Name:_Carly Zenk____ Grade Level: 2nd grade____  Date:__10-9-06_________

Overall lesson topic/title: Interpretative Reading with Interactive Discussion of The Giving Tree by Shel Silverstein.


 ELA Content Standard(s):

- Respond to the ideas and feelings generated by oral, visual, written, and electronic texts, and share with


-Describe and use effective listening and speaking behaviors that enhance verbal communication and facilitate the construction of meaning. Examples include use of gestures and appropriate group behavior.

-Employ strategies to construct meaning while reading, listening to, viewing, or creating texts. Examples include

retelling, predicting, generating questions, examining picture cues, discussing with peers, using context clues, and creating mental pictures.

-Respond to the ideas or feelings generated by texts and listen to the responses of others.

-Draw conclusions based on their understanding of differing views presented in text.

-Explore and reflect on universal themes and substantive issues from oral, visual, and written texts. Examples include new friendships and life in the neighborhood.

 Grade Level Content Expectation(s):

S.CN.02.02 explore and use language to communicate effectively with a variety of

audiences and for different purposes including questions and answers, discussions, and social


S.DS.02.01 engage in substantive conversations, remaining focused on subject matter, with

interchanges building on prior responses in book discussions, peer conferencing, or other


L.CN.02.03 listen to or view knowledgeably while demonstrating appropriate social skills

of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group

settings; listen to the comments of peers and respond on topic adding a connected idea.

Knowledge Goal: Each student will… be able to talk informally with interpretation characteristics, in which every student will speak during the lesson. East student will understand the importance of listening to other student interpretations. 

Capacity Goal:  Each student will…use strategies to talk informally in asking and answering questions and use evaluative thinking in answering open ended questions. Students will use their literature knowledge to interpret the story while exercising critical listening skills such as formulating personal opinions and judgments as well as comprehensive thinking when predicting outcomes of the story.

Commitment Goal: Each student will… practice valuing other people’s ideas, participate actively in a learning community and engage in active listening to other people’s ideas with respect. Also, students will practice turn-taking for good listening techniques.

Materials & supplies needed: The Giving Tree by Shel Silverstein (hard-cover, one copy), carpet area or kidney table for discussion area. (small group or entire class)

Procedures and approximate time allocated for each event 

Introduction to the lesson

-“What do you think story will be about by looking at the cover?”

-Take a picture walk: “By looking at the picture now, what do you notice and who do you think will be the main character(s)?

-“After we read this story, we ware all going to talk about how we feel, we are going to listen to how others feel about the story, and share our ideas with one another.”

-[PRIOR KNOWLEDGE]”Have you ever been given a special gift?”

-“Have you ever given a gift to anyone? –and- “How did you feel when you gave your gift?”

**Use talking stick as motivation to speak and also a reminder to listen to others: practice turn taking and also giving (the chance to express ideas).

(10 minutes)

OUTLINE of key events during the lesson

-Introduce book with showing front cover, and author

-Picture walk with predictions

-Discuss their experiences with giving and receiving gifts (personal connection and prior knowledge)

WHILE READING BOOK… (Questions to ask)

-“and everyday the boy…” Why do you think the boy comes to visit the tree everyday?

-“king of the forest…” How do you think a king of the forest feels? (Show the proud face and tell them to show their proud faces: connect to feelings)

-“when he was tired…” Do the boy and tree seem like friends to you? What makes you think so?  Do you have a best friend that you share and play with like the boy and tree?

-“very much…” Do you think you could really be friends with a tree? –notice the carving on the tree.

-“but time went by…” What’s happening to the little boy in the story?

-“and the boy grew older…” What do you think is happening here? (somebody else is there now- another friend?) Do you have more friends now that you are getting older?

-“and the tree was often alone…” Sometimes you just play with one friend

-“large amount of text…” Do trees have money? (no) The tree gives the boy what he does have (REPEATING LINE). The tree is making the little boy happy: do you think he will be happy?

-“apples…” Why do you think the tree was happy?

-“house…” The tree still loves the boy but he doesn’t have a house to give but he GIVES HIM WHAT HE DOES HAVE.

-“tree happy…” The tree is happy once again but where did the boy go?

-“boat…” Just like the apples= money, branch=house, trunk=boat

(connecting pattern: give him what he does have). Tree thought the most important thing was to make the boy happy because she loved him- made the tree happy too.

-“not really…” Why do you think the tree wasn’t REALLY happy this time?

-“nothing left…” What do you notice about the boy and tree now comparing to the beginning of the story?

“apples are gone…” How do you think the tree is feeling right now? Why do you think this?

(20 minutes)

Closing summary for the lesson


-Introduce talking stick and what it means:

      -reminder to listen to others

      -only one person is to talk at a time

**We will use speaking stick after book is read (not during)

What did you think of this story?

-How did you know the tree and boy were friends?

-What type of gifts (what was the 1st, 2nd, 3rd gift?)

-Was the boy happy after getting the gifts?

-How did the tree feel after giving all of these gifts?

*Connect to real life gift experience from the beginning introduction (use student names and model listening by remembering what students said)

-How do you think the characters in the story felt or felt about each other at certain points in the story? What makes you think so?

-How did this story make you feel? Note: go with student discussion as much as possible

          -IF stuck…

          -What do you think about what (STUDENT) said?

-Who would you rather be in the story, the boy or the tree?

-BOY: are you happier to get gifts?

-TREE: are you happier to give gifts?

*JOY in both giving and receiving gifts and in friendships, you sometimes gives and sometimes get, and both are ok.

*Stories make you feel different feelings (did you know stories and reading can do that?)

-Next time you read think about how it makes you feel (future connections)

(20 minutes)

Academic, Social and Linguistic Support during each event

ESL student in front so she can view the pictures better in order for text understanding

Students must raise hands during intro discussion

Students will listen, view, and speak (before reading).

*Talking stick will not be used until discussion after reading the book.

Use of modeling to allow students to open up for entire interaction (to add fun to lesson with “proud face” and make lesson atmosphere more comfortable in order to have students more apt to opening up.

Use of scaffolding by asking various prompts in order for discussion to arise. If students focus on a certain question, allow for discussion. Comprehension questions lead to interpretive questions (interpretive during the book too).


-checklist (mental) of students who speak (make sure all speak)

-followed directions in using speaking/listening stick

-spoke and listen with purpose (taking turns, listening to others, responding to each other’s ideas)

-mental record of the answers given to prompt questions

-observation of overall interaction

-if time: draw a picture of a time when you gave a gift and received a gift.

Academic, Social, and Linguistic Support during assessment

Allow all students to be able to speak about something they THINK about the book/topic: all students give original thought and not just specifics from book.