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Talking Walls
Below-Level Reader
A Different Drawing
A Different Drawing
Unit 6 Week 3
Target Skill FACT AND OPINION
Target Skill MONITOR AND FIX UP
LESSON VOCABULARY encourages,
expression, local, native, settled, social,
support
SUMMARY In this story, a girl is encouraged to draw what she feels. It supports the lesson concept of freedom of expression in a free society.
INTRODUCE THE BOOK
BUILD BACKGROUND Ask students to name a favorite book. Say: Suppose a law said that everyone had to read the same kind of book. Would that be okay? Why or why not?
PREVIEW/USE ILLUSTRATIONS Have students look at the pictures in the book. Ask: Who is the story about? Where does it happen? Have students read the heading on page 16. Discuss with students whether this page is part of the story.
TEACH/REVIEW VOCABULARY Discuss the vocabulary words. Reinforce word meaning by asking students to complete sentences for each vocabulary word. For example: A person who helps is a person who_____.
ELL Students may have difficulty with wavy (page 3), lollipops (page 4), and octopus (page 11). Restate the terms, and draw pictures that they can label in both English and their home languages.
TARGET SKILL AND STRATEGY
Target Skill FACT AND OPINION Remind students that a statement of fact tells something that can be proved true or false by reading, observing, or asking an expert. A statement of opinion tells ideas or feelings. It cannot be proved true or false. Turn to page 5 and read the sentence: "They grow all around the state." Ask: Can you prove this statement true or false? How? Look at the statement on page 5: "Well, you got it wrong." Ask: Is this a statement of fact, or a statement of opinion? (It is Nat's opinion.)
Target Skill MONITOR AND FIX UP Remind students that as they read they should check to see if they understand what they are reading. One way to check is by asking questions. Suggest that each time students turn a page, they write a question about the story up to that point and try to answer it.
READ THE BOOK
Use the following questions to support comprehension.
PAGES 3–7 How do the children try to solve the big problem? (First Sue offers
to help. Then Nat shows everyone how to make lollipop trees.)
PAGES 10–11 Why do you think Sue wants to draw a tree that looks like an
octopus? (Possible response: Sue enjoys drawing.)
PAGE 12 Read what Amy said. Is it a statement of fact or a statement of
opinion? Why? (It is a statement of opinion. Possible response: It can't be
proved true or false.)
TALK ABOUT THE BOOK
READER RESPONSE
  1. Responses will vary.
  2. Responses will vary.
  3. grows naturally in a certain place
  4. He explained that sometimes kids want to do what is easiest, and
    sometimes they want to do the same things that other kids do.
RESPONSE OPTIONS
WRITING Encourage students to express themselves by writing a letter to the
editor supporting or opposing Nat's opinion in the story.
CONTENT CONNECTIONS
Time for SOCIAL STUDIESSOCIAL STUDIES Have students look up the First Amendment. Have them list the freedoms it protects. Lead the class in a discussion of these basic rights.
 
   
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Fact and Opinion
Fact and Opinion
Vocabulary
Vocabulary