Reading Indicator The students will demonstrate their ability to develop interpretation of the text when they: relate elements of the story to the theme and identify parts, which support the author’s message.

Students, when reading for literary experience, will demonstrate their ability to construct global understanding, to develop an interpretation, to construct a personal reflection, and to construct a critical stance. Technology Goals: 1. 1. Students will use the Internet to research information about frogs and toads. 2. 2. Students will use Kid Pix to create a poster of the characteristics of frogs and toads.

Students will identify the important parts of Frog and Toad are Friends by classifying questions and by using the book to answer comprehension questions.

computer with KidPix

Frog and Toad books by Arnold Lobel

1. 1. Students should be assigned partners. One student will use the computer while the other student takes notes. Tell students to go to http://www.yahooligans.com/science_and_nature/living_things/animals/reptiles_and_amphibians/Frogs_and_Toads/ The recorder should record 3 facts for frogs and 3 facts for toads. Students should be given key things to look for such as; habitat, appearance, and characteristics. 2. 2. After students have found their facts they should exit the Internet and open Kid Pix. Each student should create a poster that shows the differences between a frog and a toad. 3. 3. Students should share their completed posters with the class. 4. 4. Students will orally complete a vocabulary drill before coming to the reading group. 5. 5. Tell students that today they will answer questions about the story that they finished reading yesterday. Ask students to give a summary of one of the chapters. Tell them that there are several things that you must do when you answer questions about a story and today we are going to learn one of the steps. Then ask students to read the questions and to classify them, based on yesterday’s lesson, as opinion questions or questions that they need to find the author’s words to answer. Tell students that they are going to work on answering questions that they need to use their books for together. Teacher will model how to go back into the book to find the answer to the first question. 6. 6. The teacher will complete the 2nd question with the student’s assistance. The students will then complete the 3rd question with the teacher guiding them. 7. 7. Then teacher will model how to answer a “Do you think question.”(Do you think that Frog is a good Friend to Toad?) Students will independently complete the rest of the questions. 8. 8. Students who are having difficulty will be pulled into a reteach group. They will be given the answers to match to the questions. 9. 9. Students who finish the questions will be told to answer the challenge question. Using the information you have learned about real frogs and toads, why do you think that Arnold Lobel made Toad the one who wears a bathing suit? 10. 10. Closure: Have students return to the reading group and, if there is time, orally review answers to questions. Ask someone to tell the class one thing that they learned. Review what they did and tell them that they will continue working on the questions on Wednesday. 11. 11. Next Step: Students will be told that they will learn how to answer questions without the sentence starters being provided.

Students may work individually or in small groups to complete this assignment.

Formative Assessment Student’s oral responses and completed worksheet. Summative Assessment Students will answer comprehension questions about the book Frog and Toad are Friends by classifying questions, restating the question in their answer, and by using the book to find the author’s words.