Since the poem is written as a dialogue between the Spider and the and a sense of the characters and story before they dive Fly, consider pulling in a second reader and taking parts, or reading into examining parts of the book more carefully. in two distinct voices. Puppets are downloadable from the author’s website , or After the first reading, have each student create two stick puppets, can be by the students and attached to popsicle sticks. one of Spider and one of Fly to use during subsequent readings. Note: you may want to make a couple of puppets while your students work, so absent students will have them to use in subsequent lessons. SECOND READING: Be sure each student has two puppets, one of Spider and one of Fly. Reread page 1 (display on a document camera or projector if possible) Students respond by holding up the appropriate stick QUESTIONS: puppet based on who is speaking at the time. Help students Who is talking here? Show me by holding up a puppet. to notice cues that signal a character is speaking like the How do you know Spider is talking? phrase, the Spider to the Fly” and the quotation “said marks. A parlor is like a living room in a house. What might a spider’s Some students may make the connection that a spider’s look like? parlor is his web, others may draw on the fanciful “parlor” illustrations in the book to answer. These ideas will be confirmed or revised as you reread the rest of the story. Reread page 4 QUESTIONS: Students respond by holding up the Fly stick puppet and Who is talking here? Show me by holding up a puppet. noting the words, the little Fly”. Ask students to hold “said up their puppets to show who is speaking for the next few
Since the poem is written as a dialogue between the Spider and the Fly, consider pulling in a second reader and taking parts, or reading in two distinct voices. After the first reading, have each student create two stick puppets, one of Spider and one of Fly to use during subsequent readings. Note: you may want to make a couple of puppets while your students work, so absent students will have them to use in subsequent lessons. and a sense of the characters and story before they dive into examining parts of the book more carefully. Puppets are downloadable from the author’s website , or can be by the students and attached to popsicle sticks. SECOND READING: Be sure each student has two puppets, one of Spider and one of Fly. Reread page 1 (display on a document camera or projector if possible) QUESTIONS: Who is talking here? Show me by holding up a puppet. How do you know Spider is talking? A parlor is like a living room in a house. What might a spider’s “parlor” look like? Reread page 4 QUESTIONS: Who is talking here? Show me by holding up a puppet. Students respond by holding up the appropriate stick puppet based on who is speaking at the time. Help students to notice cues that signal a character is speaking like the phrase, “said the Spider to the Fly” and the quotation marks. Some students may make the connection that a spider’s parlor is his web, others may draw on the fanciful illustrations in the book to answer. These ideas will be confirmed or revised as you reread the rest of the story. Students respond by holding up the Fly stick puppet and noting the words, “said the little Fly”. Ask students to hold up their puppets to show who is speaking for the next few
Corrected-LP-The-Spider-and-the-Fly.docx