Patricia Polacco Thunder Cake
Show students some cooking supplies (mixer, flour, cocoa powder, tomatoes), a picture of Michigan, and a picture of a thunderstorm. Ask Ss to do a poll everywhere (What do you think we will be doing today? What do you think cooking supplies and picture of Michigan and a thunderstorm have to do with each other).
Look at the the products brought into class. Brainstorm what all these cooking supplies, a picture of Michigan and a picture of a thunderstorm has in common. Turn and share your ideas with a friend.
2 Direct Instruction
Show students the book Thunder Cake
· Prepare to read the text to the students
· Use post-it notes as stopping points within the text for vocabulary and questions
· Have Ss turn and talk throughout the stopping points
· Show Ss the detail in the text that helps to answer the questions ( Go back in the text for text evidence)
Listen carefully as your teacher reads, Thunder Cake by Patricia Polacco.
Pay close attention to the story - You will be asked questions through the book.
3 Guided Practie
· Ss will access the book via a link on their Google Classroom
· Ss work in small groups on an organizer where they will be looking at Patricia’s feelings, Grandma’s actions, and Patricia’s actions
· Focus on going to the text to find exact details
· Ss will then complete a Kahoot quiz about the details that they found before working independently
Log in to your Google Classroom Account.
Work with partners/small group to complete organizer. You will be focusing on Patricia's feelings, Grandma's actions and Patricia's action. Make sure to take turns adn listen to each other.
If you need to listen to the story again to find exact details, use the link in your Google classroom account.
Then, complete quiz on Kahoot about details in the story in your small group.
4 Independent Practice
· Ss will complete an online journal entry with Seesaw where they will upload a video of themselves responding to the question “What did Patricia learn about herself? How did she change?” Instruct Ss that they will need to find text evidence to respond to the question. Make sure Ss are going back to their online text.
Complete an online journal entry using Seesaw. Record yourself answering these questions:
- What did Patricia learn about herself?
- How did she change?
Make sure to use text evidence to answer your questions.
5 Wrap Up
· Ask Ss why is it important for a detective to look for all clues? Then ask why should readers go back to the text? Share out work. Students can give some glows about other Ss video responses.
Fun extension - Make thunder cake to wrap up the lesson
Participate in class discussion about text clues. Why should readers go back in the text?
Share out work from video responses.
Participate in making Thunder cake with class.
Key Standards Supported
|RL.2: Key Ideas and Details|
|RL.2.1||Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.|
|RL.2.3||Describe how characters in a story respond to major events and challenges.|
|Craft and Structure|
|RL.2.4||Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.|
|RL.2.5||Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.|
|RL.2.6||Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.|
|Integration of Knowledge and Ideas|
|RL.2.7||Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.|
|RL.2.8||(Not applicable to literature)|
|RL.2.9||Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.|
|Range of Reading and Level of Text Complexity|
|RL.2.10||By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.|