I can support my thinking by using evidence from the text.Ĩ. I can identify the author’s purpose of A Bad Case of Stripes. I can support my thinking by using evidence from the text.ħ. I can identify the point of view of A Bad Case of Stripes. I can use the text to support my thinking.Ħ. I can use clues about the character’s actions, words, and feelings to make an inference. I can infer specific character traits about Camilla Cream. I can identify the character traits of Camilla Cream.ĥ. Or, I can identify how Camilla’s actions contributed to the sequence of events.Ĥ. I can describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. I can explain how the main character grows and changes from the beginning to the end of the story.ģ. I can identify the main character in the story. I can identify a cause and effect relationship with Camilla Cream in the story A Bad Case of Stripes.Ģ. The following learning targets are included in this unit:ġ. The common core correlation is explicitly stated in this resource, suitable for grades 2-4. (You can also use this resource to support a basal program, guided reading lessons, or a read aloud.) All 13 lessons include colorful posters to display as anchor charts, as well as student reproducibles that accompany every lesson. There are 13 different ELA scripted lessons to guide your reading workshop instruction. Looking for the entire Bad Case of Stripes Unit? Read more about my resource below:Ī Bad Case of Stripes, by David Shannon, book companion. Please click on one of the pages of the freebie above, or click on the image below to download this FREEBIE lesson. I used this anchor chart to teach the learning target through my reading workshop mini lesson and the students completed the reading response independently. I first taught about the “internal” character traits the first day and then we focused on the “external” character traits the second day. You can learn more about this resource by reading below.Īnother learning target was “I can identify internal (inside) and external (outside) character traits of Camilla Cream, in the story Bad Case of Stripes.” The anchor charts that I used for my reading workshop lessons are part of my Bad Case of Stripes resource. We then celebrated, as we do for all of our reading workshop units, with an adorable art project! We identified examples of cause and effect relationships throughout the story, finding using the text to support our thinking.Īnd we identified the author’s purpose for writing the story…again, we used the text to support our thoughts! We identified the theme of A Bad Case of Stripes– LOVE who you are!!! If you have any questions about the resources included in this set please email me at It will be my pleasure to reply and help you in any way I can.During our reading workshop mini-lessons, A Bad Case of Stripes, by David Shannon was our mentor text.ĭuring the mini lessons for reading workshop, Camilla was our inspiration for identifying character traits and quoting the text to prove our thinking. I hope that you will enjoy using my resources along with your copy or copies of “A Bad Case of Stripes” by David Shannon. Spanish translation of the comprehension strategy practice pages, reader's notebook prompts (complete with Spanish Common Core “I Can” statements), and extension activity for use with “A Bad Case of Stripes” Common Core Aligned Comprehension Assessment This set of resources also includes the following: The lesson plan and set of resources for “A Bad Case of Stripes” focuses on Adjectives and includes the following: As a result, I have identified word patterns within trade books and have developed lesson plans and resources based on the word study that can be done with specific books. I've also included a word study lesson plan and set of activities, because, much like vocabulary, I find that word study works best within context. Flash Cards (match words to pictures and match words to definitions) That's why I've included the following vocabulary resources: Next, I find that vocabulary instruction works best when it's done within the context of books that students are already reading. I also created an Extension Activity for early finishers. That's why I've included page by page lesson plans, guided practice worksheets, and text specific reader's notebook prompts for the following strategies: My goal was to make it easy to teach readers how to think about “A Bad Case of Stripes” using a variety of comprehension strategies. It can be used for whole group, small group, and independent instruction – which makes these resources a smart choice for literacy centers or Reader’s Workshop. This set of lesson plans, resources, and activities is for use with “A Bad Case of Stripes” by David Shannon.
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