Category: picture book lesson

Today in the Jackson Library, fifth graders practiced using active voice during writing. First, we read Chall’s Up North at the Cabin. During the story, I pointed out the author’s use of active voice, personification, and imagery. I used Jeff Anderson’s Patterns of Power book, lesson 6.5. Then the kids used a Seesaw template I created to sort sentences from the story by active or passive voice. After that, I gave them dry erase boards and they wrote an active voice sentence about the school camping trip. As you can see, it rained during most of camp this year!

Jeff Anderson – Patterns of Power- 6.5 What Do Verbs Do? Finding Your Active Voice

“The sunshine sits in my lap…”

“The river spills over rocks and whispers to me…”

“The [boat’s] motor sputters softly, waiting…”

“The boat roars forward…”

“blood thumps through my head…”

“when frosted windows cloud the sun”

Puddles of ink stained the blank paper.

Little dots of paint sketch a beautiful dog.

I just ordered the bilingual edition of the book but it hasn’t shipped yet, so I talked to our bilingual team leader and we guessed at how to translate this lesson for the bilingual kids:

El libro fue liedo por Juan.

Juan lee el libro.

December 8, 2019

Amy Kincaid

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Character Traits with Seesaw

Posted in picture book lesson, reading skills, and technology

Last week in the Jackson Library, fourth grade analyzed the actions, dialogue, and personalities of the characters in Helen Lester’s Me First! to pinpoint descriptive character traits of the main characters. They used a Seesaw bubble map I created and chose between Pinkerton the pig or the Sand Witch templates.

Me First character maps

Me First!

ME-FIRST-long questions

Me-First-Character-Mapping

MeFirst Reader’s Theater

Inferences with Abdul Gasazi

Posted in picture book lesson, and technology

This week in the Jackson Library, fifth graders used text evidence to support their inferences after reading The Garden of Abdul Gasazi. I created a Seesaw template for them to use and they worked in pairs to match the text evidence to the inference in the story. We discussed the author’s use of foreshadowing and the items in the Anchorage District text evidence chart below.

Text Evidence Chart from Anchorage District

Text Dependent Questions	Answers
Reread page 398. What evidence from the text can you cite to defend the idea that Alan takes pet-sitting Fritz seriously?	He won’t let Fritz out of his sightHe keeps Fritz from chewing furniture
Reread the last sentence on page 398 when Alan hides his hat under his shirt. This is an example of foreshadowing. Where in the story does Alan’s hat reoccur?	Pg 408- the duck steals Alan’s hat Pg 412- Fritz has the hat when he is waiting for Alan on the porch
Reread page 400. Based on the first paragraph, how can you tell that Alan has no control over Fritz?	Fritz bites Alan Frtiz drags him out of the houseFritz leads him across the bridge
On page 400, the author uses all capital letters on the sign. Why do you think the author did this? How would the mood be different if the author did not do this?	Capital letters often denote yelling or intense feelings or emotions.
Chris Van Allsburg wants the reader to notice that Fritz is out of control. What words or phrases on page 400 does the author use to portray Fritz in this light?	Fritz has to be dragged out of the house Fritz gives a tremendous tugFritz snaps out of his collar Fritz bolts straight ahead
How is the author using the illustrations and word choice to create suspense in this story? (Pg. 402)	Gasazi’s house is dark and castle-like Lots of shadows used Capital letters used The pages all end on a cliffhanger or leading sentence
In the second paragraph, Gasazi states that he “detests” dogs. Using contextual clues what do you think “detest” means? (Pg. 406)	Gasazi lists all the bad things that dogs doHe uses all capital letters on his warning sign He bellows “I TURN THEM INTO DUCKS!”
Why is Alan concerned that Mr. Gasazi might have captured Fritz? (Pg. 400)	The threatening sign Alan’s knowledge of Fritz’s misbehaviorThe knowledge that Fritz had gone into the forbidden area
Reread pages 404-405. What details does that author use to make Mr. Gasazi seem frightening and mysterious?	The house is dark and largeThe door opens before Alan knocks Mr. Gasazi stands in the shadows
Reread pages 400-406. How does the author make sure that the reader knows that Gasazi really does not like dogs?	Gasazi’s voice sounds like a growl The author writes Gasazi saying “I turn them into ducks!” in capital letters. He states that he “detests dogs” The threatening sign
At the beginning of the story we learn that Alan takes pet sitting seriously. What other evidence from the story portrays Alan as a responsible person. Cite evidence from the text to support your answer.	He is politeHe follows Fritz into the garden although he is scared He admits to Ms Hester that he lost Fritz
Reread page 408. What textual clues are there that lead you to believe that Alan really believe Fritz turns into a duck?	Alan begs Gasazi to turn Fritz back into a dog (406) Alan tells the duck that he “hasn’t changed much” after the duck bites him (408) The duck steals Alan’s hat- a favorite thing of Fritz’s (408)
Is Ms. Hester angry at Alan? Use clues from the text and illustrations to support your position. (Pg. 410)	Ms Hester tries to hide a smile She reassures Alan that Gasazi was just playing tricks The illustrations depict Ms Hester as comforting Alan
Why do you think that Chris Van Allsburg choose to end the story with Fritz having Alan’s hat? (Pg. 412)	To add to the mystery of the story; ties into the beginning of the story and the foreshadowing of the hat

Garden of Abdul Gasazi- After the Story Questions

Imagine that Alan goes back to talk to Mr. Gasazi about the incident. How will the magician react? Will they become friends? Describe their continuing adventures in writing.
Imagine that Fritz didn’t come back to Miss Hester’s house. What would Alan have done? Or imagine that Fritz did come back but he remained a duck. How would Alan have explained that to Miss Hester?

Garden of Abdul Gasazi Safeshare video

November 10, 2019

Amy Kincaid

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Show, Don’t Tell with Mentor Texts

Posted in picture book lesson

Fourth graders used a Seesaw template I created to match dull “telling” sentences with their “showing”, descriptive counterparts. I found the descriptive counterparts in various library books. The kids worked in pairs to match the quality description from the books to their simple counterpart. To prepare them for the lesson, we read Moonlight and admired the vivid imagery the author created. Then we read a story I wrote about camp and discussed the ‘show, don’t tell’ strategy. For independent practice, they worked in pairs on the matching Seesaw activity.

show dont tell

Mentor texts used:

mentor texts

My Camp Story Sample Sneak in the Setting

November 3, 2019

Amy Kincaid

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Goldilocks and the Three Martians

Posted in picture book lesson, and science

Third grade enjoyed the story, Goldilocks and the Three Martians, in the Jackson Library. They used context clues to figure out the meaning of unknown words, and predicted what would happen to Goldilocks. When we discussed gravity, we watched it in action with a YouTube video of astronauts playing soccer aboard a spaceship. That sure is memorable! Finally, we played a Kahoot! game about the story.

summary question

Ms. Booksy- Goldilocks

October 27, 2019

Amy Kincaid

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If I Had a Gryphon 2019

Posted in picture book lesson

Second graders created their own original mythical creatures in the Jackson Library after reading If I Had a Gryphon.

If I Had a Gryphon

Seesaw Activity

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4th Grade Color Poems

Posted in picture book lesson

Fourth graders were inspired by a read aloud from the Eric Carle book, What’s Your Favorite Color? I found this gem at the last year’s Scholastic book fair. After reading the story, the kids thought about their favorite color and used my template to brainstorm how their color might sound, taste, and feel. I love the imagery they used! As they wrote, we played the video of Hailstones and Halibut Bones for more ideas, since it has a similar theme.

color poem

Student Template: Color Poem

Wadin: Hailstones inspired

Green Example: Read Write Think

October 26, 2019

Amy Kincaid

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Bumblebee Bat

Posted in bilingual, nonfiction lesson, picture book lesson, and technology

Last week in the Jackson Library, kindergarten learned facts about the bumblebee bat and used a Seesaw template I created to label the bat. The bilingual students used the Spanish words. This book won the Theodor Seuss Geisel award.

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October 26, 2019

Amy Kincaid

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Round is a Tortilla

Posted in holiday, and picture book lesson

To wrap up Hispanic Heritage month, the bilingual Pre-K class identified objects with different shapes in the story, Round is a Tortilla. Kirkus applauds this book for incorporating cultural elements along with the shapes.