Students continue their writing from Lesson 8, completing Part III of the response sheet to retell the important events of the beginning, middle, and end of the story using pictures and words. The book is beautifully illustrated in typical Eric Carle style. Look for opportunities to support students' oral language as they practice role-playing by providing sentence stems or mimed actions. I imagine _____ with the moon.") [5] The book also received special mention by the Young Critic's Award from the International Literacy Association and the Parent’s Choice Award in Illustration, both in 1986. Place the Story Elements board icon for the end on the Story Element board. Students can use them for visual and tactile reference during Opening A. (a person, animal, or object in a story, play, or movie), "What is the setting in a story?" For ELLs: Students may benefit from orally rehearsing their writing with peers. Continue to use Goal 1 and 2 Conversation Cues to promote productive and equitable conversation. (describe; tell about something.). Sun, Moon, and Stars Word Wall card for the words full moon, half-moon, and sliver. Encourage students to use the sentence stem "The moon is described as __________. I think Papa is sneaky. Cold call two to three students to share what they discussed with their partner. Tell students that they can play a fun game with the different tenses by changing the song to take place in the past or in the future. Encourage them to use classroom resources (Story Elements board, Word Walls, high-frequency word lists, and alphabet or letter sound combination charts). Draw students' attention back to the text and read aloud pages 5-18 slowly, fluently, with expression, and without interruption. Papa, Please Get the Moon for Me is a children's picture book designed, illustrated, and written by Eric Carle, published by Simon & Schuster in 1986. (anything that happens; an event is usually special or important), "What happened in the beginning of the story?" Signal all students to stop working through the use of a designated sound. Order printed materials, teacher guides and more. ), "Who can repeat what your classmate said?" (Monica, Papa, and the moon), "When is this story taking place?" Direct students' attention to the posted learning targets and reread the second one aloud: Share with students that as in the previous lessons, they will get a chance to show what they know about the characters and setting of. Direct students' attention to the third column and invite students to turn and talk with an elbow partner: If productive, cue students to expand the conversation by saying more: Circulate and listen in as students share with their partners. The basic design of this lesson supports ELLs by providing opportunities to deepen comprehension and expand oral language by acting out events of the text. Place the Story Elements board icon for the middle on the Story Elements board. Circulate and listen in as students share. "), "What happened in the beginning of Papa, Please Get the Moon for Me? Consider making this question more concrete by researching the author of. Monica asks her father to get it for her. In Papa, Please Get the Moon for Me, Monica tries to grab the moon from the sky so she can play with it. Direct students' attention to the posted learning targets and reread the first one aloud: Share with students that as in the previous lessons, they will get a chance to show what they know about the major events in. Circulate to support students as they write. Give an example of the central message from a familiar story. Link-Eric Carle Author Study Unit: Integrated, Differentiated, CCSS Aligned. During Work Time A, B, and C, track students' progress towards the reading standards in this lesson using the Reading Literature Checklist. Revisit the Working to Become Ethical People anchor chart to guide students in thinking and discussing how respect is important to uphold throughout the Role-Play protocol. Internet Explorer is not a fully supported browser. Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials. These are the CCS Standards addressed in this lesson: A. For ELLs: When cold calling, select one or two strong language models first so ELLs have a chance to hear the frame a few times in an authentic way from their peers. because it may seem abstract. Focused Read-aloud, Session 1: Papa, Please Get the Moon for Me (15 minutes) Direct students' attention to the posted learning targets and read them aloud: "I can answer questions about key details from Papa, Please Get the Moon for Me." Give students specific, positive feedback regarding their sharing. Order printed materials, teacher guides and more. ), "Can you say more about that?" Consider using additional time to drill students on using the correct verb tenses by asking them to respond to different questions using the correct tense. Ask other students to choose one translation in a home language other than their own to quietly repeat. Ask students about the meaning of the chunks from the guiding question: "I / can describe / the central message / from, "What does this sentence mean?" Direct students' attention back to the Story Elements icons for the characters. (Responses will vary. Tell them that in the next lesson they will use the Story Elements board again to help retell important events from this story. Circulate to support this interaction. Syllabicate them through call and response and use a hand gesture of a wave to put them back together. Cold call on two to three students to share out their ideas. Students can bring objects from home to enhance the sharing. Creative Commons Attribution 4.0 International License (CC BY). Look for opportunities to support students' oral language as they practice role-playing by providing sentence stems or modeled actions. (MME), After the Turn and Talk, emphasize process and effort in writing by modeling how to sound out a word with tricky spelling. Parts I and II of the Papa, Please Get the Moon for Me response sheet on clipboards for Work Time C. Review the Role-Play protocol. Think aloud: Circulate and listen in as students share with one another. Students complete the Story Elements board for. When circulating and listening in during the Turn and Talk, scaffold partner conversations as needed. (at night), "Where is this story taking place?" (Responses will vary, but may include: to imagine what it would be like to play with the moon and/or to describe how the moon seems to get bigger and smaller. This lesson invites students to re-engage with the Unit 1 guiding question in order to uncover the author's purpose for writing. For ELLs: Before inviting students to complete each section of Part 3 of the, For ELLs: Complete the first section of the, Tell students they are now going to consider why the author may have written. (He works hard to get Monica the moon. (RL.1.3, RL.1.7, L.1.6, W.1.8), A. (Monica and Papa are names and spelled with a capital letter), "What does the author tell us about Papa? (Example: "Naima used the Word Wall word night to help describe the setting of the story.").
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