Princesses Don’t Wear Jeans - Mondo Publishing Don’t Wear Jeans. 2 PRINCESSES DON’T WEAR JEANS...

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GUIDEDREADING

MONDO BOOKSHOP GRADE 3 1

narraTiVe380L

LiTeracY sTanDarDs aDDresseD in THis PLan

KeY iDea In this first book in the Tilly and Jeff series, Tilly Perkins is the new girl in Jeff Brown’s class. Many of Jeff’s classmates think Tilly is strange, even a liar. Jeff thinks she has an amazing imagination and wants to be her friend. But being Tilly’s friend is not so easy.

rL.3.3 Main Focus Key ideas & Details Sessions 1, 2, 3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

rL.3.4 craft & structure Sessions 1, 3 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

rL.3.6 Main Focus craft & structure Sessions 2, 3 Distinguish their own points of view from that of the narrator or those of the characters.

rL.3.9 Main Focus integration of Knowledge & ideas Sessions 2, 3 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

rL.3.10 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 2–3 text complexity band independently and proficiently.

sL.3.1d comprehension & collaboration Sessions 1, 2, 3 Explain their own ideas and understanding in light of the discussion.

L.3.4b Vocabulary acquisition & use Additional Instruction Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

L.3.5a Vocabulary acquisition & use Sessions 1, 2, Additional Instruction Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

rF.3.3a Phonics & Word recognition Additional Instruction Identify and know the meaning of the most common prefixes and derivational suffixes.

rF.3.4 Fluency Session 2 Read with sufficient accuracy and fluency to support comprehension.

W.3.3 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.3.8* 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.3.10 range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Written by Brenda Bellingham and illustrated by Carol Wakefield

ISB

N 9

78-1

-628

89-1

64-5

Princesses Don’t Wear Jeans

2 PRINCESSES DON’T WEAR JEANS

Learning Focus rL.3.3

Students read closely to describe the story’s characters and explain how their actions contribute to the sequence of events.

VocaBuLarY

rL.3.4 Point out the word vain on page 13. Ask students what they think it means based on the context. Discuss that the word describes someone who has a very high opinion of his or her appearance or abilities.

eLL suPPorT

L.3.4 Vocabulary Support idioms such as fancy it up and liar, liar, pants on fire in context using the ELL vocabulary strategies in Getting Started.

Session 1 Text Selection: pp. 5–21

Key Idea: Text Selection: In the first three chapters, Tilly Perkins is introduced to Jeff Brown’s class. Everything about her seems strange — her clothes, her stories about wild bears, and her reason for not wearing jeans on the farm where she lives.

PREVIEWING THE TEXT 5 minutesRead the title and author name with students. Invite students to study the illustration and then read the back cover text.

Let’s see what we can tell about the story from the title and the illustration on the front cover.

The girl on the left is the only one not wearing jeans. Maybe she’s the princess in the title. There’s a birthday party in a park. I see a picnic table, a cake, and balloons. The two girls on the right don’t look happy. I wonder why.

Let’s read the back cover to see what else we can learn.

Tilly must be the girl in the dress on the cover because she’s the one who is dressed differently. Jeff must be the boy with the box. The two girls may be frowning because they don’t like Tilly.

Let’s read to find out why.

READING THE TEXT CLOSELY 10 minutesExplain the learning focus for students. Ask them to read pages 5–8. Check to see how they are doing with the application of the focus. Provide support if needed. Then have them read through page 21.

From the contents page, you can tell that this is a chapter book. Today, we’ll be reading the first three chapters. For now, let’s read pages 5 through most of page 8. . . . What characters have we met and what have we learned about them?

We met Jeff, who doesn’t like his full name and just wants to be called “Jeff.” He doesn’t want to be different from other kids. Tilly is the new girl. She is really different. Poppy Rose seems mean. She doesn’t like Tilly.

Who can tell how Jeff feels about Tilly?

He thinks she’s brave.

Who can explain why?

She smiles and acts friendly even after Poppy Rose glares at her.

Have students read to page 10 to finish the first chapter in the book. Check to see how they are applying the focus. Provide support if needed.

As we read today, we’ll think about what the characters are like, why they act as they do, and how they feel. We’ll also look at how a character contribute to events. Who do you think will contribute to the story’s events and in what way?

Tilly will, because she says she will bring her wild bears to class.

Let’s read to learn more about Tilly and how she might contribute to the events in the story.


L.3.5a VocaBuLarYWord relationships

sL.3.1d Discussioncollaborative

rL.3.3 coMPreHensioncharacters

W.3.8*, rL.3.3 WriTinggather information

coMPreHension sHare

When you see words in italics, you know that Jeff is thinking these thoughts but not saying them aloud. Look at page 18 for an example: “Tilly Perkins likes to tease, thought Jeff.”

If you are satisfied that students can apply the focus, set the reading assignment for the session. If not, have them reread pages 8–10 and review the events and characters so far. Students may not read the entire selection during the session.

Our work today is to describe the story characters and explain how their actions contribute to the sequence of events. Now let’s read through page 21.

DISCUSSING THE TEXT 10 minutesInvite students to share their ideas about the events and characters in the first three chapters. Encourage them to cite evidence from the text and explain their ideas and understanding as they describe characters’ traits and feelings.

Who would like to talk about how characters, actions affected what happened? Make sure you explain your ideas and cite text evidence.

Tilly is kind of weird. She says she’ll bring her wild bears to school but brings in stuffed bears instead. Poppy Rose calls her a liar. Bruno calls her crazy. Bruno says maybe he shouldn’t play soccer with Jeff.

Who can talk about Jeff’s feelings and actions?

He tells Bruno “You don’t have to” and “I don’t care.” But it says he did care. He wants Tilly to stop telling stories so other kids will like her.

Focus on the words quake and quiver on page 8.

On page 8, we see a pair of words that tell what Tilly doesn’t do when she is challenged. You’ll see more of these word pairs throughout the story. Each pair is similar in meaning. Who can tell what we call words with similar meanings?

synonyms

What does this first pair of words tell you?

Tilly wasn’t scared.

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

You paid close attention and were able to describe the characters and how their actions contributed to the sequence of events. As you continue reading, describe characters and how they contribute to the sequence of events to help you better understand the story.

ERESOURCEERESOURCE 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 effective use of the learning focus.

TEACHER’SCHOICE COMPREHENSION: CHARACTERS COMPREHENSION: CHARACTERS COMPREHENSION: CHARACTERSERESOURCEERESOURCE Formative assessment Have students use the blackline master on page 10 to describe Tilly. Review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE ERESOURCEERESOURCE 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 question: How are Tilly’s stories both imaginary and truthful? Review students’ collected evidence as you evaluate their mastery of the learning focus.

corrective FeedbackHave students closely reread the title and pages 5–8 to identify and describe the characters. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.


Learning Focuses rL.3.3, rL.3.6, rL.3.9

Students return to the text to distinguish their point of view from that of the narrator and other characters. At the same time, students will continue to read closely, citing text evidence that helps them describe a character and explain that character’s impact on events. Finally, students will compare and contrast the story with another story in the same series.


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 our discussion of the story from the last session.

We read and talked about the first three chapters. We told what we learned about the characters and their feelings, and what happened when Tilly joined the class.

When we look for evidence that tells us what a character is like and why he or she acts and feels a certain way, we can better understand what happens in a story.

READING THE TEXT CLOSELY 10 minutesExplain the learning focuses for this session. Invite students to reread page 12 closely. Check to see how well they have understood the focuses. If you are satisfied that students can apply them, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 3 of this lesson plan.

Let’s reread page 12. We’re still looking for evidence that helps us describe the characters and their actions and feelings. This time, let’s also think about the characters’ points of view. How do we find out about their points of view?

from what they say and do

But there is one character we know more about. From which character’s point of view do we follow the story and know what is happening?

Jeff

What is his point of view on this page?

He knows Tilly is kidding about kicking a ball so high that it stuck in the sky. He thinks it’s funny. He thinks Tilly has a big imagination.

Do you agree with Jeff, or is your point of view different?

I do agree. I like the way Tilly talks about things. She’s smart and likes to fool the other kids. I think she doesn’t know what is real or not real. I think she believes her stories.

We have different points of view. They are different from Jeff’s point of view and different from each other.

Compare and contrast the characters in this book with another book in the Jeff and Tilly series, such as Dragons Don’t Read Books.

Many of you have read other Jeff and Tilly books. There are several of them. Let’s compare Princesses Don’t Wear Jeans with Dragons Don’t Read Books. How are the characters the same or different?

The same characters are in each book, except they’re a year older and in fourth grade. There are some different characters too, like the librarian, the janitor, and Bertha and Ferdinand, the kindergarten kids.

What about the settings?

They both happen mostly in school, except the first book takes place in the classroom while the second book takes place mainly in the library.



L.3.5a VocaBuLarYsimiles

Let’s compare and contrast what happens in both books.

In the first book, everybody’s getting to know Tilly. Jeff is deciding if he wants to be friends with her. In Dragons Don’t Read Books, Tilly isn’t a new student, so everyone knows what she’s like already. She and Jeff are now friends. But Tilly is still telling wild stories that she says are real. Jeff is still backing her up.

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 the reading.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion in which students describe characters, events, and characters’ points of view as distinguished from their own points of view. Guide them to compare and contrast story elements of this book with other Jeff and Tilly books. Continue to encourage students to cite text evidence and explain their ideas and understandings.

Let’s reread pages 18 and 19 and then discuss characters and how they affect events, points of view, and how this story compares with other Tilly and Jeff books. Remember to explain your ideas and cite text evidence. Who’d like to share how a character contributes to what happens in this story?

Tilly makes things happen. No matter how much the other kids don’t like her, they want to know what she’s doing and writing in her journal. She brings her wild bears to class, but they turn out to be stuffed animals. That causes kids to show their points of view about her.

What do they think?

They think she’s crazy and a liar.

What about Jeff’s point of view?

He thinks she likes to tease people and make them think her stories are true.

Let’s share our own points of view about Tilly.

I agree with Jeff. Tilly wants other kids to join in with her stories, so she puts some truth into them. I think she really believes her stories.

What’s your point of view about Jeff?

I think he likes that Tilly is different, but he wants to keep his friends. He shouldn’t care what others think. He should tell them he likes Tilly. He shouldn’t be friends with Tilly.

Focus on the similes on page 6.

Authors help us imagine a story in many ways. One of these ways is to use similes when describing something. Comparing one thing to another helps us to imagine what the author sees. Similes make comparisons using the word like or as. Let’s find two similes on page 6.

“twisted around her skinny legs like two corkscrews” and “hem went up and down like a roller coaster”

What do these similes help you picture in your mind?

I can see how her tights were loose and twisted around and around her legs. I can see how uneven her hem is.

Look for other similes as you continue reading.

coMPreHension sHare

Pause from time to time as you are reading. Think about the characters’ points of view about events and other characters. Then think about your own point of view. How is it similar to or different from the characters’ points of view?

TeacHing TiP

Students need to be guided in interpreting figurative language. They need time to think about what they are finding out and to come to conclusions. Discussion helps students clarify, confirm, or revise their predictions.


Confirm students’ good use of the focuses and encourage them to keep them in mind as they continue to read more of Princesses Don’t Wear Jeans. Remind them to ask themselves how their points of view differ or agree with the characters’ viewpoints.

You have done a good job describing the characters and how their actions are the basis for story events. You also distinguished your point of view about other characters and story events from other characters’ points of view. You may have agreed with Jeff as he struggled with his thoughts and feelings, but in some places you disagreed with him. How has comparing and contrasting Tilly and Jeff in another story helped you to understand the characters in the book we’re reading now?

The characters are a lot alike from book to book. I understand Tilly a little better by reading other stories about her. And I can see why Jeff feels the way he does and why they are friends.

In the next session, we’ll talk about Chapters 7 and 8.

ERESOURCEERESOURCE Formative assessment: comprehension Using the Quick Start Planner, note the session’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate effective use of the learning focuses.

TEACHER’SCHOICE FLUENCY FOLLOW-UPFluency Practice Invite students to reread the narrative and the dialogue on pages 8–9. Have them practice reading in phrases to help with accuracy and at an appropriate pace that supports comprehension. Encourage them to summarize in their own words what they read to check their understanding.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCEERESOURCEERESOURCE 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 question: How are Tilly’s stories both imaginary and truthful? Review students’ collected evidence as you evaluate their mastery of the learning focus.

rF.3.4 FLuencYaccuracy

W.3.8*, rL.3.3WriTing

gather information



Learning FocusesrL.3.3, rL.3.6, rL.3.9

Students continue to read closely to explain how characters’ actions contribute to events. Simultaneously, they continue expressing their point of view and distinguishing it from the other characters’ points of view while comparing and contrasting themes, settings, characters, and plots of books from the same author.

Key Idea: Text Selection: In Chapters 7 and 8, Jeff prepares for his birthday party and Tilly’s possible gift of white mice by buying an aquarium. Tilly shows up to the party with no mice. Jeff begins to understand that it’s fun to pretend with Tilly while looking forward to something real.

RETURNING TO THE TEXT 5 minutesExplain that students have read the first three chapters of the book and discussed what they learned about the characters and how they contribute to the sequence of events, distinguished their points of view from the points of view other characters, and compared books from the same author.

As we discussed what we learned about what characters contribute to the sequence of events and the difference among characters’ points of view and our own, we also compared and contrasted books by the same author. Today we’ll read two more chapters and continue using these strategies.

READING THE TEXT CLOSELY 10 minutesState the learning focuses. Invite students to read pages 42–43. Check to see how they are doing with the application of the focuses as you have done previously. Then have students read pages 42–57, paying specific attention to the characters’ points of view.

Today we’re going to read pages 42 to 43 and pay close attention to how a character’s actions contributes to other events in the story. Who can find an example on these pages?

Tilly offered to give Jeff white mice for his birthday, so he buys an aquarium and other stuff for the mice.

Who can relate Jeff’s actions to his point of view?

Jeff bought the aquarium for the mice because he believes that Tilly will bring the mice to the party.

Now let’s read pages 49 to 57 and focus on the characters’ points of view.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion that links the three learning focuses. Remind students to cite text evidence and explain their ideas and understandings.

As you read, think about how characters’ actions determine other events and how characters’ points of view compare and contrast with your own. Let’s share what happens at Jeff’s birthday party. Make sure you refer to the text and explain your ideas.

Tilly is the last person to get there. She’s wearing a pretty dress. Everyone else is dressed for a picnic. She doesn’t bring the mice.

Who can share Jeff’s point of view?

He feels special because she dressed up. On page 50, Jeff thinks “Tilly Perkins does what she likes. . . .” He sticks up for her when others make fun of her for not bringing the mice. On page 53, he thinks “Tilly Perkins is a generous girl. . . . Even if she didn’t bring a gift.” On page 57, he says that he wants to be her friend.


VocaBuLarY

rL.3.4 Introduce the word aquarium on page 43. Explain that it is a glass enclosure to be filled with water for fish. Point out that without water, an aquarium can be used to house other animals such as turtles, lizards, and mice. Have students look at the illustration on page 46 to help them understand what an aquarium is.

Discussion TiP

As key ideas are mentioned during a discussion, you may want to have a volunteer take notes about them in a place where all can see.


How does this carry through into other books?

Jeff and Tilly continue to be friends.

Who can talk about other characters?

The other kids begin to change their points of view about Tilly because she wins races. She lets Poppy Rose and Sally borrow her ribbon and sash.

Support students as they finish reading the book on their own.

As you finish the book on your own and discuss it, remember to use the strategies we practiced and think about what more you learn about the characters, especially Tilly and Jeff. Why is it important to explain ideas and cite text evidence as you discuss a book?

I can find out what ideas others have about the characters and what happens. I learn things I didn’t think about. I can show where the text supports what I say.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE CONSTRUCTED RESPONSE: WRITE TO SOURCE CONSTRUCTED RESPONSE: WRITE TO SOURCEERESOURCEERESOURCE 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 question: How are Tilly’s stories both imaginary and truthful? Have students use the text evidence they collected to support their writing.

TEACHER’SCHOICE CLOSE READING OPTIONS CLOSE READING OPTIONS CLOSE READING OPTIONSERESOURCEERESOURCE 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.

W.3.8*, rL.3.3WriTing

respond to Question

ERESOURCEERESOURCE summative assessment Review with students the elements of a narrative. Talk about how a narrative describes details about events or experiences in a logical sequence or order. Explain that the events or experiences in a narrative can be real or imagined. Invite students to write an event or experience in the way that Tilly would describe what happened. Guide them to use the blackline master on page 12 to write their narratives. Students will work independently to write their narratives. Consider publishing the narratives in a class book.

You’ve been reading about how Jeff and Tilly become friends and how Tilly has affected what Jeff thinks and does. Think about an event or an experience, real or imagined, that you could write about in the same way Tilly would tell what happened. As you write, think about what your point of view is about the event or experience. You’ll be writing your narrative on your own.

TEACHER’SCHOICE Writing Task: Narrative

W.3.3WriTingnarrative

eLL suPPorT

rL.3.6 Discussing the Text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses:B: ___ thinks/feels ___. I understand/agree.___ thinks/feels ___. I don’t agree.I/A: ___ thinks/feels ___. I understand/agree because ___.___ thinks/feels ___. I disagree because ___.


WORD STUDYaffixes Draw students’ attention to the word like on page 6. Guide students to discuss changes in meaning when familiar affixes are added.

Let’s look at how the word like is used on page 6: “When they saw that Jeff did not like his fancy name, they did not argue.” We know prefixes and affixes can be added to a word to change its meaning. What happens to the word like when we add the prefix dis-?

It becomes dislike. It means the same thing as “did not like.”

Now let’s add the suffix -able to the word like.

It becomes likeable and tells about someone who is easy to like.

Was Tilly likeable?

Not at first, but Jeff ended up liking her.

VOCABULARYnonliteral Language Discuss nonliteral language on page 15 with students.

Let’s look at page 15. Poppy Rose says, “pants on fire.” Do you think she is being literal, meaning that Tilly’s pants are actually on fire?

No, I don’t think so.

So what do you think this line really means?

I think it’s a way of teasing Tilly because Poppy Rose thinks Tilly is a liar. I think it’s supposed to make people look at Tilly’s pants and make Tilly feel embarrassed. So it’s more like Poppy Rose’s way of saying everyone should look badly at Tilly for lying.

That’s interesting. There are a lot of examples we use in our everyday lives of language that isn’t meant to be literal, or actual. Who can think of other examples?

WORD RECOGNITIONDerivational suffixes Focus on the word scornfully on page 11.

Suffixes can change the meaning of words and how they are used in a sentence. Let’s look at scornfully on page 11. Who can tell the root word and what it means?

Scorn. It’s a strong feeling against something or someone.

Scorn is a noun because it names an idea or a feeling. What was the first suffix added to the word scorn?

-ful

Who can share what the word means now?

“full of scorn”

Adding the suffix –ful to a word makes it an adjective, which describes what something looks or feels like. What is the second suffix that was added?

-ly

This suffix means “like” or “in the manner of.” It turns a word into an adverb, which describes how someone does or says something. What does scornfully describe here?

It tells how Bruno talks.

TEACHER’SCHOICE Additional Instruction

L.3.4b VocaBuLarYaffixes

L.3.5a VocaBuLarYnonliteral Language

rF.3.3a WorD recogniTionDerivational suffixes

VocaBuLarY

Suggest that students look for words with a prefix or a suffix as they read. Have them list the words and write a meaning for the base word and for the word with a prefix or a suffix.

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Comprehension: CharactersDescribe the character Tilly from Princesses Don’t Wear Jeans. You can use your own words to describe her or write descriptions you found in the book. Write your descriptions on the lines.

Score:

Tilly


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Collecting Text EvidenceHow are Tilly’s stories both imaginary and truthful?

Use this chart to collect evidence that shows Tilly as a character with a big imagination. Note what she says or writes. Then tell what is real. Include page references as you take notes. You may need more than one copy.

What Tilly Says or Writes What Is Real

Page # ____ Page # ____

Page # ____ Page # ____

Page # ____ Page # ____

Page # ____ Page # ____

Score:

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Writing Task: Your First DraftThink about Tilly’s character and the stories she tells as you review the evidence you have collected. Think about an experience you have had or make one up. Describe details and the order of events as Tilly might tell it.

REMEMBER: A well-written narrative:

• describesdetailsaboutpeople,places,andevents

• tellsarealormade-upstorywitheventsinorder

• showsthewriter’spointofview

Score:

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