Cricket in Times Square Instructional

Cricket in Times Square Instructional Plan

Lesson Title: Reading Analysis for a Cricket in Times Square

Grade Level -- 4/5

Reading/Literature

Students will demonstrate reading fluency at grade level by reading text orally with accuracy, appropriate rate, and expression; use multiple strategies to develop vocabulary and comprehension; and to use literary analysis to aid in identification, analysis and application of knowledge to varieties of diction and text.

Material: Selden, a Cricket in Times Square (see: http://www.amazon.com/Cricket-Times-Square-Chester-Friends/dp/0312380038/ref=sr_1_1?ie=UTF8&qid=1340218118&sr=8-1&keywords=a+cricket+in+times+square)

Summation of the Novel- After Chester, a cricket, arrives in the Times Square subway station from his native Connecticut via a picnic basket, he takes up residence in the Bellinis' newsstand. There tiny Chester is lucky enough to find three good friends: a little boy named Mario, whose parents run the unsuccessful newsstand; a fast-talking Broadway mouse called Tucker; and Tucker's pal, Harry Cat. Between escapades in New York City, the four somehow manage to bring success to the almost bankrupt newsstand.

Part 1 -- Reading Block (60 Minutes) Consisting of:

Opening and Introduction (5-7 minutes) Whole group and instructor

Directed Reading Activities (30 minutes) Grade-Level Tests, effective vocabulary and comprehension activities

Differentiated Instruction (by level and need, 25 minutes): Guided reading, working with words, effective writing, comprehension formative assessment

Part 2 -- Analysis of readability level

Author

IR

Accelerated Reader

Reading Counts

Guided Reading

Selden

Cricket in Times Square

4/5 grade

4.3

5.9

R

(Guided Reading Level, 2007)

Figure 1

Selden Cricket in Times Square Gr 4 unit 5-4.3-5.9 R

Part 3 - Cricket in Times Square may be used in several ways to increase literacy: 1) Use of context clues; 2) Identifying parts of speech; 3) Identifying analogy, idiom, simile and alliterations; 4) Identification and explanation of setting; 5) the role of character; 6) Character traits; 7) Comparison/Contrast 8) Critical thinking about the novel; 9) Prediction; 10) Empathy and storyline expansion.

Part 4 -- Vocabulary Activity -- Choose a word from the list to complete the sentence in the best way; remember these words come directly from the text:

Pity

Subsided

Vanished

Abandoned

Scrounge

Displayed

Gust

1. Tucker liked to ____ bits of paper and shreds of coin.

2. The old mansion had been ____ for as long as anyone could remember.

3. By midnight, the traffic in the subway station had ____ somewhat.

4. Etc.

Part 5 -- Analysis of the expository text: Cricket in Times Square is a way to build empathy and understanding of characterization and interaction between characters that have numerous human traits. The main character is able to express feeling, worry, and raise the reader's interest level by performing actions that are both entertaining and engaging. The prose is lively for fourth graders, but still presents some vocabulary challenges that use context to glean meaning. One of the key ways this story can be used is to develop skills based on the storyline; alternative endings, and a wish or a hope for the main character. In addition, using interesting or unusual noises (crickets) can help in memory and alliterative practice.

Part 6 -- Comprehension Activity -- (Increase from rote to analysis and synthesis) - After reading about the novel, read about crickets (supply book or URL), and list at least three items per heading. Answer in this format, "If I were a cricket, I would eat, " or "If I were a cricket I would do….." -- or "A cricket does/has, lives/eats…."

The Cricket Eats

The Cricket Lives

The Cricket Does

The Cricket Has

Helps: Quote memory, rewrite text, apply information, apply extra materials to book.

Part 7- Writing Activity -- Pick one setting in Cricket in Times Square and write a 1-2 paragraph explanation of why that setting was used and your description of it (e.g. city, etc.). Be sure to develop concepts like: What do you see? What do you smell? Are there lots of people there? Why? Is it calm or busy? Is it dangerous? Imagine that you are in this setting and seeing it from the Cricket's point-of-view.

Part 8 - Fluency Activity

Part 1 -- Comparative and Superlative Adjectives (example questions, this from Chapter 13):

1. Chester stayed up most of the night

a) playing for the animals

b) learning new musical pieces

c) talking to Tucker and Harry

d) because he was too excited to sleep

2. How did people in New York learn about Chester?

a) Mr. Smedley had flyers printed up and passed out.

b) Mr. Smedley's letter was published in the New York Times.

c) Mr. Smedley had the radio stations all over New York play the recording he made of Chester's playing.

3. Did everyone believe Chester was real?

a) yes

b) no

4. How many people came to listen to Chester the first day?

a) 783

b) 73

c) 38

d) 2

5. How was the Bellini's business doing after Chester began having concerts?

a) fantastic

b) fair

c) terrible

Part 2 -- Form children into small groups of 2-3 people. As them to brainstorm and list the three basic techniques to analyze the story:

Action -- What is the main character doing?

Description -- What are the character's observations using five senses (visual, touch, etc.)?