FSTL TEKS FP Perspectives - Scary Stories

Graphic Organizer: Know/Feel/Think Know

Feel

What do you know about scary stories? What do you know about scary characters? What do you want to know about writing scary stories?

Do you enjoy scary stories? How do they make you feel? What does your body do when you feel this way?

Lesson Plan Fluent Plus reading stage

Scary stories – why do we tell them?

Level O (34)

Think What do you think about scary stories? Should we tell them to people?

Do you think that the scarier they are the better they are?

PERSPECTIVES

Contents • Scary characters • Speak out!

• Don’t tell scary stories • Writing scary stories

Paired connected texts

Dragons gives various reasons as to where the idea of dragons came from and describes different types of dragons from around the world.

This book contains two dragon tales; one about four friendly, helpful dragons, and the other about a terrifying, human-eating, dragon-like creature.

Content vocabulary characters dragons dream eerie fantasy fear fictional images monsters nightmares petrified scared/s/iest/ier spooky story suspense tale terrified/fying vampires

Correlations with Texas Essential Knowledge and Skills Flying Start to Literacy Lesson Plan Perspectives Scary Stories: The Scarier the Better? © 2020 EC Licensing Pty Ltd. © 2020 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2020 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultant: Linda Hoyt Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Reading 3(6) (E) Make connections to personal experiences, ideas in other texts, and society.

3(6) (H) Synthesize information to create new understanding.

3(9) (E) Recognize characteristics and structures of argumentative text.

3(10) (A) Explain the author’s purpose and message within a text.

Writing 3(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 3(7) (G) Discuss specific ideas in the text that are important to the meaning.

PERSPECTIVES Scary Stories: The Scarier the Better?

Key concepts • S ome people enjoy reading, hearing, writing, or telling scary stories, and some people don’t.

• S cary stories can be fictional or true stories and they often include scary characters.

• D ifferent people find different types of stories scary.

Initiate ideas

Explore further

Introduce the book

Read the text

Ask: Do you like scary stories? What sort of stories do you find scary?

Have students talk with a partner about this.

Show the students the front cover of PERSPECTIVES: Scary Stories: The Scarier the Better?

Say: This book is about scary stories. It has several texts that discuss different points of view about scary stories.

Read the title and ask: What is your feeling? Do you think the scarier the story the better it is? Discuss students’ ideas.

Have students turn to the “Speak out!” section on pages 8 and 9 and read the introduction.

Invite a student to read aloud one of the “speak outs” to the group. Ask: What is your view on this opinion? Discuss.

Continue reading and discussing each “speak out” opinion in a similar manner.

Ask: Have you ever had nightmares after hearing a scary story?

Provide time for students to share their personal experiences.

Have students turn to “Don’t tell scary stories” on pages 10 to 13. Read the title and introduction aloud to the students.

Ask: What do you think about this question: should we tell young children scary stories? Have students talk with a partner and then share their ideas in a group discussion.

Have students read the text independently and then discuss their thoughts about it with a partner.

Read the text Give each student a copy of PERSPECTIVES: Scary Stories: The Scarier the Better? Have them browse through the book.

Have students turn to page 4, and read the introduction aloud to them. Ask: What do you think about these questions?

Have students share their ideas with the group.

Have students turn to “Scary characters” on pages 6 and 7.

Say: Read the introduction, view the images, and then talk with your partner about the questions. Have students talk with a partner and then share ideas as a group.

Ask: What scary characters do you know of ? Use students’ ideas to record a list on a chart.

Respond to the text Introduce the Graphic Organizer: Know/Feel/Think.

Ask: What do you know about scary stories? How do you feel about them? Have students talk to a partner.

Say: Work with your partner to write points on your graphic organizer.

Collect students’ graphic organizers to revisit later.

Respond to the text Ask: Has your opinion changed after reading this recount? What do you think now about telling scary stories to young children – should we do it? Place a “Yes” sign on one side of the room and a “No” sign on the other side of the room. Have students stand at one of the signs, or somewhere in between, to show their response to the question. Invite individual students to justify their position by explaining the reasons for their answer.

Have pairs of students revisit their graphic organizers. Say: Think about what you have read. Use this information to add to your Know/Feel/Think charts.

Collect students’ graphic organizers to revisit later.

Draw conclusions

Express opinions

Read the text

Setting the task

Ask: Have you ever written a scary story? What was it about?

Provide time for students to share their responses in a group discussion.

Ask: What things would you need to think about if you were going to write a scary story? Have students talk with a partner and then share their ideas in a group discussion. Use students’ ideas to record a list on a chart.

Have students turn to “Writing scary stories” on pages 14 and 15, and read the title to them. Say: This text is an interview with an author of scary stories.

Have students read the text independently. Ask: What did you learn by reading this interview? What does this author say are the main things to think about when writing scary stories? Use students’ ideas to add to the group chart.

Students can choose one or both of the following options as a way to show their thinking or express their opinion.

Respond to the text Reread the introduction on page 14 to the students. Invite them to answer the final question: What sort of scary story would you like to write? Have students talk with a partner and then share their ideas with the group.

Have pairs of students revisit their graphic organizers. Say: Think about the information you now have and add points to your Know/Feel/Think chart.

Bring it all together Have students meet with their completed graphic organizers.

Invite pairs of students to share the points on their Know/ Feel/Think charts at a group discussion.

Discuss the various points of view and opinions that arise.

During the discussion, encourage students to draw on information in the texts to back up their opinions.

Writing Have students respond by writing about their opinion. Say: Think about what you have learned about scary stories and how you feel about this information.

Present the Graphic Organizer: How to write about your opinion (see PERSPECTIVES: Scary Stories: The Scarier the Better?, page 16). Support students by guiding them through the steps involved.

1. Have students revisit the questions posed in the introduction on page 4. Ask: What is your opinion now about scary stories? Are you a fan of them? Do you believe that the scarier the story the better it is? Have students discuss with a partner.

2. Model how to find further information about the topic, or, if appropriate, students could do independent research.

3. Say: Now that you have the information you need, you can write a plan. Use the graphic organizer to help you.

4. Have students publish their writing. Say: Think about the graphics or images you can include to support your written opinion.

Survey Have small groups of students conduct a survey to find out the level of scariness people like in stories. For example, students could ask: On a scale of 0–5, with 0 being “I hate scary stories,” and 5 being “the scarier the better,” how scary do you like your scary stories?

Have students conduct the survey with another class.

Students could then present their survey results in an interesting way such as a graph or poster.

Think tank If students are passionate about the issue, they may like to think about it further and take action.

these ideas as a starting point to write their own scary stories.

Have small groups of students think of ideas for writing scary stories: the characters, the topic, the setting, the plot, etc. Individuals or pairs of students may then like to use

The stories could be published using digital technologies and shared with the class or the whole school.

Graphic Organizer: Know/Feel/Think Know

Feel

What do you know about scary stories? What do you know about scary characters? What do you want to know about writing scary stories?

Do you enjoy scary stories? How do they make you feel? What does your body do when you feel this way?

Lesson Plan Fluent Plus reading stage

Scary stories – why do we tell them?

Level O (34)

Think What do you think about scary stories? Should we tell them to people?

Do you think that the scarier they are the better they are?

PERSPECTIVES

Contents • Scary characters • Speak out!

• Don’t tell scary stories • Writing scary stories

Paired connected texts

Dragons gives various reasons as to where the idea of dragons came from and describes different types of dragons from around the world.

This book contains two dragon tales; one about four friendly, helpful dragons, and the other about a terrifying, human-eating, dragon-like creature.

Content vocabulary characters dragons dream eerie fantasy fear fictional images monsters nightmares petrified scared/s/iest/ier spooky story suspense tale terrified/fying vampires

Correlations with Texas Essential Knowledge and Skills Flying Start to Literacy Lesson Plan Perspectives Scary Stories: The Scarier the Better? © 2020 EC Licensing Pty Ltd. © 2020 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2020 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice.

All other rights reserved.

Developed by Eleanor Curtain Publishing

okapi educational publishing

Text: Kerrie Shanahan Consultant: Linda Hoyt Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Reading 3(6) (E) Make connections to personal experiences, ideas in other texts, and society.

3(6) (H) Synthesize information to create new understanding.

3(9) (E) Recognize characteristics and structures of argumentative text.

3(10) (A) Explain the author’s purpose and message within a text.

Writing 3(12) (C) Compose argumentative texts, including opinion essays, using genre characteristics and craft.

Speaking and Listening 3(7) (G) Discuss specific ideas in the text that are important to the meaning.