LTM 632

NAME: Natalie Nickolas Lesson Topic: Cause and effect in Kamishibai Man Length of lesson: 50 minutes, whole group Stage 1 Desired Results Standards: RL3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. RL3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. W3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Essential questions: How can a new invention cause peoples lives to change? Student objectives (outcomes): Students will be able to: - Identify correctly used vocabulary words in context - Link events related by cause and effect in Kamishibai Man Stage 2 Assessment Evidence Formative assessment Summative assessment - Vocabulary questions - Cause and effect T-map Stage 3 Learning Plan Learning Activities/Procedure: Provide students with an overview, written on the board, of todays Reading lesson: - Vocabulary review - Review and reread Kamishibai Man - Cause and effect Tell the students they are going to work on some vocabulary review answering Yes or No questions. Students are to give a thumbs up for Yes and a thumbs down for No for the following questions: Familiar - Are your family members familiar? - Are your friends familiar? - Am I familiar? - Is a stranger familiar? Grade level: 3rd

Is your favorite movie familiar? a a a a barn be rickety? bicycle be rickety? kitten be rickety? cloud be rickety?

Rickety - Could - Could - Could - Could Blasted - Can - Can - Can - Can a a a a

cannonball be blasted? whisper be blasted? radio be blasted? fire alarm be blasted?

Blurry - Could a window be blurry? - Could your eyesight be blurry? - Can grass be blurry? - Can a photograph be blurry? Jerky Can Can Can Can Can a rollercoaster be jerky? a train be jerky? a car ride be jerky? a movie be jerky? sleeping be jerky?

Vacant - Is a deserted island vacant? - Is a crowded cafeteria vacant? - Is an empty movie theatre vacant? - Can a parking lot be vacant? - Can a book be vacant? Applause - Would - Would - Would - Would you you you you hear hear hear hear applause applause applause applause after a concert? at a play? at a restaurant? at the grocery store?

Rude - Is it rude - Is it rude - Is it rude - Is it rude - Is it rude (10 minutes)

to to to to to

say good morning? not say good morning? knock into someone in the hallway? chew with your mouth open? chew with your mouth closed?

Remind students about our conversation the previous day regarding inventions. Ask students to think back on the kamishibai man and whether the invention of television made his life better or worse. Have them give a thumbs up for better and a thumbs down for worse. Repeat for the kamishibai mans listeners. Ask students for reasons why they think that. Explain that for better or worse the invention impacted both the kamishibai man and his listeners. Pose some recall/comprehension questions to remind students of the story: - Why did Jiichan decide to go on his rounds again? - What was the city like when he got there? - What did Jiichan think/talk to himself about as he set up his stage? - Who was listening to Jiichan the whole time without him noticing? - How did Jiichan feel about continuing to go on his rounds at the end of the story? (10 minutes) Show students the homemade kamishibai stage. Explain to them how this style of storytelling works: The pictures from the story are on cards. The text that goes with the picture on display is on the back of the previous card. The kamishibai storyteller pulls each card out to display the next picture as he/she progresses through the story. (5 minutes) Have students turn to page 291 in their Reading books and hand out T-Map worksheets. Explain that we are going to reread Kamishibai Man but with the intent of looking for cause and effect in the story. What is cause and effect? (Cause = The reason why something happens; Effect = What happens because of the cause) Provide an example of a cause and effect relationship: I was hungry, so I made a sandwich. What is the cause and what is the effect? Read Kamishibai Man using the kamishibai stage, pausing when necessary to determine cause and effect relationships. Record these on the board using arrows, linking cause to effect and to represent the word so. (20 minutes) Jiichan has been thinking about going on his rounds again. (So) Jiichan has been quiet for three days. Jiichan misses going on his rounds. (So) Jiichan decides to go on his rounds again. Baachan is concerned about Jiichan going on his rounds. (So) She asks him how many years it has been. Jiichan wants Baachan to let him go on his rounds. (So) He gives reasons to prove that he will be okay. Jiichan is happy to be going on his rounds. (So) He hums to himself. The city has grown larger and busier. (So)

The city has more rude drivers, more shops and restaurants, trees chopped down. Jiichan is tired and confused when he gets to the city. (So) Drivers honk at him and he must pull into a vacant lot. Jiichan calls out and claps the wooden blocks. (So) Children come to hear his stories. Jiichan offers candy to the boy. (So) The boy runs away. People start buying televisions. (So) The children are less interested in Jiichans stories. Practice reading through the cause and effect relationships, linking the two using the word so. Model reading the first one or two cause/effect relationships for the class, then call on volunteers to read the others. (10 minutes) If additional time: Provide groups with a paper bag from which each student will draw a question that contains a target vocabulary word. The student is to read the question to his/her group and the entire group is to write a response on the paper provided. - If a house is rickety, what does it look like? What makes a house become rickety? - Has someone ever blasted their horn at you or someone you were with? What made them do it? - When most of the seats in a movie theater are taken, where are the only vacant seats likely to be? Why? - If another student is often rude to you, what do you think is the best way to solve the problem? Why? - What are some situations in which you might hear applause at school? - What are some familiar things you see at school?

Materials: White board and markers Vocabulary matching cards Kamishibai stage and cards Cause & effect T-Map Reading books Blank vocabulary questions worksheets (if needed) _____________________________________________________________ Motivation/hook: Students will get to see what a kamishibai stage looks like and how it works. _____________________________________________________________ Differentiation: Some individual students may be pulled aside to work on individual reading targets.