Transcript Thank You, Mr. Falker by Patricia Polacco

Thank You, Mr. Falker
by Patricia Polacco
• A Cyberlesson
• Prepared by Amber
Ricciardiello
www.amazon.com
Day 1
Introduction
Trisha is a young girl
who wants nothing
more than to read, but
she finds it isn’t going
to be easy for her.
You will see how she
feels to be different
from her classmates
and how one teacher
changes her life.
Materials
You will need the following materials:
Books:
– Thank You, Mr. Falker (read aloud)
– Sparky’s Excellent Misadventures: My A.D.D. Journal
– Eli, The boy who hated to write: Understanding
dysgraphia
Classroom materials:
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Reading journal
Pencil
Drawing materials
Connection organizer from teacher
Computer with internet access
SmartBoard or projector (if possible)
Before You Read:
QuickWrite
Take just ten minutes
to write about a time
you had trouble
understanding
something in class.
What was it? How
did you feel? How did
you solve this
problem?
Let’s Share!
Share your experience with the class. Turn to
someone next to you and share your
experience.
While We Read
As we read think about
Trisha’s problem. Why
do you think she doesn’t
go to anyone for help?
Think about how she can
solve her problem. What
suggestions would you
give her? We will read to
the page marked with the
post-it (page 16).
Written Response:
In your reading journal answer the questions
below.
1. Imagine you are
Trisha, write an
entry that might
appear in her
journal. Use
evidence from the
text to support your
ideas.
2. Using information
from your own life
and the text, explain
why you think Trisha
didn’t tell her mom,
teacher, or another
adult about her
problems in school?
End of Day 1
Day 2
Building Background
Knowledge
• Yesterday we read the first part of Thank You, Mr. Falker
and learned that Trisha is having a learning challenge in
school. She is also getting picked on by other students.
• Before we read today, let’s look at how Patricia Polacco,
the author of this book, dealt with her learning disability.
Click on Patricia Polacco’s picture.
• When you finish click back here to hear some ways kids
with learning challenges can help themselves. Click on
The Survival Guide.
Partner Talk & Share
Pretend you are Trisha’s friend, what advice
would you give her. Use information from the
other children you just read about to answer this
question. Then we will share your advice with
the class.
While We Read
As we finish the story
think about how
Trisha’s new teacher
helps her to feel
smarter and helps to
stop others from
teasing her.
After Reading
• Think about how Trisha looks at her teacher or what she
thinks of him. Draw a picture or create an image using
magazines, drawings, or other materials to represent
how she feels about her teacher. Include words or
evidence from the text to support your idea. Then we
will share your images.
Beyond Reading
With a partner or as a
read aloud read one of
the texts below. Click on
each title to learn more
about each book. Then
click back and choose the
book you are most
interested in reading.
As you read the story
complete the organizer to
show what connections
you’ve made and how
they help you understand
the story better. Get the
organizer from your
teacher.
• Sparky's Excellent
Misadventures: My
A.D.D. Journal by
Carpenter, Ford, Horjus
• Eli, the boy who hated
to write: understanding
dysgraphia by Regina G.
Richards, Eli I. Richards
Wrap Up
• After reading Thank You, Mr. Falker and
another text that spotlights a child with a
learning challenge, think about how you
can help someone who is having trouble
with learning or teasing in school. We will
record our ideas on a chart to keep in
room.
Cyberlesson Rubric
Before Reading
•
QuickWrite
2 Students wrote a similar experience answering all three questions
1 Students wrote a similar experience answering only one or two of the
questions
0 Students wrote an irrelevant experience or a similar experience without
answering the questions
While Reading
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Written Response (a score is given for each response)
2 Students answered the question with specific evidence from the text and
their own life to support their answer
1 Students answered the question with one piece of specific evidence from
their own life or from the text
0 Students did not answer the question or the answer included general
evidence or no evidence at all
(Rubric continued on next slide)
CyberLesson Rubric
After Reading
•
Teacher Drawing
2 Students created a visual using specific evidence from the text to support
their idea
1 Students created a visual using little or general evidence from the text to
support their idea
0 Students did not create a visual or used no evidence from the text to
support their idea
Beyond Reading
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Partner Work
2 Students read one of the texts given and completed organizer with at
least one specific connection explaining how it helped them understand
1 Students read one of the texts given and completed organizer with at
least one general connection explaining somewhat how it helped them
understand
0 Students read one of the texts given but did not complete the organizer
completely
Resources
• Thank You, Mr. Falker by Patricia Polacco
• Sparky’s Excellent Misadventures: My A.D.D. Journal by Carpenter,
Ford, Horjus
• Eli, The boy who hated to write: Understanding dysgraphia by
Reginia Richards and Eli Richards
• Images from images.google.com and amazon.com
• Links:
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Patricia Polacco: http://www.ldonline.org/first_person/patricia_polacco.html
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Survival Guide: http://www.ldonline.org/article.php?id=354&loc=65
Sparky’s Excellent Misadventures:
http://www.amazon.com/gp/product/1557986061/qid=1133387584/sr=1-4/ref=sr_1_4/1035763638-9881444?s=books&v=glance&n=283155
Eli, The boy who hated to write:
http://www.amazon.com/gp/product/0966135334/ref=ase_ldonlinelearningA/103-57636389881444?s=books&v=glance&n=283155&tagActionCode=ldonlinelearningAEli,%20the%20b
oy%20who%20hated%20to%20write:%20understanding%20dysgraphia%20(Paperback)
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Student Resource
Text to Text Connection:
This connection helped me understand the story
better because