Jenna's+Storybook

Photo retrieved from: http://media.photobucket.com/image/a%20bad%20case%20of%20the%20stripes/book_blog/bad_case_of_stripes.jpg?o=1

** ABC Storybook Activities for __A Bad Case of Stripes__ by David Shannon **
 * Activities by Jenna Hempe **

__** 1A.) Blabberize (Comprehension) **__
 * A. Anticipation Activities **

Learning standards/Wisconsin Standards:
== A.4.1 Use effective reading strategies to achieve their purposes in reading. (Discern how written texts and accompanying illustrations connect to convey meaning. Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures, and adjusting reading rate according to purpose and difficult.) ==

== For this anticipation activity, students will be told that today we will be reading a book called, __A Bad Case of Stripes__. The teacher will tell the students that to introduce the book, we are going to meet the main character of the story named Camilla. Following this, the teacher will play this Blabberize creation on a computer and show it on the Smartboard for the class to see. This Blabberize creation shows a picture of Camilla and she will introduce herself and tell the students that she has a bad case of the stripes. She will ask the students if they know what that is or have any guesses as to how she may have gotten it. This will require the students to make a prediction using the front cover of the book and the information that Camilla has given them. Camilla will ask the students to predict what they think a bad case of the stripes is and how she got them. The students will also need to make sure they include an explanation as to why they predict what they do. To express their prediction, the students will write it down on a piece of paper so that everyone has a chance to formulate their thoughts and then the teacher can use it as an assessment piece for the students to turn in at the end of the lesson. The teacher will give the students a few minutes to write down their thoughts and then will have them read what they wrote to a nearby neighbor. After this, the teacher will ask for volunteers to share some of their predictions. ==

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Photo retrieved from: http://media.photobucket.com/image/a%20bad%20case%20of%20the%20stripes/c21catherine/1a-bad-case-of-stripes.jpg?o=5 __** 2A.) Picture Walk (Comprehension) **__

Learning standards/Wisconsin Standards:
== A.4.1 Use effective reading strategies to achieve their purposes in reading. (Discern how written texts and accompanying illustrations connect to convey meaning. Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures, and adjusting reading rate according to purpose and difficult.) ==

== For this anticipation activity, the students will each be given a copy of __A Bad Case of Stripes__. The students will then be split up into small groups of 4 students. The teacher will display a set of questions on the Smartboard for the students to discuss in their groups. After the teacher gives the students enough time for discussion in small groups, the teacher will lead the class in a whole group discussion. Each group will be asked to answer one of the questions aloud to the whole class. The following questions will be displayed on the Smartboard: ==
 * === 1. What picture do you think the problem in the story arises? What about this picture hinted this? ===
 * === 2. What do you predict this story is about? Why? ===
 * === 3. Is there a main character you can identify in the book just from the pictures? Who is it? ===
 * === 4. What time period do you think this book takes place in? Why? ===
 * === 5. Do the pictures tell you if this book is fiction or non-fiction? If so, how? ===

The students will need to be responsible for holding onto their answers because they will need them for the next activity.
__** 3A.) Quizlet (Vocabulary, Phonics, and Fluency) **__

(D.4.1) Develop their vocabulary of words, phrases, and idioms as a means of improving communication.
== (Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly, Use their knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words.) ==

== For this anticipation activity, the teacher will open a website called [|Quizlet] that will contain vocabulary flash cards with one card for each vocabulary word. The teacher will explain to the students that these vocabulary words will all show up in the story we are about to read. The first thing that will appear on one side of the card is the word and then as a class the students will work together to sound out the word. There will probably be some students that know the words, but it will still be a good review for those students to review how we sound out words we don’t know. The class will do this through sound spelling using our fingers to tap out the sounds. The teacher will then share a sentence that uses this word with the students and see if the students can derive a meaning using the context of the sentence. The teacher will ask the students to give definitions of what they think the word means and then the teacher will flip over the note card on the website with a click of the mouse. On the other side of the card will be the definition of the word. The teacher will ask for different volunteers to read the definition on the card each time a new vocabulary word is introduced. This helps students practice their fluency and reading in front of others. The following words from the story will be used as the vocabulary words: ointment, jabbed, prodded, remedy, vanish, cure, fret, and contagious. The words will be important to go over because in the next activity the students will be reading the book independently with a partner. == === To view this set of cards visit: [|Quizlet] and use this information to login: Username= Jahempe Password= reading123. Look under "my recent sets" to find and click on the set of cards entitled, A Bad Case of Stripes. ===

__** 1B.) Kidspiration Feelings Web (Vocabulary and Comprehension) **__
 * B. Building Knowledge Activities **

== For this activity, I will begin by telling the students to keep their eyes and ears open for the feelings that are talked about in the story we are about to read or the feelings that they think that Camilla would experience from what happens in the story. I will tell the students that after each page we will check to see if any feelings have come up on that page and we will include them on our feelings web. Also before we read the story, I will ask the students how they think a person who had a bad case of anything may feel. This will give students an idea of the type of words we will be looking for and remind them what feelings words sound like. ==

This web was created using Kidspiration. Please note that the web above is filled out, but when using it in the classroom you will begin with a blank web.
__** 2B.) Storylineonline.net and Prediction Check (Comprehension) **__

Learning standards/Wisconsin Standards:
== C.4.2 Listen to and comprehend oral communications. (Follow basic directions. Understand increasingly complex sentence structures. Understand a variety of word structures and forms, such as affixes, roots, homonyms, antonyms, synonyms, and word analogies.) ==

(Discern how written texts and accompanying illustrations connect to convey meaning.
== Comprehend reading by using strategies such as activating prior knowledge, establishing purpose, self-correcting and self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures, and adjusting reading rate according to purpose and difficult.) ==

== For this activity, the teacher will go to storyonline.net and play the video of __The Bad Case of Stripes__ being read aloud for the class. The teacher will do this using the Smartboard and the students will sit gathered together in front of the Smartboard Before I play the video, I will tell the students to think about the predictions they made because we will be referring to them after the story. After the story is finished, the teacher will have the students return to their groups and pass out one highlighter to each group. Then, the groups will highlight the predictions that were correct and not highlight the ones that they did not get correct. For the predictions that were incorrect, the group will need to write what actually happened instead next to the incorrect prediction. Following this, we will discuss what predictions were correct and what pictures made this very evident. ==

__** 3B.) Voicethread (Comprehension, Vocabulary, and Fluency) **__

== For this activity, students will first read the story aloud with a partner. The students will each take a turn reading a page of the story. When the pairs are finished reading the story they will go to back to their desks, which will have a laptop on each one, and open the teacher created Voicethread that will be found on the class wiki. The Voicethread, as seen below, will have the students follow the directions given by the teacher and take a look at the images presented. The directions will have the students come up with five describing words for a picture of their choice. They will need to first identify which picture they chose and then say each of the words they chose to describe the picture with. The pictures will be of Camilla and will be from different scenes in the book. ==

[|Voicethread] media type="custom" key="6090095" width="180" height="180"

__** 1C.) RAFT (Vocabulary and Comprehension) **__
 * C. Consolidation Activities **

(Use a variety of writing technologies, including pen and paper as well as computers)
== (Write nonfiction and technical pieces {summaries, messages, informational essays, basic directions, instructions, simple reports} that convey essential details and facts and provide accurate representations of events and sequences) ==

== For the consolidation activity, the teacher will have the students do a RAFT activity. RAFT is a writing activity that stands for role, audience, format, and theme. The teacher will tell the students that they are going to pretend that they are Camilla and they will be writing a letter to the local newspaper. They are writing this article because Camilla wants to make sure the media knows what exactly happened since they were all outside of her house reporting everything that happened to her and she thinks that they may have reported some untrue things. In the letter, Camilla will also include the lesson that she learned from this whole experience. For this activity, the teacher will take the students to the computer lab because the students are going to need to type this formal letter. I will provide the template for the students which will help them set up their letter. The letter will need to be three paragraphs long and I will ask that the students incorporate at least two of the feelings words that we brainstormed for our web in the previous activity. Each paragraph will need to be 3-5 sentences in length. ==

__** 2C.) MindMeister (Comprehension) **__

== For this activity, the students will each go onto a computer and will go to a website called, [|MindMeister]. This site allows students to create organized mind maps. In this case, the students will each create a map sequencing the major events that take place in the story. This map is a great tool to check for students understanding of the story and to easily organize information. When the students are finished, they will be asked to print their map and compare it with two other students to see if they missed anything major. The students will also be allowed to go back into the book to check to see how well they did remembering the order of sequence of the book. The teacher could then have the students go back to their map online and make any corrections they need to. Then, the students could print their finished map and turn in both the draft and final product. This would allow the teacher to see how well the student can edit their work and look back in the text. == media type="custom" key="6090201" width="140" height="140"

__** 3C.) Giving Directions (Comprehension) **__

B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.
== (Write nonfiction and technical pieces (summaries, messages, informational essays, basic directions, instructions, simple reports) that convey essential details and facts and provide accurate representations of events and sequences) ==

== For this activity, the students will each be given a blank basic outline of a person’s body. The students will be told to decorate the body like a person who had a bad case of the stripes using crayons and markers. The person shouldn’t look exactly like Camilla, but should have their own unique case of the stripes. The teacher will tell the students that they will need to create a set of directions for how to recreate the person with stripes that they just created. The teacher should stress to the students how detailed they must be and that they should include a lot of describing words, which were reviewed in the previous activity. The teacher will tell the students that their directions may be quite long and the more specific they are the better. The students will be told that the goal of their directions is that they are clear enough that a person could read them without seeing their original person and create a person that looks exactly like the original. The teacher will give the students some examples of what the steps would sound like and show the students how to use the template shown below. The students will type their directions on a laptop using Kidspiration that they will have at their desk so that they can even write the step by step directions as they decorate the person. Once the students are finished with their directions and decorated people, they are ready for the next lesson. The next lesson will have the students trade their directions and try to accurately recreate their person described. When they are finished, they will be allowed to hold up their completed person next to the original to see how closely it matches. The students will also evaluate how well they think their directions were and if they should have made changes to them. After this, the teacher will put the people with a case of the stripes on a bulletin board with a title above them all that says, “We Respect People’s Differences.” ==