2.4.3 Frog Friends TG.pdf

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2.4.3 Frog Friends COMPARE AND CONTRAST GRAPHIC ORGANIZERS SUMMARY A tree frog and a pond frog are STRATEGY SUPPORT: GRAPHIC ORGANIZERS Have good friends despite having some different children look at the chart on page 13. Tell chil- qualities. dren that this is a three-column chart and can be used in many different ways. Ask children LESSON VOCABULARY to tell you what this chart is for (children may crawls insects say that it is to show the order in which things pond powerful happen, or to show plot). Let children know shed skin that they will be filling in this type of chart wonderful after they read the book. Ask them to tell you why filling out a chart like this can be helpful. INTRO D UCE TH E BOO K COMPREHENSION QUESTIONS INTRODUCE THE TITLE AND AUTHOR Discuss with Why does Danny like being a tree children the title and author of Frog Friends. PAGE 6 frog?(He likes climbing and being able to hide After looking at the cover and title, have chil- among the leaves.) dren tell you who they think the main charac- ters are going to be. PAGE 7 Fred wishes he could do something that Danny can do. What is it? (climb a tree BUILD BACKGROUND Discuss what children and hop around) know about frogs. Go over the meaning of the word habitat (the place where an animal lives). PAGE 8 Why does Fred want Danny to stop Ask if any of them know that different kinds talking? (Fred feels bad that he can’t do the of frogs live in different habitats. Let children things that Danny can do.) know they will be reading more about frogs in Frog Friends. PAGE 9 What does Danny do after a large bird comes? (warns Fred) PREVIEW/TAKE A PICTURE WALK Invite children to look at the pictures in Frog Friends. Ask PAGE 11 What does Fred have that makes him them what they think might happen in the feel special? (strong legs for jumping) book. Do they think it will be a fiction or non- fiction book? Why? R EAD TH E BOO K SET PURPOSE Have children set a purpose for reading Frog Friends. Children’s own interests should guide this purpose. If they need help setting a purpose, you can discuss the follow- ing: do children want to know if the two frogs are friends? Do they want to learn why one frog is so big and the other is small? 80 Frog Friends

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R EVISIT TH E BOO K Skill Work READER RESPONSE 1. Possible Responses: Danny is a small tree TEACH/REVIEW VOCABULARY frog. He has sticky pads on his toes so he Invite children to play riddle games with the can climb. Fred is a bullfrog. He has strong vocabulary words. For example, they could legs and can jump farther than Danny. They say “I am thinking of a word that rhymes both live by a pond, eat insects, and are with head.” (shed) Or “This word begins with frogs. a sk sound.” (skin) Children should take 2. Possible Response: Beginning: Fred and turns both posing and answering the riddles. Danny are talking. Fred is eating lunch. Middle: Fred gets angry with Danny. End: TARGET SKILL AND STRATEGY Danny saves Fred and they become friends COMPARE AND CONTRAST Review that to again. compare and contrast is to look for how 3. beautiful, wonderful, powerful. Responses things are the same and how they are dif- will vary. ferent. Then, before reading Frog Friends, 4. Fred means his powerful jumping skills have the children look at the pictures again. make him special while Danny’s ability to Ask the children to compare the two frogs. hop into trees makes him special. Tell them they will learn more about how the frogs are alike and how they are different as EXTEND UNDERSTANDING Have children tell they read. you about the frogs’ character traits, or what each frog is like. Which is the frog that gets GRAPHIC ORGANIZERS Review that graphic jealous? (Fred) Which Frog seems pretty organizers help people organize, understand, happy about himself? (Danny) Do the frogs and remember information. Discuss how dif- care about each other? What do they do that ferent types of charts are used to organize shows this? (Yes, in the end Fred feels bad information. Focus on the kinds of organizers about hurting Danny’s feelings. Danny saves with which children are familiar (sequence Fred from the bird.) of events, compare/contrast, cause/effect, Venn diagram). After the discussion, ask RESPONSE OPTIONS them to tell you which charts could be used WRITING Invite children to write a paragraph to compare the two frogs in the story. (any of that describes what happened in the story the charts that show compare/contrast) After from either Fred’s point of view or from reading, create a Venn diagram or other com- Danny’s point of view. Suggest they write in pare/contrast chart and work with children to first-person narrative. Afterwards have children fill it in. share their work. ADDITIONAL SKILL INSTRUCTION SCIENCE CONNECTION SETTING Help children to define the meaning Encourage children to find of setting. (Where and when a story takes more information about tree place.) Discuss that settings can be real or frogs and bullfrogs. They can imaginary. Have children give examples of use the library, books in the classroom, real settings and imaginary settings. Ask or research on the Internet. them if they think a pond where frogs can talk is a real or imaginary setting. Frog Friends 81

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Frog Friends Name Compare and Contrast In the story, there is something that Fred does that Danny wishes he could do. There is something that Danny does that Fred wishes he could do. Make the frogs’ wishes come true. Draw one picture that shows Danny’s wish coming true. Draw another that shows Fred’s wish coming true. Write three ways that Danny and Fred are alike. Write three ways that they are different. Alike Different © Pearson Education 2 82

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Frog Friends Name Vocabulary Use the vocabulary words to write three or four sentences. Try to use as many vocabulary words as possible in each sentence. Underline the vocabulary words in each of the sentences. Example: It was wonderful to watch the insects fly away from the pond. Words to Know crawls insects pond powerful shed skin wonderful © Pearson Education 2 83

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