Beauty, the Beast, and the sisters - Mondo · PDF file2 Beauty, the Beast, and the sisters...

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LiTErACy STANDArDS ADDrESSED iN THiS PLAN

KEy iDEA This book retells the tale of “Beauty and the Beast” from different points of view (Beauty’s, the Beast’s, and Beauty’s sisters) and reveals how perceptions of ourselves and others can be wildly different.

rL.5.3 MAiN FOCUS Key ideas & Details Sessions 1, 2, 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).

rL.5.4 Craft & Structure sessions 1, 2 determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

rL.5.6 MAiN FOCUS Craft & Structure Sessions 2, 3 Describe how a narrator’s or speaker’s point of view influences how events are described.

rL.5.7 MAiN FOCUS integration of Knowledge & ideas Sessions 2, 3 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

rL.5.10 range of reading & Level of Text Complexity 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.

SL.5.2 Comprehension & Collaboration sessions 1, 2, 3 summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

L.5.4a Vocabulary Acquisition & Use sessions 1, 2, 3, additional instruction use context as a clue to the meaning of a word or phrase.

L.5.4b Vocabulary Acquisition & Use additional instruction use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

rF.5.3 Phonics & Word recognition additional instruction know and apply grade-level phonics and word analysis skills in decoding words.

rF.5.4b Fluency session 2 Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

W.5.3 Text Types & Purposes Writing Task Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.5.8* research to Build & Present Knowledge sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. *standard adapted from another grade

W.5.10 range of Writing Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

Beauty, the Beast, and the sistersWritten by alvin Granowsky and illustrated by allan and deborah drew-Brook-Cormack

GR_G5_BeautyBeast_LP_JO.indd 1 12/19/14 10:47 AM

2 Beauty, the Beast, and the sisters

LEArNiNg FOCUS rL.5.3

Students compare and contrast characters, settings, and events by reading closely and drawing on specific details in the text.

VOCABULAry

rL.5.4 Introduce the words traditional and crucial to students and invite them to share their understandings of these words. Read page 4 together and clarify the meaning of both words.

Session 1 Text selection: pp. 4–10

Key Idea: Text Selection The book begins with a brief introduction explaining the concept of telling the story from contrasting points of view. In the first chapter, Beauty’s tells about her family, the Beast, and her life from her point of view.

PrevIewIng The TexT 5 minutesread the title and author credit with students. Ask students to examine the contents and read the back cover. encourage them to share what they know about this popular tale.

Beauty and the Beast is a traditional tale. Who knows something about the story?

a prince gets turned into a beast until he finds his true love and gets turned back.

How is the title of this book different from the traditional title?

it includes the sisters.

Yes, that is a difference. Seeing how the title is different makes me curious about the rest of the book and how it might be different from the traditional tale, too.

reADIng The TexT CLOSeLY 10 minutesexplain the reading focus to students. Invite them to read the Introduction on page 4.

Today, we’re going to compare and contrast what we read. Can anyone explain what this means?

to talk about how things are similar or different

Yes, we can compare and contrast details about characters, settings, and events. Now let’s read the introduction on page 4. . . . What did you learn?

that different characters tell the story from their own points of view.

So as we continue to read, let’s consider comparing and contrasting the characters.

Ask students to read up to the section break on page 6. Check to see how they apply the focus to the text. Provide support if needed.

As we read, we’re going to compare and contrast the characters. What characters are introduced here?

Beauty, her two older sisters, and aunt serena.

What do Beauty and her sisters have in common?

all three are girls in the same family. aunt serena says they are all beautiful.

And how are they different?

Beauty is the youngest. her sisters think she looks different.

What details tell you this?

Beauty’s sisters say that her left eye is a different size and her right earlobe hangs low. But Beauty says she hasn’t noticed.

Yes, so those are ways the characters are similar and different.



TEACHEr TiP

Have students make a word web about each character. Ask them to include what the characters look like, what they do, and their traits.

SL.5.2 DiSCUSSiON Collaborative

L.5.4b VOCABULAry Prefixes and Suffixes

W.5.8*, rL.5.3 WriTiNg gather information

If students show they can apply the focus, set the reading assignment for the session. If not, ask them to reread the page looking for details that show how Beauty and her sisters are alike and different.

Now continue reading the rest of the first section of the book. As you read, look for details that show you how the characters are similar and different.

DISCuSSIng The TexT 10 minutesInvite students to share details they noticed while they were reading and to compare and contrast the characters using these details.

So we were comparing and contrasting characters. Who can tell how the characters are different?

Beauty tells her father they have all they need, but the sisters shriek.

Anyone else?

the sisters complain they don’t have enough stuff.

What character traits does this reveal about Beauty and about the sisters?

Beauty is loving, kind, and unselfish. the sisters are greedy.

So the sisters seem very different. Did you find any characters that are similar?

i think Beauty and her father are similar because they both are kind and want the best for the family.

One thing we can do when reading a book, like this one, which contains a lot of details, is to summarize. Can someone summarize the similarities and differences we’ve noticed so far?

sure. Beauty and her dad are alike because they are kind. she’s like her sisters because they are beautiful. But she and her sisters are different because her sisters are selfish.

Focus on the word misshapen in the second paragraph on page 5.

Let’s look at the word misshapen on page 5. I see the root word is shape. I also see that the word has a prefix. Who can tell me about the prefix?

the prefix is mis- and it means “wrongly or badly.”

Well done. Who can put the word parts together and tell us what it means?

i think the word means something is badly shaped. so Beauty’s sister mean her face is badly shaped.

Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read fiction.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE

COMPrehenSIOn: COMPAre AnD COnTrAST ChArACTerS

E-RESOURCEE-RESOURCE Formative Assessment have students use the blackline master on page 10 to compare and contrast two characters in Beauty, the Beast, and the Sisters. review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE COnSTruCTeD reSPOnSe: COLLeCT TexT evIDenCeE-RESOURCEE-RESOURCE Formative/Summative Assessment have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the following: Pick one character. How is this character’s point of view similar to that of other characters? How is it different? guide students to pick a character whose point of view is not given in a section in the book. review students’ collected evidence as you evaluate their mastery of the learning focus.

Corrective FeedbackHave students closely reread pages 4 through 6 to compare and contrast characters or events. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.

rL.5.3 COMPrEHENSiON Compare and Contrast Characters



LEArNiNg FOCUSES rL.5.3, rL.5.6, rL.5.7

Students return to text to consider the characters’ points of view and how the illustrations help them visualize the characters in order to more deeply compare and contrast the characters.

COMPrEHENSiON SHArE

Authors definitely have a message or intend to describe things a certain way. But that doesn’t mean you can’t have your own point of view that is unique. Think about the details you’ve read, and take time to develop your own opinions.


reTurnIng TO The TexT 5 minutesAsk students to reflect on the text read previously. guide them to recall how they applied the learning focus to their reading.

Let’s review. Who and what did we meet as we read the opening pages of the story?

We read about Beauty, her aunt, her sisters, and her father. We talked about how characters are similar and different.

Well done. We found out that characters can share some traits while also being different. Let’s continue.

reADIng The TexT CLOSeLY 10 minutesexplain the learning focus. Invite students to read pages 5–6. Check in to see how well they have understood the focus. If you are satisfied that students can apply it, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 3 of this lesson plan.

Our work as readers today is to ask ourselves what point of view the characters have and how they are alike and different. Who’s going to give it a try?

Beauty thinks she’s ugly and her sisters are beautiful. her sisters think the same way.

Yes, this is their point of view. Why do you think that Beauty has this point of view? Identify the text details that helped you figure this out.

it says on page 5 that her sisters told her that one of her eyes is bigger than the other and one earlobe hangs lower than the other, and that they told her this when she was seven years old.

Hmmm, interesting. How serious do you think those flaws are?

they sound sort of small. it’s hard to tell but i think they’re not big deals.

Yes, they sound small to me as well, and that is interesting because these small things make Beauty and her sisters think of Beauty as misshapen. What does that tell you about the sisters’ point of view about Beauty’s looks?

they’re not accurate.

You figured out something about the sisters’ point of view. How did you do that, if Beauty is the one telling the story?

from what Beauty said her sisters said

Great, you read closely and used details to figure out the character’s points of view.

Formative Assessment: Fluency Listen to each student read a portion of the text. Observe students’ fluency. If students need additional practice with fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after reading.

ELL SUPPOrT

rL.5.3 Discussing the Text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses: B: ___ and ___ are the same. ___ and ___ are different.i/A: ___ and ___ are similar because ___. ___ and ___ are different because ___. i know because the text says ___.



TEACHiNg TiP

Readers are able to form clear ideas about characters and events in stories by regularly summarizing important details. They often do this both internally, as they read, and orally with another reader, in an after-reading discussion.

DISCuSSIng The TexT 10 minutesFacilitate a discussion about the character’s points of view on pages 5–6, including considering illustrations from the rest of the book. encourage students to ask questions and share ideas to check understanding.

So earlier we started to think that Beauty and her sister’s points of view are wrong or inaccurate somehow. How do you think an illustration would help you understand the characters’ points of view?

an illustration would help me figure out if Beauty is really ugly and misshapen.

So let’s look at the illustrations on the Contents page. Based on this, what do you think about the characters’ points of view?

i think the characters’ points of view are really wrong! Beauty is beautiful and the sisters are ugly.

So now you have your own point of view, which you’ve contrasted with the characters’ points of view. Isn’t it interesting how your point of view can be so different? Keep that in mind as you continue to read. Look for how different characters tell about the same events. You may have to figure out for yourself what most likely happened.

Focus on the word virtue on page 4.

Is virtue a word you already know? Let’s think of a strategy to find out its meaning. Let’s have a couple of volunteers. What are some ways you’ve used to find words’ meanings?

Look at the words nearby it, look at word parts, look for related words, and look up the word in the dictionary

Let’s look at the words nearby for context clues. Reread the third paragraph on page 4 and find the word virtue. What words and phrases are clues to what it might mean?

“consistently shines through,”and “loving, trusting, and good”

Based on those clues, what do you think virtue is?

goodness

Great work. Yes, virtue means a good quality. As we keep reading, we’ll use the vocabulary strategies we know, such as context clues, word parts, related words, and looking words up in reference books, to determine word meanings.

guide students to solidify their understanding of the learning focuses.

As you read and discuss the book, keep asking yourself about the characters’ points of view. Where there are pictures, look at them to help you. How do you think illustrations can help you compare and contrast characters and other things in a story?

they give you another version of things, like how Beauty thinks she’s misshapen but then the picture showed how she’s not misshapen.

Anyone else?

they can show you events. you can see how the events are like and unlike.

Good thinking.

help students summarize some of what they have learned as part of the discussion.

VOCABULAry

rL.5.4 Introduce the meanings of these nonliteral words or phrases as they are used in the text: broken heart, my eyes fell, the delicious aroma greeted us. Have a discussion about why these words or phrases do not mean what the words actually say. Ask students to work with partners to discuss what these nonliteral phrases in the story mean.


L.5.4a VOCABULAry Context Clues

DiSCUSSiON TiP

Have students summarize portions of a written text read aloud by giving the main ideas and a few supporting details.



Now let’s look at the illustration on page 10. Look at the illustration and identify similarities and differences in it. Then try to summarize the similarities and differences you find. Would anyone volunteer to share?

in the illustration, i see the father for the first time. i could compare his appearance with his daughters’ looks. they definitely look alike, but i could see that Beauty is the most beautiful. also, i could see what was going on and how Father is telling his daughters about what happened with the beast, about picking the rose and how it angered the beast. he’s explaining that he must die if someone doesn’t return to the beast in his place. i was able see how Beauty and her father love each other because they are looking at each other and holding hands, while the sisters are standing back looking mean.

Good work. Talking about all these details with each other can help all of us better understand the characters and the different points of view.

E-RESOURCEE-RESOURCE Formative Assessment: Comprehension using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.

TEACHER’SCHOICE FLuenCY FOLLOw-uPFluency Practice note differences in expression among characters’ dialogue. Suggest that students ask themselves, “how would Beauty say these words? how would that sound different from her eldest sister?” Then have students echo read the text after you.

TEACHER’SCHOICE COnSTruCTeD reSPOnSe: COLLeCT TexT evIDenCeE-RESOURCEE-RESOURCE Formative/Summative Assessment have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the following: Pick one character. How is this character’s point of view similar to that of other characters? How is it different? review students’ collected evidence as you evaluate their mastery of the learning focus.

COMPrEHENSiON SHArE

In this book, different characters narrate different sections. Note who is telling the section you’re reading. Take notes about what the narrator thinks and how he or she feels about events. Think about how the narrator’s views affect how the events are described.

rF.5.4bFLUENCy

Expression

W.5.8*, rL.5.3WriTiNg

gather information



LEArNiNg FOCUSES rL.5.3, rL.5.6, rL.5.7

Students continue to discover differences in the characters’ points of view, using illustrations to help them, in order to compare and contrast characters, events, and settings.

Key Idea: Text Selection In this section, the Beast tells about his life before Beauty and then tells his version of meeting and falling in love with Beauty.

reTurnIng TO The TexT 5 minutesexplain that students will continue to use the skills they have been using so far to read the second section of the book.

We’ve been using a lot of tools to think about this book. What are some of the techniques?

Well, i compared and contrasted stuff, like characters. also, i figured out point of view.

Yes, we even looked at the illustrations, which helped us figure out our own points of view! Let’s continue to use those tools as we read today.

reADIng The TexT CLOSeLY 10 minutesState the learning focuses and invite students to read pages 34–36. Check to see how they are doing with application of the focuses as you have done previously. Then have students read pages 37–39, paying specific attention to the illustration on page 39.

We are going to continue to compare and contrast characters by considering the illustrations and the characters’ point of view. I noticed this section is told from the Beast’s point of view. How does he view himself?

he thought he was handsome, then he thinks he’s a monster.

Earlier we found out that Beauty and her sisters all thought Beauty was misshpen. How about with the Beast? What details tell if the Beast’s view of himself is similar or different from the way other characters view him?

Well, his mother screams and covers the mirrors, so that shows that she also thinks the Beast looks like a beast. so their points of view are the same.

DISCuSSIng The TexT 10 minutesFacilitate a discussion that links three learning focuses.

Let’s think about our point of view. Look at the illustration on page 39. Do you think Beast looks like a monster? What details do you see?

yes, he has fur and fangs and claws. he looks like a monster to me.

So your point view is similar to Beast’s and others. Did anyone have a point of view about anything they read in these pages that was different from the point of view of the Beast’s?

Well, the Beast and his mom say he’s a “kind” person. But sometimes he seems judgmental, which isn’t very kind. he calls the girl “homely.” he also says his mom was “slender and lovely,” so he seems to think that pretty people are good. this is different than what he says. so the Beast seems like a decent person, but i don’t think he’s really so fantastic.

Wow, you really used comparing and contrasting to develop your own point of view. He says understands the bitterness of the troll because he feels humiliated. I wonder if that helps him learn to think about what is inside people more than how they look. I’m sure we’ll find out when we read more.


VOCABULAry

L.5.4a When students come upon an unknown word or phrase, have them use the other words in the sentence to see if they can figure out the meaning; for example, tufts (p. 35), distraught (p. 37), and optimism (p. 38).


TEACHiNg TiP

Tell students that when they read an unusual description, such as a description of a strange setting or character, they should take time to consider whether it makes sense before they continue reading.



Support students to integrate the three learning focuses as they complete reading.

As you read each page, remember to ask yourselves to compare and contrast details, consider the point of view of the characters, and look at the illustrations.

encourage students to share understandings with a partner.

It always helps to combine your learning with a partner’s. Turn to a partner and talk about what you’ve read and seen on pages 34–39. How can you apply the same techniques when you read the rest of the book?

We can keep comparing and contrasting, finding the characters’ viewpoints, and using the illustrations to help.

TEACHER’SCHOICE COnSTruCTeD reSPOnSe: wrITe TO SOurCeE-RESOURCEE-RESOURCE Formative/Summative Assessment have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate sheet of paper that answers the following: Pick one character. How is this character’s point of view similar to that of other characters? How is it different? have students use the text evidence they collected to support their writing.

TEACHER’SCHOICE CLOSe reADIng OPTIOnSE-RESOURCEE-RESOURCE Summative Assessment Print the online blackline master for independent close reading. Ask students to read the selection indicated on the page independently and respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion. Alternatively, you can use the completed blackline master for summative assessment.

E-RESOURCEE-RESOURCE Summative Assessment explain to students that they will write their own section of the book from the point of view of one of the other characters (such as the troll, the prince’s mom, or someone else). They will plan their narratives using the details they’ve already collected and the planning organizer on page 12. review with students what makes an effective narrative, such as descriptive details and sequencing events. Consider having students publish their scenes in a class anthology.

You’ve collected a lot of evidence from the text and illustrations about the characters and their points of view. Now you will think about how to tell the story again from the point of view of one of the other characters in the story (such as the troll or the prince’s mom). You will plan how best to write this narrative using the details you gathered from the book.

TEACHER’SCHOICE writing Task: narrative

W.5.8*, rL.5.3WriTiNg

respond to Question

W.5.3WriTiNg Narrative



wOrD STuDYPrefixes Focus on using the prefix -dis to determine the meaning of the word disbelief on page 5.

Take a look at page 5. Find the word disbelief. Who can tell me what it means?

the opposite of belief

How do you know that?

the main word is belief, and it has dis- in front of it, which means “the opposite of.”

Belief is the root word. A prefix is a word part that can be placed at the beginning of a root word to change its meaning. The Latin prefix dis- changes the meaning of a root word to its opposite. If you add dis- to belief, it means “not-belief.” On the next page, you’ll find another dis- word. Who can find it and tell me what it means?

dishonesty. it means the opposite of honesty.

vOCABuLArYContext Clues Instruct students to use context clues in order to figure out the meaning of the word girth on page 53.

Girth is a short word but it might be unfamiliar to you. Find that word on page 53 and read the sentence it’s in. What are some context clues in the sentence that we could use to figure out the meaning of this word?

increasing

Girth is something that can increase. What’s increasing in this description? It’s something about the sisters. Look at other nearby sentences and find out what’s happening to the sisters.

they’re becoming “strangely larger.”

If becoming larger is increasing in girth, what does girth mean?

size or width

wOrD reCOgnITIOnDecoding Words Focus on decoding the polysyllabic word excruciating by syllabication. write the word on the board and place slash marks between the syllables.

Someone volunteer to pronounce this word one syllable at a time. How did you know that the first syllable should be pronounced /eks/?

i know it’s a prefix.

The next few syllables are harder. How did you know that the u was long?

i guessed; it was followed by a vowel.

Sometimes you have to guess. How did you guess that the second c was pronounced /sh/?

it’s part of a ci blend, like vicious or conscious.

You probably had to guess whether the a was long or short, too. But then there’s the familiar -ing at the end, and you know how that’s pronounced. Put them all together, and it’s a word you might or might not know. If you knew it already, that probably helped you decode it.

TEACHER’SCHOICE Additional Instruction

L.5.4b VOCABULAry Prefixes

L.5.4a VOCABULAry Context Clues

TEACHEr TiP

Explain to students that a root word is a small word that has no prefixes, suffixes, or endings. When students encounter a word they don’t know that has affixes, have them cover up the affixes and try to identify the root word.

rF.5.3 PHONiCS & WOrD rECOgNiTiON Decoding Words


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Comprehension: Compare and Contrast CharactersChoose two characters from Beauty, the Beast, and the Sisters. use this graphic organizer to compare and contrast the characters using specific details from the text, including details about how the characters interact.

Score:

Differences Differences

Similarities

Character 1: Character 2:


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Collecting Text evidencePick one character. How is this character’s point of view similar to that of other characters? How is it different?

use this organizer to collect evidence you can use to answer these questions. You may need to make more than one copy.

The character i picked:

Score:

how his or her point of view is similar Page number

how his or her point of view is different Page number


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writing Task: Planning Your narrativeLook at the details and evidence you collected. You can use these details to describe the characters, events, and setting you will include in your own narrative. plan your narrative using the graphic organizer below.

My character:

The event that happens:

My character’s point of view of

this event:

Details that show my character’s point of view:

Score:


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