Small Group Lesson Plan Grade Level: 7th Number of Students: 4 Instructional Location: Classroom Day: 1

Materials: - K-W-L chart - Wilhelm Grimm Biography from Biography.com - Pencils Common Core Standards Addressed: - CC.7.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. - CC.7.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. - CC.7.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. - CC.7.SL.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. - CC.7.L.3.a Knowledge of Language: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. Content Objectives Language Objectives What will the students know and be able to do by the end of the What language will students be expected to utilize when illustrating lesson (use observable language)? their understanding? - Students will use K-W-L charts to become active - Students will be expected to share their thoughts and learners as they purposefully seek information about understandings about the reading by using language that Wilhelm Grimm and the creation of fairy tales. expresses ideas precisely and concisely. - Students will be introduced to a comprehension strategy - Students should aim to recognize and eliminate unnecessary that they can use on their own for future reading. wordiness or redundancy in their conversations and writing. Prerequisite Skills: Students should be familiar with some comprehension strategies, such as independently reading short stories and annotating their thoughts in the margins.

Enduring Understanding: - Students will practice and know how to apply multiple comprehension strategies for reading difficult texts. Essential Questions: - Why is it helpful to activate prior knowledge about a topic before reading new information? - How does the K-W-L chart help guide your thinking when reading? - How does the K-W-L chart help organize what you have read? - How does the K-W-L chart help you comprehend the text? Title: Wilhelm Grimm Biography Author: Biography.com Genre: Non-fiction Theme: What theme will be explored during the lesson? - The lesson will focus on using background knowledge to better comprehend information from a text. Focus: What strategies and skills will be the focus of the lesson? - Students will learn how to activate background knowledge through the use of a K-W-L chart. - Students will increase their comprehension skills by discussing a topic before reading about it. Vocabulary: What vocabulary words will the students need to know? - Fairy Tale: a children's story about magical and imaginary beings and lands. - Folk Tale: a story originating in popular culture, typically passed on by word of mouth.

Citation: Wilhelm Grimm. (2013). The Biography Channel website. Retrieved Nov 03, 2013. Before (5 minutes): 1. The teacher will ask the students, How many of you have ever been reading a book when you suddenly realize that you have no idea what you have been reading for the last 5 minutes? This happens to me all the time, especially when I am reading textbooks for my college classes. I was thinking about this issue and I decided to share with you some special strategies that I have learned to use in order to help with my comprehension as a reader. 2. The teacher should tell students, Comprehension skills are very important for a reader to have. Without comprehension, a reader will have very little knowledge of what he or she has read. It is difficult to make sense of important information (even information that applies outside of a school setting) if you do not have proper comprehension skills. 3. The teacher will hold up an example of a K-W-L chart and ask, Have any of you used a K-W-L chart before? [Let students answer] The K-W-L chart is used to help readers identify what they already know, what they want to know, and what they have learned after they have read. The first part of this strategy takes place before we begin reading. The K-W-L chart asks us to jot down any information that we already know about the topic in the K column. This process is called activating prior knowledge. Why is it helpful to activate prior knowledge about a topic before reading new information? [Let students answer] It is because it helps us to think about the topic in ways that we are already familiar with it. The second part of this strategy is

to write down any questions that we have about the topic in the W column. The questions can be about anything related to the topic that the reader does not already know. The third part of this strategy is to read the text. While reading, the reader should consider his or her prior knowledge on the topic and consider answers to the questions that they wrote down in the W column. Lastly, when the reader has finished reading, he or she will use the third column to write down anything that they learned from the text. During (10 minutes): 1. The teacher should tell students, The article that we will be reading today is called the Wilhelm Grimm Biography from Biography.com. This article is about a man who is partially responsible for publishing many of the fairy tales that we share and read today. Can anyone give me an example of a fairy tale? [Let students answer] 2. The teacher will tell students, Before we read the article, lets write down what we know about fairy tales in the K column on our K-W-L chart. For example, I am going to write: Cinderella, Snow White, and Little Red Riding Hood are all fairy tales. I will give you 2-3 minutes to write what you know about fairy tales in the K column on your paper. 3. The teacher will give students 2-3 minutes to write down their thoughts. The teacher will ask students to share what they wrote. The teacher will say, Now that we have identified what we know about fairy tales, lets think of some questions that we have. For example, I am wondering when Wilhelm Grimm wrote his fairy tales. In the W column on my chart, I will write, When did Wilhelm Grimm write his fairy tales? I will give you 2-3 minutes to think of questions for the article. 4. The teacher will give students 2-3 minutes to write down their questions. The teacher will ask students to share what they wrote. The teacher will say, We will read the article individually. As you are reading remember to consider the prior knowledge that you have about fairy tales and the questions that you thought about concerning the article. Do not write anything on your chart until you have finished the reading. 5. Let students read for 8 minutes. Once students are done reading, the teacher will say, Now we will write what we learned from the reading in the L column of our charts. If possible, I want you to try and answer any questions that you asked in the W column. For example, I will write, Wilhelms book, Childrens and Household Tales, was published in 1815. You can also write information that you did not have a question about, but that you learned from the reading. I will give you 2-3 minutes to fill in the L column. 6. The teacher will give students 2-3 minutes to write down what they learned. The teacher will ask students to share what they learned. After (5 minutes): 1. The teacher will say, Now that you have used this strategy to aid in your comprehension, why is it helpful to activate prior knowledge about a topic before reading new information? [Let students answer] Thinking about our prior knowledge helps us to understand the topic in ways that we are already familiar with it. This opens up better understanding when new information is introduced to us. How does the K-W-L chart help guide your thinking when reading? [Let students answer] The chart helps to activate your prior knowledge on the topic and begin to ask questions about the text. This encourages you to become more

interested in the reading and focused on what is being said. How does the K-W-L chart help organize what you have read? [Let students answer] The chart breaks the information that you know, do not know, and eventually learn into three separate categories. Once you have completed the chart, you have created connections from the text to yourself, which influences the way you understand and comprehend the information that you have read. Do you think that the K-W-L chart helped you comprehend the text? [Let students answer] If you enjoyed this strategy and you think that it helped you to better comprehend the reading, I would advise that you consider using this chart on a regular basisespecially for school assignments. I know that it helps me to organize my thoughts and set my mind on the right path for my reading. If anyone would like copies of the K-W-L chart, just let me know and I can provide them for you. 2. The teacher should collect the K-W-L charts from students. Assessment: 1. The teacher will determine the success of the content objectives if the students have correctly filled out their K-W-L charts and participated in the activity by answering questions, asking questions, following directions, and attempting to use the strategy successfully. The content objectives will be assessed when the teacher monitors student behavior during the lesson and collects the completed K-W-L charts at the end of the lesson. 2. The teacher will determine the success of the language objectives by listening to student responses and viewing their writing on the K-W-L charts. The teacher will evaluate student work to see if they can precisely and concisely formulate their ideas. The language objectives will demonstrate an adequate form of comprehension from the student. Extension: 1. The teacher could extend this lesson by having students read another article on their own and fill out the K-W-L chart without guidance. 2. The teacher could extend this lesson by providing students with a list of comprehension questions after the reading in order to assess student comprehension. Differentiated Instruction: 1. For low-level readers and writers, the teacher should have students read a smaller section of the article, instead of the entire article. The lesson can also be adapted by having the teacher write down what the student verbalizes on their K-W-L chart. If the entire group struggles with reading fluency, the teacher may want to consider reading the article out loud to the students. 2. For high-level readers and writers, the teacher should provide less guidance. The teacher can also consider requiring that students write down at least 6 questions that have before reading or annotate the article as they read. These adaptions will help students use the K-W-L chart to their skill level.

Modify and Changes to Plan: - Even though the reading material was more complex than the students were used to, the first lesson was successful because students answered questions willingly and were engaged in the reading material. - The students that I worked with had never seen a K-W-L chart, but they attempted to use the strategy to the best of their abilities and accepted the strategy without any hesitation. - I know that the students met the objectives because they were actively engaged in the lesson, thoughtful about their answers, and had become knowledgeable about the use of K-W-L charts. - While it was difficult at points to coax students to write, the students clearly understood the purpose of the assignment when I asked them to explain how the K-W-L chart helped them to better comprehend the text. One student told me that the chart helped him to classify his prior knowledge and organize his thoughts in a way that kept him on task throughout the reading. Although, another student claimed that the strategy was useless, I was happy with most of the student responses during the lesson and the majority of the students were very respectful and thankful for the new strategy. - For tomorrows lesson, I will have the students annotate the passage as they read (which they are accustomed to doing) so that they are more accountable for completing the reading.

WILHELM GRIMM BIOGRAPHY SYNOPSIS Wilhelm Grimm was born on February 24, 1786, in Hanau, Germany. He and older brother Jacob studied German folklore and oral traditions, publishing a collection of stories eventually known as Grimms Fairy Tales which includes narratives like Briar Rose and Little Red Riding Hood. Wilhelm oversaw editorial work on future editions of the collection, which became more geared towards children. EARLY LIFE Wilhelm Carl Grimm was born on February 24, 1786, in the town of Hanau, Germany, to Dorothea and Philipp Grimm. Wilhelm Grimm was the second oldest of six siblings, and would later embark on an industrious writing and scholarly career with his older brother, Jacob. Wilhelm and Jacob studied law at the University of Marburg from 1802 to 1806, following the path of their lawyer father. Due to health issues, Wilhelm didn't start regular employment until 1814, when he obtained a position as secretary at a royal library in Kassel, Germany. Jacob Grimm would join him there in 1816. 'GRIMMS' FAIRY TALES' Influenced by German Romanticism, a prevailing movement of the time, the brothers robustly studied the folklore of their region, with an emphasis on recording village oral storytelling that was vanishing with the advent of new technology. Jacob's and Wilhelm's work culminated in the book Children's and Household Tales, the first volume of which was published in 1812. A second volume followed in 1815. The collection would later come to be known as Grimms' Fairy Tales, with famous stories that include Snow White, Hansel and Gretel, The Golden Goose, Little Red Riding Hood and Cinderella. Despite the emphasis on village oral traditions, the stories were in fact an amalgamation of oral and previously printed fairy tales, as well as information shared by friends, family members and acquaintances, with non-German influences. For instance, French writer Charles Perrault had earlier written a version of The Sleeping Beauty, known as Briar Rose in the Grimm collection. The brothers aimed to make the collection more palatable to children by its second edition, and hence made note that they had altered and expanded the language of the stories. Wilhelm, seen as the more easygoing of the two with a passion for the arts, served as editor on future editions of Tales. THE BROTHERS' LEGACY Grimms' Fairy Tales have been retold in a wide variety of media formats over the past several decades, and as such, the storylines have often been tweaked to fit varying ideas of what's appropriate for children. Much dialogue has been had about the violence contained in the stories' original forms, with controversy also arising over some of the tales' anti-Semitic and anti-feminist themes. Nonetheless, the Grimm legacy continues to be celebrated. Marking the 200th anniversary of the brothers' historical collection, 2012 saw a number of special tie-in publications and special events, including the release of a bicentennial edition of The Annotated Brothers Grimm, edited by Harvard mythology scholar Maria Tatar, and a retelling of the brothers' classic tales by Philip Pullman, Fairy Tales From the Brothers Grimm.
Wilhelm Grimm. (2013). The Biography Channel website. Retrieved 08:02, Oct 30, 2013, from http://www.biography.com/people/wilhelm-grimm-21085173.

K
What do you think you KNOW about fairy tales?

W
What do you WANT to know about fairy tales?

L
What did you LEARN about fairy tales?

Small Group Lesson Plan Grade Level: 7th Number of Students: 4 Instructional Location: Classroom Day: 2

Materials: - Making Connections Graphic Organizer - Banned Books article - Pencils Common Core Standards Addressed: - CC.7.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. - CC.7.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. - CC.7.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. - CC.7.SL.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. - CC.7.L.3.a Knowledge of Language: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. Content Objectives What will the students know and be able to do by the end of the lesson (use observable language)? - Students will use a connections chart to organize the information about the Grimm Brothers by describing how the text connects to themselves, the world, and other texts that they have read. - Students will be introduced to a comprehension strategy that they can use on their own for future reading. Language Objectives What language will students be expected to utilize when illustrating their understanding? - Students will be expected to share their thoughts and understandings about the reading by using language that expresses ideas precisely and concisely. - Students should aim to recognize and eliminate unnecessary wordiness or redundancy in their conversations and writing.

Prerequisite Skills: Students should be familiar with some comprehension strategies, such as independently reading short stories and annotating their thoughts in the margins. Enduring Understanding: - Students will practice and know how to apply multiple comprehension strategies for reading difficult texts. Essential Questions: - Why might it be important for a reader to make connections to a text? - Why is it helpful to make connections between a reading and your own knowledge? - How does the Making Connections chart help guide your thinking when reading? - Do you think that the Making Connections chart helped you comprehend the text? Title: Banned Books Week: The Complete Grimms Fairy Tales Author: Sherri Liberman Genre: Non-Fiction Citation: Liberman, S. (2013, September 27) Banned Books Week: The Complete Grimms Fairy Tales. New York Public Library. Theme: Focus: Vocabulary: What theme will be What strategies and skills will be the What vocabulary words will explored during the lesson? focus of the lesson? the students need to know? - The lesson will - Students will use a connections - Prior Knowledge: focus on making chart to relate a reading to Information that is connections themselves, to the world, and already known to a between the text to other texts that they have person and the reader in read. - Connection: a order to encourage - Students will increase their relationship in which comprehension reading comprehension skills a person, thing, or within the context by connecting new information idea is linked or of a readers with previously learned associated with knowledge. information. something else.

Before (5 minutes): 1. The teacher will tell the students, Yesterday we read an article on Wilhelm Grimm, who worked with his brother to collect German folk tales in the late 1700s. The Grimm brothers are accredited with creating many of the fairy tales that we are familiar with today. Even though their stories have been altered and retold, the premise of each story remains the same. We also learned that Grimm fairy tales contain violence and controversy, which is often censored in modern versions of the stories. Now that I have refreshed your memories about the article, who can remind us of the comprehension method that we used to organize our thoughts? [Let students answer] 2. The teacher will tell students, Yesterday we used a K-W-L Chart to help activate our prior knowledge before reading. As we all know, prior knowledge refers to information that we already know. It comes from our individual backgrounds and past experiences. Today we are going to use a similar comprehension strategy that uses prior knowledge, but in a different way.

3. The teacher will hold up an example of the Making Connections Graphic Organizer. The teacher will tell students, This is called a Making Connections graphic organizer. It is used to help a reader make connections between the text that he or she is reading and prior knowledge that relates to the reader, the readers experiences with the world, and the readers experiences with other texts. Why might it be important for a reader to make connections to a text? [Let students answer] 4. The teacher will tell students, It is important for readers to make connections to a text because connections help readers to understand what they are reading in terms of their own lives. Connections are important to identify because it is difficult to fully comprehend a reading if you have no prior knowledge about the topic and no way to relate it to your life. Even if your prior knowledge is very limited, making connections can help you to understand the information in a context that makes sense to you. The strategy begins by reading an article. After the reader has completed the reading, they will begin to brainstorm ways in which the text relates to them. This is called a text-to-self connection. In this connection, readers link ideas theyre reading about to events in their own lives. For instance, the Wilhelm Grimm Biography reminded me of my favorite Disney fairy tale from when I was a child, Beauty and the Beast. The second connection that the reader makes is text-to-world connections. This is when students relate what theyre reading to their world knowledge, learned both in and out of school. For instance, the Wilhelm Grimm Biography reminded me that every society around the world has different versions of fairy tales that relate to their way of life. The versions that we know have been Americanized and are unique to our culture. The third connection that the reader makes is text-to-text connections. In these, readers can compare different versions of books, movies, or television programs. For instance, the Wilhelm Grimm Biography reminded me of a book that I read in college called The Classic Fairy Tales. The book compared several different versions of each fairy tale, which all originated from the Brothers Grimm editions. During (10 minutes): 1. The teacher will tell students, Now that you know the strategy that we will be using after we are done reading, lets look at the article. Today we will be reading Banned Books Week: The Complete Grimms Fairy Tales by Sherri Liberman. This article discusses why the Brothers Grimm fairy tales are often banned in school districts. Can anyone explain to be why a school district might want to ban a book? [Let students answer] 2. The teacher will explain to students, Books are often banned because adults think that the content in them is unsuitable for children to be reading. Books are commonly banned based on material that is sexually explicit, uses offensive language, or is unsuited to any age group. Lets read this article together and then talk about the Making Connections Graphic Organizer. 3. Read the article out loud as a group. 4. After the group has finished the reading, the teacher will pass the graphic organizer out to each student. The teacher will tell students, Now that we have read the article, lets think about some text-to-self connections. Would anyone like to share a connection that they had with the article that relates to their own personal experiences? [Let students share] I am going to write down that my library in grade school used to host a Banned Book Week where we were encouraged to think about censorship and challenge our freedom to read banned books. Take a couple minutes and jot down any connections that you had with the text that relates to your prior knowledge or experiences.

5. The teacher will let students work for three minutes. The teacher will tell students, The second connection that the reader makes is text-to-world connections. Would anyone like to share a connection that they had with the article that relates to the world? [Let students share] I am going to write down that anti-Semitism was very prevalent during the rise of Hitler in 1940. Take a couple minutes and jot down any connections that you had with the text that relates to the world. 6. The teacher will let students work for three minutes. The teacher will tell students, The third connection that the reader makes is text-to-text connections. Would anyone like to share a connection that they had with the article that relates another form of media? [Let students share] I am going to write down that Anne Frank: The Diary of a Young Girl is another controversial book that was banned recently in Virginia for its depressing themes. 7. The teacher will let students work for three minutes. After (5 minutes): 1. The teacher will say, Now that you have used this strategy to aid in your comprehension, why is it helpful to make connections between a reading and your own knowledge? [Let students answer] Thinking about connections between the reading and ourselves, the world, and other texts helps us to comprehend the topic in different contexts and provides us with a broader understanding of the information. How does the Making Connections chart help guide your thinking when reading? [Let students answer] The chart helps to organize how the information that you read relates to yourself and the world around it. It also helps you to compare and contrast other texts that you are already familiar with. Do you think that the Making Connections chart helped you comprehend the text? [Let students answer] If you enjoyed this strategy and you think that it helped you to better comprehend the reading, I would advise that you consider using this chart on a regular basisespecially for school assignments. I know that it helps me to make really strong connections for my readings and understand new topics in a familiar way. If anyone would like copies of the Making Connections chart, just let me know and I can provide them for you. 2. The teacher should collect the Making Connections charts from students. Assessment: 1. The teacher will determine the success of the content objectives if the students have correctly filled out their Making Connections charts and participated in the activity by answering questions, asking questions, following directions, and attempting to use the strategy successfully. The content objectives will be assessed when the teacher monitors student behavior during the lesson and collects the completed Making Connections charts at the end of the lesson. 2. The teacher will determine the success of the language objectives by listening to student responses and viewing their writing on the Making Connections charts. The teacher will evaluate student work to see if they can precisely and concisely formulate their ideas. The language objectives will demonstrate an adequate form of comprehension from the student. Extension: 1. One way to extend this lesson would be to have students read another article on their own and fill out the Making Connections chart individually, without guidance from the teacher. 2. The teacher could also provide students with a list of comprehension questions at the end of the lesson in order to assess their

understanding and comprehension. Differentiated Instruction: 1. For low-level readers and writers, the teacher should read a smaller section of the article (instead of the entire article). The lesson can also be adapted by having the teacher write down what the student verbalizes on their Making Connections chart. 2. For high-level readers and writers, the teacher should let students read individually. The teacher can also consider requiring that students write down at least 4 connections for each of the columns in the chart. Modify and Changes to Plan: - During this lesson, I had to work with students in the hallway because I was sharing my classroom with another student teacher. The hallway proved to be very distracting and I think that a lot of the lesson was lost on my students. - I had not realized that the article was incredibly difficult for the students to understand. Not only were they confused by the proper nouns, but also they had a very difficult time understanding the majority of the words. I adjusted the lesson by taking a break after each paragraph and summarizing the key ideas. If I could do this lesson again, I would pick an easier article for them to read. - I think that since the article was so difficult, the students quickly stopped listening and showed little interest in the comprehension strategy that we were practicing. However, by modeling and sharing my ideas about the graphic organizer, I was able to get some responses out of the students. - The students liked my comparisons to banned movies, TV shows, and other books that they had read. I think that they latched on to text-to-text connections the most. The students had a very difficult time with text-to-world connections. They had a very difficult time with considering different perspectives other than their own.

Name: ______________________________________________

Date: ____________________

Making Connections Graphic Organizer

Text-to-Self Text-to-World Text-to-Text

Banned Books Week: The Complete Grimms Fairy Tales

by Sherri Liberman, Mulberry Branch Once upon a time, in a land far away, there was controversy surrounding The Complete Grimm's Fairy Tales . The time was in fact the early 1990s, and the places were California and Arizona. In 1990, a California school district pulled an illustrated edition of Little Red Riding Hood by Trina Schart Hyman (originally called Little Red-Cap in the Brothers Grimm 1812 version) from a first-grade recommended reading list. The assistant Superintendent of Instruction at the Linwood E. Howe elementary school in Culver City ordered the ban on the Caldecott-medaled book for it's depiction of Little Red carrying a basket of food and a bottle of wine through the woods to her grandmother. In 1993, a committee of parents, teachers, and administrators in Kyrene, Arizona raised objections to The Complete Grimm's Fairy Tales, due to its "excessive violence, negative portrayals of female characters, and anti-Semitic references," and lobbied to have the book restricted to sixth through eighth grade classrooms. The stories and moral lessons contained in fairy tales are often anything but children are devoured, thrown into ovens, imprisoned unjustly, and seduced by wolves. Murder, violence, and abuse by adults appear commonplace throughout the tales of Brothers Grimm. Two scholarly assessments of the Grimm's Tales explore these darker themes indepth. Grimm's Bad Girls and Bold Boys: The Moral and Social Vision of the 'Tales,' by Ruth B. Bottingheimer of SUNY Stonybrook skewers the Grimm's over the tendency towards gender bias and anti-Semitism in the Tales. In The Hard Facts of the Grimm's Fairy Tales, Maria Tatar of Harvard University takes a more psychological approach on the Tales, and discusses what fairy tales can teach us about our subconscious wishes and dreams. Ironically enough, Tales author Jakob Grimm found himself in the unwelcome position of being appointed public censor in his hometown of Hesse, Germany in the 1820s, although by standards of the day he was considered a lax and sympathetic one. Even Supreme Court Justice Antonin Scalia came to the defense of the Brothers Grimm, during a trial about a piece of legislation that would ban the sale of violent video games. He said to the attorney representing the state of California Some of the Grimm's Tales are quite grim. Are you going to ban them too?

Liberman, S. (2013, September 27) Banned Books Week: The Complete Grimms Fairy Tales. New York Public Library.

Small Group Lesson Plan Grade Level: 7th Number of Students: 4 Instructional Location: Classroom Day: 3

Materials: - Rumpelstiltskin by Brothers Grimm - Triple-Entry Journal - Pencils - Coloring utensils Standards Addressed: - CC.7.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. - CC.7.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. - CC.7.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. - CC.7.SL.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. - CC.7.L.3.a Knowledge of Language: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. Content Objectives Language Objectives What will the students know and be able to do by the end of What language will students be expected to utilize when illustrating the lesson (use observable language)? their understanding? - Students will use a triple-entry journal to become active - Students will be expected to share their thoughts and learners as they carefully select important information understandings about the reading by using language that from the fairy tale, Rumpelstiltskin by the Brothers expresses ideas precisely and concisely. Grimm. - Students should aim to recognize and eliminate unnecessary - Students will be introduced to a comprehension wordiness or redundancy in their conversations and writing. strategy that they can use on their own for future

reading. Prerequisite Skills: - Students should be familiar with some comprehension strategies, such as independently reading short stories and annotating their thoughts in the margins. Enduring Understandings: - Students will practice and know how to apply multiple comprehension strategies for reading difficult texts. Essential Questions: - Can anyone tell me what comprehension strategies we used to guide our reading? - Why might this process be an important part of comprehension for a reader? - Why is it helpful to use the triple-journal entry? - How does the chart help guide your thinking about the reading? - Do you think that the triple-entry journal helped you comprehend the text? Title: Rumpelstiltkin Author: Brothers Grimm Genre: Fairy Tale Theme: What themes will be explored during the lesson? - The lesson will focus on identifying the main events surrounding a passage through pictorial representations and writing in order to encourage comprehension. Focus: What strategies and skills will be the focus of the lesson? - Students will increase their reading comprehension by evaluating meaning in an important passage and considering it in the context of the story through visualization. Vocabulary: - Fairy Tale: a children's story about magical and imaginary beings and lands. - Prior Knowledge: Information that is already known to a person - Connection: a relationship in which a person, thing, or idea is linked or associated with something else.

Citation: Edwardes, M., Taylor, E., trans. (1905). Grimm's Fairy Tales. New York: Maynard, Merrill, & Co. Before: 1. The teacher will tell the students, Last week we read two articles on the Grimm Brothers. Can anyone tell me what comprehension strategies we used to guide our reading? [Let students answer] 2. The teacher will tell students, Last week we used a K-W-L Chart to help activate our prior knowledge before reading and a connections chart to organize our associations with the text. Prior knowledge refers to information that we already know. It comes from our individual backgrounds and past experiences. A Making Connections graphic organizer is used to help a reader make connections between the text that he or she is reading and prior knowledge that relates to the reader, the readers experiences with the world, and the readers experiences with other texts. Today we are going to use another comprehension strategy called a triple-entry journal.

3. The teacher will hold up an example of the triple-entry journal. The teacher will tell students, This is a triple-entry journal. This method is used to help a reader identify one part of the text, reflect on their thoughts about the text, and then create a picture that helps them to visualize the text. Why might this process be an important part of comprehension for a reader? [Let students answer] 4. The teacher will tell students, It is important for readers to visualize events in the text so that they can see the context of the reading. Drawing pictures of main events can help the reader to reflect on certain quotes from a passage and their meanings. The triple-journal entry encourages the reader to pick one part of the text that might be unclear to them, reflect on the meaning of the text, and draw their interpretation of what is happening. The readers can and should use their prior knowledge in this strategy in order to help themselves understand the information in a context that makes sense to them. The strategy begins by reading an article. After the reader has completed the reading, the reader will select one quote or passage that they are interested in. They will reflect on what the quote or passage means to them. This reflection can refer to prior knowledge or to the general readers understanding of the text. Then, the reader will draw a picture of how they visualize the quote. This can be a literal representation or a symbolic representation of the passage. During: 1. The teacher will tell students, Now that you know the strategy that we will be using after we are done reading, lets look at the article. Today we will be reading Rumpelstiltskin by Brothers Grimm. This is a commonly known fairy tale that the Brothers Grimm helped create. Has anyone read this fairy tale before? [Let students answer] 2. The teacher will explain to students, Today we are going to read as a group. As I read, I want you to annotate any parts of the story that you like, find interesting, or have questions about. Look for any vocabulary that you are unfamiliar with. I will stop at certain points in the story to help summarize what is happening. 3. The teacher will read the story 4. After the group has finished reading and annotating, the teacher will pass the triple-entry journal worksheet out to each student. The teacher will tell students,Now that we have read the article, I want you to look at your annotations and choose one part of the story that you liked the most. Once you have picked your passage, write the passage or quote in the first box. Then, write one sentence that shares how you feel about the passage. This should be a reflection on why you chose that particular passage. Once you have written your reflection, draw a picture that represents what the passage means to you. You can be as artistic as you want to be in your drawing. You can start now. 5. The teacher will let students work for 10 minutes. The teacher will ask students, Would anyone like to share what they wrote about? [Let students share] After: 1. The teacher will say, Now that you have used this strategy to aid in your comprehension, why is it helpful to use the triple-entry journal? [Let students answer] Choosing one specific part of a story, reflecting on its importance, and creating a visual of the passage can help us to create important context for a story and help us better retain the information in the story. How does the

chart help guide your thinking about the reading? [Let students answer] The chart helps to focus the readers attention on the most significant part of the story and reflect on why it is important to the entire story. Even though the chart will be different for each reader, the triple-entry journal helps readers identify parts of the story that are interesting to them and reflect on how they think the author meant the passages to be comprehended. Do you think that the triple-entry journal helped you comprehend the text? [Let students answer] If you enjoyed this strategy and you think that it helped you to better comprehend the reading, I would advise that you consider using this chart on a regular basis. If anyone would like copies of the triple-entry journal, just let me know and I can provide them for you. 2. The teacher should collect the triple-entry journals from students. Assessment: 1. The teacher will determine the success of the content objectives if the students have correctly filled out their triple-entry journals and participated in the activity by answering questions, asking questions, following directions, and attempting to use the strategy successfully. The content objectives will be assessed when the teacher monitors student behavior during the lesson and collects the completed charts at the end of the lesson. 2. The teacher will determine the success of the language objectives by listening to student responses and viewing their writing on the triple-journal entries. The teacher will evaluate student work to see if they can precisely and concisely formulate their ideas. The language objectives will demonstrate an adequate form of comprehension from the student. Extension: 1. One way to extend this lesson would be to have students read an article on their own and fill out the triple-entry journal individually without guidance from the teacher. 2. The teacher could also provide students with a list of comprehension questions at the end of the lesson in order to assess their understanding and comprehension of the lesson. Differentiated Instruction: 1. For low-level readers and writers, the teacher should read the story with the students as a group and provide modeling for the triple-journal entry. 2. For high-level readers and writers, the teacher should let students read a more difficult article on their own. The teacher can also consider requiring that students complete two triple-entry journals. Modify and Changes to Plan: - The third lesson went very well. I was impressed with my students participation and enjoyment of the activity. I think that letting them draw a fun scene from a fairy tale that was unfamiliar to them was a great way to show how visualization can improve comprehension. - Once again, I noticed that the reading would be a challenge for students to read on their own, so I decided to read it out loud for them. I stopped after each paragraph and asked students to explain what was happening in the story. This method really helps to keep my students on task and engaged in the plot.

While the reading strategy went well, I couldnt help but feel that this strategy was too simple/easy for 7th graders. They finished relatively fast and did not have to think very hard. However, I was happy with the variety of responses that I saw and it was encouraging to see students taking an interest in reading. One student said that he liked to draw scenes from books because they helped him to imagine what was happening. I think that a lot of students feel this way, especially in the middle grades. None of my students had heard this story before, and as a result, showed a lot more interest than in lesson 2.

Triple-Entry Journal
Quotation A phrase or sentence I especially like. Visualize How I visualize this quotation.

Thoughts My thoughts about this quotation.

Rumpelstiltskin
by Brothers Grimm Once there was a miller who was poor, but who had a beautiful daughter. Now it happened that he had to go and speak to the king, and in order to make himself appear important he said to him, "I have a daughter who can spin straw into gold." The king said to the miller, "That is an art which pleases me well, if your daughter is as clever as you say, bring her to-morrow to my palace, and I will put her to the test." And when the girl was brought to him he took her into a room which was quite full of straw, gave her a spinning-wheel and a reel, and said, "Now set to work, and if by to-morrow morning early you have not spun this straw into gold during the night, you must die." Thereupon he himself locked up the room, and left her in it alone. So there sat the poor miller's daughter, and for the life of her could not tell what to do, she had no idea how straw could be spun into gold, and she grew more and more frightened, until at last she began to weep. But all at once the door opened, and in came a little man, and said, "Good evening, mistress miller, why are you crying so?" "Alas," answered the girl, "I have to spin straw into gold, and I do not know how to do it." "What will you give me," said the manikin, "if I do it for you?" "My necklace," said the girl. The little man took the necklace, seated himself in front of the wheel, and whirr, whirr, whirr, three turns, and the reel was full, then he put another on, and whirr, whirr, whirr, three times round, and the second was full too. And so it went on until the morning, when all the straw was spun, and all the reels were full of gold. By daybreak the king was already there, and when he saw the gold he was astonished and delighted, but his heart became only more greedy. He had the miller's daughter taken into another room full of straw, which was much larger, and commanded her to spin that also in one night if she valued her life. The girl knew not how to help herself, and was crying, when the door opened again, and the little man appeared, and said, "What will you give me if I spin that straw into gold for you?" "The ring on my finger," answered the girl. The little man took the ring, again began to turn the wheel, and by morning had spun all the straw into glittering gold. The king rejoiced beyond measure at the sight, but still he had not gold enough, and he had the miller's daughter taken into a still larger room full of straw, and said, "You must spin this, too, in the course of this night, but if you succeed, you shall be my wife." Even if she be a miller's daughter, thought he, I could not find a richer wife in the whole world. When the girl was alone the manikin came again for the third time, and said, "What will you give me if I spin the straw for you this time also?" "I have nothing left that I could give," answered the girl. "Then promise me, if you should become queen, to give me your first child." Who knows whether that will ever happen, thought the miller's daughter, and, not knowing how else to help herself in this strait, she promised the manikin what he wanted, and for that he once more spun the straw into gold. And when the king came in the morning, and found all as he had wished, he took her in marriage, and the pretty miller's daughter became a queen.

A year after, she brought a beautiful child into the world, and she never gave a thought to the manikin. But suddenly he came into her room, and said, "Now give me what you promised." The queen was horror-struck, and offered the manikin all the riches of the kingdom if he would leave her the child. But the manikin said, "No, something alive is dearer to me than all the treasures in the world." Then the queen began to lament and cry, so that the manikin pitied her. "I will give you three days, time," said he, "if by that time you find out my name, then shall you keep your child." So the queen thought the whole night of all the names that she had ever heard, and she sent a messenger over the country to inquire, far and wide, for any other names that there might be. When the manikin came the next day, she began with Caspar, Melchior, Balthazar, and said all the names she knew, one after another, but to every one the little man said, "That is not my name." On the second day she had inquiries made in the neighborhood as to the names of the people there, and she repeated to the manikin the most uncommon and curious. Perhaps your name is Shortribs, or Sheepshanks, or Laceleg, but he always answered, "That is not my name." On the third day the messenger came back again, and said, "I have not been able to find a single new name, but as I came to a high mountain at the end of the forest, where the fox and the hare bid each other good night, there I saw a little house, and before the house a fire was burning, and round about the fire quite a ridiculous little man was jumping, he hopped upon one leg, and shouted 'To-day I bake, to-morrow brew, the next I'll have the young queen's child. Ha, glad am I that no one knew that Rumpelstiltskin I am styled.'" You may imagine how glad the queen was when she heard the name. And when soon afterwards the little man came in, and asked, "Now, mistress queen, what is my name?" At first she said, "Is your name Conrad?" "No." "Is your name Harry?" "No." "Perhaps your name is Rumpelstiltskin?" "The devil has told you that! The devil has told you that," cried the little man, and in his anger he plunged his right foot so deep into the earth that his whole leg went in, and then in rage he pulled at his left leg so hard with both hands that he tore himself in two.

Edwardes, M., Taylor, E., trans. (1905). Grimm's Fairy Tales. New York: Maynard, Merrill, & Co.

Small Group Lesson Plan Grade Level: 7th Number of Students: 4 Instructional Location: Classroom Day: 4

Materials: - The Emperors New Clothes by Hans Christian Anderson - Making Predictions worksheet - Pencils Standards Addressed: - CC.7.R.L.10 Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. - CC.7.W.4 Production and Distribution of Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. - CC.7.SL.1 Comprehension and Collaboration: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. - CC.7.SL.1.c Comprehension and Collaboration: Pose questions that elicit elaboration and respond to others questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. - CC.7.L.3.a Knowledge of Language: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. Content Objectives What will the students know and be able to do by the end of the lesson (use observable language)? - Students will use the Predictions worksheet to become active learners as they consider possible outcomes throughout The Emperors New Clothes by Hans Christian Anderson. - Students will be introduced to a comprehension strategy that they can use on their own for future reading. Language Objectives What language will students be expected to utilize when illustrating their understanding? - Students will be expected to share their thoughts and understandings about the reading by using language that expresses ideas precisely and concisely. - Students should aim to recognize and eliminate unnecessary wordiness or redundancy in their conversations and writing.

Prerequisite Skills: Students should be familiar with some comprehension strategies, such as independently reading short stories and annotating their thoughts in the margins. Enduring Understanding: - Students will practice and know how to apply multiple comprehension strategies for reading difficult texts. Essential Questions: - What is the difference between predictions and inferences? - When do you make predictions? - Why is it important to make predictions and inferences? - What do you think a good prediction should consist of? - Do you think that making predictions helped you to better comprehend the story at all? Title: The Emperors New Clothes Author: Hans Christian Anderson Genre: Fairy Tale Citation: San, Jose Christine, and Anastasiya Archipova. The Emperor's New Clothes/ by Hans Christian Anderson. Honesdale, PA: Boyds Mills, 1998. Print. Theme: What themes will be explored during the lesson? - The lesson will focus on predicting the sequenced events of a story through discussion and writing in order to increase comprehension. Focus: What strategies and skills will be the focus of the lesson(s)? - Students will increase their comprehension skills by partaking in a group discussion and making logical predictions for the story sequence. Vocabulary: - Fairy Tale: a children's story about magical and imaginary beings and lands. - Prior Knowledge: Information that is already known to a person - Connection: a relationship in which a person, thing, or idea is linked or associated with something else.

Before: 1. The teacher will tell students, We have been practicing several different strategies for improving reading comprehension over the last two weeks. We have used a K-W-L chart to activate prior knowledge, a connections chart to help relate to readings, and a triple-entry journal to visualize important parts of a story. Today we will discuss our last comprehension strategy, which is making predictions and inferences. 2. The teacher will ask students, What is the difference between predictions and inferences? [Let students answer] When students make a prediction, they are making an educated guess on what will happen next in a story based on what has happened in the text, their knowledge about the author and their own personal schemata. While very similar to a prediction, an inference is something different. Inferences are made after reading all of the clues given in a text and then making an educated guess. Furthermore,

predictions are made predominantly from facts that have been given by the author and the characters within the story. Inferences are based more on applying prior knowledge and going beyond the stated information. This is also referred to as reading between the lines. 3. The teacher will ask students, When do you make predictions? [Let students answer] I make predictions when I am watching a movie or a TV show. I often think that I know what is going to happen next, but I am usually wrong. Does that ever happen to you? Predictions are a very common and often disregarded strategy for comprehending informationeven though we use them all the time. 4. The teacher will ask students, Why is it important to make predictions and inferences? [Let students answer] Making predictions is more than just guessing what will happen next. Instead, it ensures active reading is occurring and keeps interest levels high throughout the story. Making inferences takes that active reading one step further as it requires the reader to draw on his or her own personal experiences and make an educated guess about something that is not explicitly stated in the text. This helps make reading a more intimate and personal experience. Different lives, backgrounds and reading pasts will color an individual's experience of any given text. During: 1. The teacher will tell students, Now that you know why it is important that we make predictions while we read, lets read this story together. I will stop at certain points to ask you a prediction question. You will write your answer down on the piece of paper that I have provided you. Then once we have discussed our predictions, we will continue to read. Today we are reading The Emperors New Clothes by Hans Christian Anderson. 2. The teacher will begin to read the story with the group. The teacher should stop at each marker on the story to ask the corresponding prediction question. 3. Students will answer the prediction question through writing and then be asked to discuss why they made their prediction through a group discussion. After: 1. The teacher will ask students, Now that we have practiced making predictions, why should we make predictions as we read? [Let students answer] Making predictions while you read will help you find meaning in a text. When you make a prediction, you engage with the author's clues about what is important in the story, poem, speech or other nonfiction text. Plus, it can be fun to find out whether things turn out as you expected. 2. The teacher will ask students, What do you think a good prediction should consist of? [Let students answer] A good prediction should connect what you know with information in the text and images. It should be an educated guess, and it should change as you read more and get new information that doesn't match your earlier prediction. 3. The teacher will ask students, Do you think that making predictions helped you to better comprehend the story at all? [Let students answer] If you enjoyed this strategy and you think that it helped you to better comprehend the reading, I would advise

that you consider using this strategy whenever you read something. You do not need a worksheet or graphic organizer to make predictions or inferences just your head. Assessment: 1. The teacher will determine the success of the content objectives if the students have correctly filled out their Making Predictions worksheet and participated in the activity by answering questions, asking questions, following directions, and attempting to use the strategy successfully. The content objectives will be assessed when the teacher monitors student behavior during the lesson and collects the completed worksheets at the end of the lesson. 2. The teacher will determine the success of the language objectives by listening to student responses and viewing their writing on the Making Predictions worksheet. The teacher will evaluate student work to see if they can precisely and concisely formulate their ideas. The language objectives will demonstrate an adequate form of comprehension from the student. Extension: 1. One way to extend this lesson would be to have students read another story and fill out the Making Predictions worksheet individually (without much guidance from the teacher). 2. The teacher could also ask students to create their own prediction questions for a story. Differentiated Instruction: 1. For low-level readers and writers, the teacher should have students read a less complex story. The lesson can also be adapted by having the students discuss their predictions instead of filling out the worksheet. If the entire group struggles with reading fluency, the teacher may want to consider a more simple or familiar story. 2. For high-level readers and writers, the teacher should provide less guidance by letting students read and make predictions on their own. The teacher may also consider requiring that students write a paragraph describing how making predictions helps guide their reading comprehension. Modify and Changes to Plan: - This lesson took place in the hallway again. The students were on task and followed along with the lesson well. - We were crunched for time, so I felt rushed to get through the story. My co-operating teacher made the comment that I should really slow down when reading with these students, since they already have such a difficult time with comprehension. I would have definitely liked to take more time for the lesson. - The students had never heard this story before and made good predictions for what would happen next. - I was impressed with the students responses to the strategy. One student said that making predictions prepares her what is to come next in the story and helps keep her engaged with the reading. Another student said that he often makes predictions while reading without thinking about it.

The Emperors New Clothes by Hans Christian Anderson Once upon a time there lived a vain Emperor whose only worry in life was to dress in elegant clothes. He changed clothes almost every hour and loved to show them off to his people. Word of the Emperor's refined habits spread over his kingdom and beyond. Two scoundrels who had heard of the Emperor's vanity decided to take advantage of it. They introduced themselves at the gates of the palace with a scheme in mind. * Prediction #1 * "We are two very good tailors and after many years of research we have invented an extraordinary method to weave a cloth so light and fine that it looks invisible. As a matter of fact it is invisible to anyone who is too stupid and incompetent to appreciate its quality." The chief of the guards heard the scoundrel's strange story and sent for the court chamberlain. The chamberlain notified the prime minister, who ran to the Emperor and disclosed the incredible news. The Emperor's curiosity got the better of him and he decided to see the two scoundrels. "Besides being invisible, your Highness, this cloth will be woven in colors and patterns created especially for you." The emperor gave the two men a bag of gold coins in exchange for their promise to begin working on the fabric immediately. "Just tell us what you need to get started and we'll give it to you." The two scoundrels asked for a loom, silk, gold thread and then pretended to begin working. The Emperor thought he had spent his money quite well: in addition to getting a new extraordinary suit, he would discover which of his subjects were ignorant and incompetent. A few days later, he called the old and wise prime minister, who was considered by everyone as a man with common sense. "Go and see how the work is proceeding," the Emperor told him, "and come back to let me know." * Prediction #2 * The prime minister was welcomed by the two scoundrels. "We're almost finished, but we need a lot more gold thread. Here, Excellency! Admire the colors, feel the softness!" The old man bent over the loom and tried to see the fabric that was not there. He felt cold sweat on his forehead. "I can't see anything," he thought. "If I see nothing, that means I'm stupid! Or, worse, incompetent!" If the prime minister admitted that he didn't see anything, he would be discharged from his office. "What a marvelous fabric, he said then. "I'll certainly tell the Emperor." The two scoundrels rubbed their hands gleefully. They had almost made it. More thread was requested to finish the work. Finally, the Emperor received the announcement that the two tailors had come to take all the measurements needed to sew his new suit. "Come in," the Emperor ordered. Even as they bowed, the two scoundrels pretended to be holding large roll of fabric. * Prediction #3 *

"Here it is your Highness, the result of our labour," the scoundrels said. "We have worked night and day but, at last, the most beautiful fabric in the world is ready for you. Look at the colors and feel how fine it is." Of course the Emperor did not see any colors and could not feel any cloth between his fingers. He panicked and felt like fainting. But luckily the throne was right behind him and he sat down. But when he realized that no one could know that he did not see the fabric, he felt better. Nobody could find out he was stupid and incompetent. And the Emperor didn't know that everybody else around him thought and did the very same thing. The farce continued as the two scoundrels had foreseen it. Once they had taken the measurements, the two began cutting the air with scissors while sewing with their needles an invisible cloth. "Your Highness, you'll have to take off your clothes to try on your new ones." The two scoundrels draped the new clothes on him and then held up a mirror. The Emperor was embarrassed but since none of his bystanders were, he felt relieved. "Yes, this is a beautiful suit and it looks very good on me," the Emperor said trying to look comfortable. "You've done a fine job." "Your Majesty," the prime minister said, "we have a request for you. The people have found out about this extraordinary fabric and they are anxious to see you in your new suit." The Emperor was doubtful showing himself naked to the people, but then he abandoned his fears. After all, no one would know about it except the ignorant and the incompetent. "All right," he said. "I will grant the people this privilege." He summoned his carriage and the ceremonial parade was formed. A group of dignitaries walked at the very front of the procession and anxiously scrutinized the faces of the people in the street. All the people had gathered in the main square, pushing and shoving to get a better look. An applause welcomed the regal procession. Everyone wanted to know how stupid or incompetent his or her neighbor was but, as the Emperor passed, a strange murmur rose from the crowd. Everyone said, loud enough for the others to hear: "Look at the Emperor's new clothes. They're beautiful!" "What a marvelous train!" "And the colors! The colors of that beautiful fabric! I have never seen anything like it in my life!" They all tried to conceal their disappointment at not being able to see the clothes, and since nobody was willing to admit his own stupidity and incompetence, they all behaved as the two scoundrels had predicted. * Prediction 4 * A child, however, who had no important job and could only see things as his eyes showed them to him, went up to the carriage. "The Emperor is naked," he said. "Fool!" his father reprimanded, running after him. "Don't talk nonsense!" He grabbed his child and took him away. But the boy's remark, which had been heard by the bystanders, was repeated over and over again until everyone cried: "The boy is right! The Emperor is naked! It's true!" The Emperor realized that the people were right but could not admit to that. He though it better to continue the procession under the illusion that anyone who couldn't see his clothes was either stupid or incompetent. And he stood stiffly on his carriage, while behind him a page held his imaginary mantle.

Making Predictions
Prediction #1:
What are the two men planning to do? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Prediction #2:
What will the prime minister see when he goes to check on the work? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Prediction #3:
What will happen next in the story? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Prediction #4:
How will the townspeople react? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________