Grade Level: 5th
C.C.S.S.: CCSS.ELA-LITERACY.RL.5.10
By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 4-5 text complexity band independently and
proficiently.
Time: 45-1 hour period
Main Purpose: The student swill right a Biographical Poem, also known as Biopoem, of
their favorite character in the read aloud book.
Materials: Paper, pencils and smart board
Procedure:
1.- Defining a BIOPOEM. A biopoem is a a type of poem that describes a person or
character in elven lines.
2. - Choosing the character. There are seven main character s in the book, Mr. Terupt Falls
Again; each student will pick a character of their choice.
3.-As a class we will go line by line to write this poem.

3

(Line 1) First name
(Line 2) Three or four adjectives that describe the person
(Line 3) Important relationship (daughter of . . . , mother of . . . , etc)
(Line 4) Two or three things, people, or ideas that the person loved
(Line 5) Three feelings the person experienced
(Line 6) Three fears the person experienced
(Line 7) Accomplishments (who composed . . . , who discovered . . . , etc.)
(Line 8) Two or three things the person wanted to see happen or wanted to experience
(Line 9) His or her residence
(Line 10) Last name
4. - When the students are done with the poem we will go through a peer proofreading
session then they will transfer it on to a clean sheet of paper and we will post them in the
classroom hallway.
Rationale:
The ideal thing would be to have this poetry lesson at the end of the read aloud book
because that is when they really get to know the characters, their feelings,
accomplishment, etc. I really like this idea of a poem because it encourages the students
to think beyond physical traits that a character may possess.
4

Writing
Grade Level: 5th
C.C.S.S.: CCSS.ELA-LITERACY.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
Time: About 45 Minutes – 1 hour
Main Purpose: Students will learn to plan, organize and compose and effective essay
Materials: Essay m ap, Writing process Template, Paper and pencis
Procedure:
1. - First I will talk to the students about the writing process by showing them a
template on the smart board. Students are very visual and it is a good idea to use
visuals like these so that they will follow along and understand better.

5

2. - The topic of the essay each student will compose is “Bullying in classrooms”
because we see a lot of that in our read aloud book.
3. The students will brainstorm ideas that they already know about the topic.
4. After brainstorming the ideas the students will get into groups of three and use the
computers with internet to research more on the topic.
5. Once they are done with the research they will use an essay map to organize their
ideas.

6. - Now the students will have a clear organization of their soon to write essay, for
the next class period they will begin with their rough draft.

Rationale:
The students will write about a topic that relates to our read aloud book, Mr. Terupt falls
again.

6

Creative Dramatics/Tableau
Grade Level: 5th
C.C.S.S.: CCSS.ELA-LITERACY.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
Time: 45 Minutes – 1 hour
Main Purpose: Students will represent a scene from the book “Mr. Terupt falls again.”
Procedure:
1. The students will be organized in six groups of five and each group will be assigned
a chapter.
2. One the students receive their chapter t hey will look over it and choose the scene
that they think is the most important in that chapter.
3. The students will be given about 20 minutes to come up with a way to represent
the scene. This should include characters, dialogue and props if possible. The
students will decide whether to write a short script or just memorize it.
4. Once the 20 minutes are over, each group of students will present their short skit
to the rest of the classroom. They will go in the order of the chapters.

7

Evaluation:
As the teacher I will be the judge and make sure their dramatic representation includes
the following:
A) All the characters
B) Dialogue
C) Main scene in the chapter

Rationale:
This lesson is related to my read aloud book because it helps the students connect
to the story. The combination of dramatics really gets the students involved and it is a
way to know if they are really understand a connecting with the story.

8

Art Based Literacy
Grade Level: 5th
C.C.S.S.: CCSS.ELA-LITERACY.RL.5.3
Compare and contrast two or more characters, settings, or events in a story or drama,
drawing on specific details in the text (e.g., how characters interact).
Time: 45 Minutes – 1 hour
Materials: The book : Mr. Terupt falls again by Rob Buyea
White Cardstock
Pencils markers and color pencils
Main Purpose: By the end of the lesson, students will have chosen a character from the
book, Mr. Terupt falls again that they can identify with and link at least three things to
their lives. They will incorporate art by drawing the character in detail and themselves on
card stock.
Procedure:
1. - Begin with a read aloud of a chapter of the book Mr. Terupt falls again
2. – Explain the strategy and objectives to the students
3. - Examine and identify all the characters to refresh the student’s memory.
9

4. - Students will first make a detailed drawing of the character and of themselves and in
the center then draw a circle between them.
5.- Then, inside each character they will write at least five traits. Students can do a
combination of drawing and writing words inside the character that represent each.
6- In the circle that goes between the two characters the students will write at least 3
traits/characteristics in which they are alike.
Culturally and linguistically responsive to language, gender and cultural differences; and
addresses the needs of diverse learners:
Being available to provide translation for E.L.L . Students and if necessary have proficient
English speakers help students who have trouble with the language.
Evaluation/Assessment:
The Student’s project will be assessed for three text-to-self connections between the
student and a character from the text.
Rationale:
The students will use art and words to describe a character they have chosen and
themselves. This relates to the read aloud because they characters are taken directly from
the book and they will analyze them more deeply.

10

Critical Media
Grade Level: 5th
Time: 45 Minutes – 1 hour
Materials: Copies of Media Obervation Sheet for every student, pens and video.
Objectives: Students will analyze portrayals of different groups of people in the media,
Investigate social values presented in the media and Identify stereotypes presented
through the media
Procedure:
1.- Questions to help start the discussion: (About 20 minutes)
- What is the media?
- How does the media make you feel?
- Has any information you received from the media ever angered you? Made you feel
really good?
- Do you feel represented in the media (i.e., race, sex, age, talents, strengths, weaknesses,
background, ethnicity)?
- Are there certain issues or groups of people represented more often than others in the
media? Why do you think this is the case?
- Do you think the media stereotypes certain people? Who? How?
4.- Brainstorm ideas of popular T.V. shows that the students know about and watch often.
Then we will decide on one to observe.

11

3.- I will hand out a Media Observation here. This is the link:
http://www.readwritethink.org/files/resources/lesson_images/lesson96/media_ob.pdf

2.- We will all watch parts of a popular television show and we will pause so we can
together complete the media observation sheet.
Student Assessment/Evaluation:
Student participation in discussions, Student participation in activities, Media observation
activity.
Teaching implications:
Provide translation for students who need it, subtitles as well for students with hearing
problems.
LESSON IDEA RETRIEVED FROM:
Critical Media Literacy: TV Programs - ReadWriteThink. (n.d.). Retrieved December 2, 2014, from
http://www.readwritethink.org/classroom-resources/lesson-plans/critical-media-literacyprograms-96.html?tab=4#student-objectives

12

Reflection Questions

In reflecting on this experience, what do you think you might do differently? What would
you do the same?
I think I would have chosen a series of books on a certain topic instead of a chapter
book because I did not have enough time to finish the book and I would have liked
to apply these response strategies with the students. Things I would do the same
would be the arrangement of the classroom desks, somehow they were always
facing me and I had space to walk around.

How has this experience informed what you are thinking about planning for and utilizing
Children’s literature in your own classroom someday?
This experience has helped me understand the clear importance that literature has
in the classroom. Literature is like a tree with many branches and these branches
are the medium to giving fruits. And those fruits include, students enthusiastic
about reading and improving their skills in many areas like dramatics, art reading
and writing. I am definitely planning on having a classroom library and always
providing my students with opportunities to enhance their learning through
literature.

13

What lingering questions do you have about how to use literature and literature
discussions in the classroom?
How to decide on an engaging topic of conversation adequate for all of my
students, keeping in mind the diverse group of learners I might have and also their
cultural diversity.
Does using a wide range of literature models for teaching have disadvantages for
my students learning?

14