and reactions with their bodies. Reread sections of the text Help students to better understand the character’s actions as needed to ensure that the dramatic interpretation and reactions by asking the class to notice, or give accurately reflects the words in the story. suggestions about, the actors’ body language and expressions. Direct the rest of the class to watch the scene and then pose the following questions: See sample graphic organizer in Teacher Notes. Possible How does the Spider try to trick the Fly into his web? responses: What does the Fly say? Record a response to each question on a class chart using words, pictures from the text, quick sketches or some combination of the three. Reread pages 5 & 7: Weary means very tired. QUESTIONS: The Fly might be weary because she has been flying so high. What do you think means? “weary” Why does the Spider think the Fly might be weary? The Spider means he is going to wrap her up to get ready to eat her. (If students have not learned about spiders through What does the Spider really mean when he says, snugly tuck nonfiction articles or chapter books like Charlotte’s Web, “I’ll you in.”? Turn and talk to a partner about your ideas. the teacher may need to provide brief context about how spiders live and get their food.) Act out the passages: Reread both stanzas aloud fluently. Check to ensure that dialogue accurately paraphrases the Choose two students to act them out. passage. Reread all or parts of the passage as needed. Pose the questions: How does the Spider try to trick the fly into his web? What does the Fly say? See graphic organizer for sample responses and key Record a class response on the chart. understandings. Have students help you read what is on the chart to summarize what you have read today.
and reactions with their bodies. Reread sections of the text as needed to ensure that the dramatic interpretation accurately reflects the words in the story. Direct the rest of the class to watch the scene and then pose the following questions: How does the Spider try to trick the Fly into his web? What does the Fly say? Record a response to each question on a class chart using words, pictures from the text, quick sketches or some combination of the three. Help students to better understand the character’s actions and reactions by asking the class to notice, or give suggestions about, the actors’ body language and expressions. See sample graphic organizer in Teacher Notes. Possible responses: Reread pages 5 & 7: QUESTIONS: What do you think “weary” means? Why does the Spider think the Fly might be weary? What does the Spider really mean when he says, “I’ll snugly tuck you in.”? Turn and talk to a partner about your ideas. Weary means very tired. The Fly might be weary because she has been flying so high. The Spider means he is going to wrap her up to get ready to eat her. (If students have not learned about spiders through nonfiction articles or chapter books like Charlotte’s Web, the teacher may need to provide brief context about how spiders live and get their food.) Act out the passages: Reread both stanzas aloud fluently. Choose two students to act them out. Pose the questions: How does the Spider try to trick the fly into his web? What does the Fly say? Record a class response on the chart. Check to ensure that dialogue accurately paraphrases the passage. Reread all or parts of the passage as needed. See graphic organizer for sample responses and key understandings. Have students help you read what is on the chart to summarize what you have read today.
spider_and_the_fly_1_lit_final2.docx