Literature Response

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Teacher Kelly Pierce

Title The Day Jimmy’s Boa Ate the Wash
Author & Trinka Hakes Noble
Illustrator Steven Kellogg
Grade 1st
Objectives The students will be able to identify causes and effects that occur during
The Day Jimmy’s Boa Ate the Wash.

The students will be able to identify a cause for why their animal ate the
wash during the response activity.
Standards 1.3.1.A: Read, understand, and respond to works of literature.
Materials The Day Jimmy’s Boa Ate the Wash-Book
Markers/Crayons/Pencils
Cause & Effect anchor chart
Wash basket and cause and effect clothes
Think Like an Author page
Prerequisites Prior to participating in this lesson, students should…
-be able to identify characters, setting, and plot in a narrative story.
-be able to identify the main idea of a text.
-be able to make text-to-self connections while reading.
Method Introduction
1. The clinician will introduce cause and effect using the anchor chart.
The effect is what happened. The cause is what made it happen.
2. The clinician will introduce the book The Day Jimmy’s Boa Ate the
Wash, sharing the author and illustrator.
3. The clinician will ask students to make a prediction about what the
story will be about based on the cover.
4. The clinician will ask the students to predict where the story might
take place? (a farm) What animals or other things might we see on
a farm?
5. The clinician will ask the students: What do you think caused the
boat to eat the wash? What do you think caused the egg to fall on
his head?
6. The clinician will set the purpose for reading by explaining to
students that as we read we will listen for the causes and effects as
we read the story.
Reading
7. The clinician will read The Day Jimmy’s Boa Ate the Wash aloud,
 pausing on the following pages to discuss causes and effects. As
students respond.
8. Pg. 2: Why would a cow be crying? What do you think caused the
cow to cry?
9. Pg. 4: The haystack falling over is the effect. What do you think
caused it?
10. Pg. 6: What do you think caused the pigs to get on the school bus?
11. Pg. 8: What caused the pigs to eat the lunches?
12. Pg. 10: What caused the children to throw the eggs?
13. Pg. 14: What caused the chickens to squawk and fly around?
14. Pg. 16: What caused Jenny to throw an egg at Tommy?
15. Pg. 20: What caused the farmer’s wife to scream?
16. Pg. 22: What effect did the bus leaving early have?
17. After reading, the clinician will review the causes and effects from
the book by hanging up a wash line with the effects clothes pinned
to it. The clinician will read the effect and ask students for the
cause. As students respond, they will hang the cause next to its
matching effect.

Activity
18. The clinician will instruct students that it is now their turn to think
like an author.
19. The clinician will explain and model that students will fill their
name in the blank and choose a different animal to eat the wash.
“The Day __________’s ____________ Ate the Wash”.
20. Next, the students will have to come up with a cause for why their
animal ate the wash. The clinician will model completing the cause
portion of the worksheet.
21. Students can draw a picture to go with their ideas.
Differentiation *For students who have a difficult time remembering the basic premise of
“cause” and “effect”, continue to refer to the anchor chart.
*For students who have difficulty identifying the “cause” on each page
during reading, assist the student in using picture clues to come to the
correct answer.
*For students who have difficulty writing/spelling, one of the following
adaptation/modifications can be made: write words with a highlighter for
student and the student can trace the teacher’s handwriting; assist the
student in “stretching” out the word; have the student draw the pictures and
the teacher can write “captions” to complete the activity.
Closure 22. The clinician will bring the students back together to share their
ideas.
23. The clinician will be sure to ask students to share their causes and
why they chose the cause they did.
24. Also, the clinician will wrap up the lesson by asking students to
think critically about what the book would have been like if Jimmy
never brought his Boa on the field trip.
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