Block 2: Fiction Retelling and Comparing Stories...Block 2: Fiction Retelling and Comparing Stories 9/8 – 9/12 1 Week (5 days) TEKS 2.3A, 2.3B, 2.3C, 2.9A, 2.9B, Fig. 19 A-F Note:

Block 2: Fiction

Retelling and Comparing Stories

9/8 – 9/12

1 Week (5 days)

TEKS 2.3A, 2.3B, 2.3C, 2.9A, 2.9B, Fig. 19 A-F

Note: The following lessons require several fiction texts by the same author. Several years ago,

each grade level received books that corresponded with our former curriculum (C-scope). The

2nd

grade text set included six picture books by Kevin Henkes: Wemberly Worried,

Chrysanthemum, Chester’s Way, Sheila Rae the Brave, A Weekend with Wendell, and Julius the

Baby of the World.

You will need two of these texts to complete the lessons for Block 2 (or you may use two texts of

your choice by another author, using the same format as these lessons. If you choose your own

texts, it is important to select books in which deep character analysis is possible).

* After you select your two Kevin Henke’s texts, look at the end of this block of lessons for

the information you will need to complete the interactive read alouds and minilessons.

Week Time Frame Lessons Focus

1 9/8 – 9/12 1-5 Character Analysis, Retelling and

Comparing Stories

Block 2: Fiction – Retelling and Comparing Stories

Lesson TEKS & Objective/Product Procedure

1

TEKS: 2.3A-C, 2.9B, Fig. 19A-F

Obj: We will describe main characters in a

story based on their traits, motivations and

feelings.

Product: I will use text evidence to share my

thinking with my partner about the main

characters in a story.

Focus: Establishing Purposes for Reading, Make

and Confirm Predictions, Monitoring

Comprehension, Character Analysis

Text: Kevin Henkes Book

Grade level book collection (C-Scope)

Approach: IRA

Resources/Materials: NA

2

TEKS: 2.9A, 2.9B, Fig. 19E

Obj: We will retell important story events in

order.

Product: I will discuss important story

events with my partner.

Focus: Retelling Important Story Events in

Logical Order

Text: Kevin Henkes book from Lesson 1

Grade level book collection (C-Scope)

Approach: Minilesson

Resources/Materials:

Anchor: Retelling and Comparing Texts

3

TEKS: 2.3A-C, 2.9B, Fig. 19A-F

Obj: We will describe main characters in a

story based on their traits, motivations and

feelings.

Product: I will use text evidence to share my

thinking with my partner about the main

characters in a story.

Focus: Reader’s Notebook

Text: Kevin Henkes book (different from lessons

1 and 2)

Grade level book collection (C-scope)

Approach: IRA

Resources/Materials: NA

4 TEKS: 2.9A, 2.9B, Fig. 19E

Obj: We will retell important story events in

order.

Product: I will discuss important story

events with my partner.

Focus: Active Listening and Discussing, Text-to-

Self Connections

Text: Kevin Henkes book from Lesson 3





5 TEKS: 2.9A, Fig. 19D, E, F

Obj: We will compare the plots (important

story events) and settings of several works

by the same author.

Product: I will describe a similarity and

difference between two works by the same

author.

Focus: Active Listening and Discussing, Text-to-

Self Connections

Text: Kevin Henkes books from Lessons 1 & 3





3

Lesson 1

Lesson Overview: 2.3A-C, 2.9B, Fig. 19A, C, D, F

Text: Kevin Henkes book (Grade level book collection)

Approach: Interactive Read Aloud

Focus: Character Analysis

Create: (BEFORE THE LESSON)

Stopping Points – Record the stopping points on sticky notes and place on the correct pages in the text:

Lesson:

1. Bring students to your whole group reading area. Have them sit next to a partner (assigned or self-

selected).

2. Introduce Text

3. Read the Text: Use stopping points to focus the lesson on character analysis.

4. Closing

4

Lesson 2

Lesson Overview: 2.9A, 2.9B, Fig. 19E

Text: Kevin Henkes text from Lesson 1


Focus: Retelling Important Story Events

Anchor Chart:

Making Connections: Retelling and Comparing Stories

o Title the anchor and create the chart.

Content will be filled in with your

students during the week.

Lesson:


selected). Have the anchor chart displayed on a wall or easel next to you.

2. Introduction:

Yesterday we read ____________ and thought deeply about the main characters as we read. Today we are

going to identify and record the characters, setting, and plot for the story. The plot includes the important

story events in the correct order.

You will fill in only this row

with your students in Lesson

2.

5

3. Revisiting the Text:

Use the information included to think through each part of the anchor with your students. Remember to model

and provide opportunities for turn-and-talk.

4. Closing: Good readers think deeply about the characters, setting and plot as they read. Keeping

track of these important parts of a story helps us understand and connect with what we’re reading.

6

Lesson 3 .

Lesson Overview: 2.3A-C, 2.9B, Fig. 19A, C, D, F

Text: Kevin Henkes book (Grade level book collection)

Approach: Interactive Read Aloud

Focus: Character Analysis

Create: (BEFORE THE LESSON)

Stopping Points – Record the stopping points on sticky notes and place on the correct pages in the text:

Lesson:


selected).

2. Introduce Text

3. Read the Text: Use stopping points to focus the lesson on character analysis.

4. Closing

7

Lesson 4 Lesson Overview: 2.9A, 2.9B, Fig. 19E

Text: Kevin Henkes text from Lesson 3



Anchor Chart:


o Content will be filled in with your

students.

Lesson:



6. Introduction:

Yesterday we read ____________ and thought deeply about the main characters as we read. Today we are

going to identify and record the characters, setting, and plot for the story. The plot includes the important

story events in the correct order.



4.

This should be filled

in from Lesson 2.

8

7. Revisiting the Text:

Use the information included to think through each part of the anchor with your students. Remember to model

and provide opportunities for turn-and-talk.

8. Closing: Good readers think deeply about the characters, setting and plot as they read. Keeping

track of these important parts of a story helps us understand and connect with what we’re reading.

9

Lesson 5

Lesson Overview: 2.9A, 2.9B, Fig. 19E

Text: Kevin Henkes text from Lessons 1 & 3



Anchor Chart:


o Content will be filled in with your

students.

Lesson:





5.


in from Lesson 2.


in from Lesson 4.

10

2. Introduction:

We have read several stories by Kevin Henkes and recorded the characters, settings, and plots from both

stories (point to anchor). Doing this has helped us to better understand and connect with what we’re reading.

We’ve learned about text-to-self connections and how they help us understand more about the characters and

important events in a story.

We can also make text-to-text connections when we read. This is when we compare one story to another by

thinking how they are alike and different. Making text-to-text connections, or connections from one book to

another book, can help you understand a new story and make predictions about what may happen based on

what you know from another story. (Debbie Miller, Reading with Meaning)

3. Revisiting the Texts and Anchor Chart:

Guide students through conclusions as the two stories are compared. The conclusions should not be surface

level (e.g., the characters in both stories were mice). These sort of text-to-text connections do not advance our

understanding or comprehension as readers. You will have to model and facilitate discussions throughout the

year that move students beyond this surface level thinking. Here’s an example of deeper conclusions that

readers can make when comparing stories:

Characters:

_____(character) in _____(story) is shy whereas _____(character) in _____(story) is bossy and selfish.

Both characters change from a key event in the story. _____(character) becomes _____(description)

and _____(character) becomes _____(description).

Setting:

Both stories were set mainly at home with family. However, _____(character) changed as a result of a key

event at school.

Plot:

_____(character) in _____(story) found it difficult to accept her new brother. This changed for her when

someone said something ugly to her about him and she felt protective.

_____(character) in _____(story) did not want to accept the friendship of a new neighborhood girl. This

changed for him when she rescued him from some boys who were picking on him.

Both characters learned about acceptance as a result of a difficult situation.

4. Closing: Good readers make text-to-text connections as they read. As we are reading one story and

it makes us think of a character or key event in another story, it helps us to make predictions and

understand what we are reading.

11

Note:

Once this anchor is completed with

your students, take a picture of it and

print it off using the word document

titled Anchor Charts.

Have the students add this to page 9

in the Whole Group section of their

Reader’s Notebook.

Record on Table of Contents.

12

Retelling and Comparing Stories

Text: Characters Setting Plot: Important Events

Text: Characters Setting Plot: Important Events

Conclusions:

Text-to-Text

Connections

13

Chester’s Way

Introduction:

We are going to read a story by Kevin Henkes called Chester’s Way. Chester is an interesting young mouse.

As we read, we are going to pay attention to what he says, does and thinks because that will help us describe

and understand him. Remember that text-to-self connections can help you think about the story too. There

may be characters or events in this story that remind you of people or things in your life. These connections

will help you understand the story in a deeper way.

Stopping Points: There are no page numbers in the text so stopping points are identified by lines of text from

the story.

(Chester and Wilson, Wilson and Chester. That’s the way it was.)

o Let’s talk about the things we know about Chester and Wilson…

(they won’t do things without each other, they’re best friends, they do things just alike)

o How would you describe their relationship?

(they are very close because they’re so much alike)

(And in summer, they reminded each other to wear sunscreen, so they wouldn’t burn.)

o How do Chester and Wilson feel about each other?

(caring, protective, like brothers)

o How does the author help us understand their relationship? What do Chester and Wilson say and

do that shows how close they are? Turn and talk to your partner and take turns sharing your

thinking. If you need a little more information from your partner, remember to use the stem “Can

you tell me more about that?”

(Point to anchor – How do Partners have a Conversation)

o Have a few students share text evidence for how the author helps us understand that Chester and

Wilson are close.

(they always ride bikes and play baseball together, they go on picnics together, they want the same

things for Christmas, they dressed alike at Halloween, Chester says “Don’t worry, now if you grow a

watermelon plant, I’ll grow one too”)

(“She’s something else,” said Chester. “Looks like it,” said Wilson.)

o Based on what we know about Chester and Wilson, how do you think they feel about Lilly?

(she’s a pest, she’s weird, she’s crazy)

o What do Chester and Wilson say and do that helps us understand their feelings for Lilly? Turn and

Talk to your partner and take turns sharing your thinking. If you need a little more information from

your partner, remember to use the stem “Can you tell me more about that?”

o Have a few students share text evidence for how Chester and Wilson feel about Lilly:

(they say they are busy when she asks to play, they disguise their voices on the phone when she

calls, they hide from her, they say things like “She’s something else” and “She definitely has a mind

14

of her own”)

(Chester and Wison didn’t know what to do. Just when they were about to give up hope…)

o Let’s make a prediction about what’s happening here based on the illustration and what we’ve read

so far.

(the fierce-looking cat is Lilly)

o What are we basing this prediction on?

(the author said – she never left the house without a disguise, she always carried a loaded squirt gun,

we’ve seen that she wears those red boots in many pictures)

(Lilly taught Chester and Wilson how to talk backwards. And they taught her…)

o What have Chester, Wilson, and Lilly discovered?

(Even though they’re different, they like each other and are having fun together)

o This reminds me of the story Gloria who used to be My Best Friend. Julian and Gloria were

different, but discovered how much they enjoyed being together. This helps me understand what’s

changed with Chester, Wison, and Lilly. I’ve made what’s called a text-to-text connection. We’re

going to look more closely at this type of connection in a few days.

(End of story)

o Based on what Chester, Wilson, and Lilly have learned, what do you think might happen now that

Victor has moved into the neighborhood?

(Even if he is very different from them, they will end up being friends)

Closing:

As we read Chester’s Way, we thought deeply about the characters based on what they say, do, and think.

Understanding the characters in fiction, especially the main character or characters, is very important. It helps

us to understand and connect with the book we are reading, other books we read, and even understand

ourselves and other people in our lives. When you are reading a fiction text that is just right for you, remember

to pay careful attention to what the characters say, do and feel.

15

Example of Minilesson anchor filled out (this should be completed with your students):

Text Characters Setting Plot: Important Events Chester’s Way by

Kevin Henkes

Chester

Wilson

Lilly

Chester’s

Parents

Chester’s

home and

neighborhood

Chester and Wilson are best friends who are just alike.

When Lilly moves into the neighborhood, Chester and Wilson

don’t want to play with her because she is very different from

them.

One day some boys surround Chester and Wilson’s bikes and

make fun of them.

Lilly rescues Chester and Wilson by scaring the boys away,

disguised as a cat with a squirt gun.

Chester, Wilson and Lilly become friends and learn they have

some things in common.

16

Sheila Rae, The Brave

Introduction:

We are going to read a story by Kevin Henkes called Sheila Rae, The Brave. This is Sheila Rae (point on

cover) and she has a little sister named Loise. As we read, we are going to pay attention to what Sheila Rae

and Louise say, do, and think because that will help us describe and understand them. How many of you have

an older or younger sibling? If you do, you may make some text-to-self connections to their relationship.

Remember that text-to-self connections can help you think about the story too. There may be characters or

events in this story that remind you of people or things in your life. These connections will help you

understand the story in a deeper way.


the story.

(And she wasn’t afraid of the big black dog at the end of the block.)

o What might we conclude about Shelia Rae’s sister from these pictures?

(she follows Shelia Rae around, she’s more fearful of things than Sheila Rae)

(“You’re always such a scaredy-cat,” Sheila Rae called. “Am not,” whispered Louise.)

o Think about what you’ve noticed in the pictures as well as what Sheila Rae and Louise say and do.

How would you describe their relationship?

(Louise counts on her big sister, but they are different and argue)

o Do you think they’re like most siblings? Can you connect with their relationship? Turn and talk to

your partner and take turns sharing your thinking. If you need a little more information from your

partner, remember to use the stem “Can you tell me more about that?”


o Have a few students share their thinking -

(most siblings are not just alike and get into arguments. Many younger siblings look up to their

older brother or sister.)

(And she pretended that the trees were evil creatures. She climbed up them and…)

o I’m noticing that Louise is following Sheila Rae (refer to illustrations).

o I wonder why she would do this…What do you think?

(we have seen from the beginning that Louise often follows her big sister around. Maybe she is

curious or even worried about Sheila Rae)

(It suddenly occurred to Sheila Rae that nothing looked familiar.)

o Based on the picture and what the text says – “It suddenly occurred to Sheila Rae that nothing

looked familiar”, what can we predict has happened?

(Sheila Rae is lost)

17

(They turned corners.)

o How have Sheila Rae and Louise changed? Turn and talk to your partner and take turns sharing

your thinking. If you need a little more information from your partner, remember to use the stem

“Can you tell me more about that?”

(They have changed roles. Sheila Rae is acting like Louise and Louise is acting like Sheila Rae.)

o What do you think has caused this change?

(When Sheila Rae got lost it scared her and she didn’t know what to do. Louise knew which way to

go, so she felt brave and confident she could get them home)

(End of story)

o What lesson might these girls have learned? Turn and talk to your partner.

(It’s important to stick together and count on each other. They are both brave.)

Closing:

As we read Sheila Rae, The brave we thought deeply about the characters based on what they say, do and think.





18


Text Characters Setting Plot: Important Events Sheila Rae, The

Brave by

Kevin Henkes

Sheila Rae

Louise

The girls

home, school,

and

neighborhood

Sheila Rae is brave – she isn’t afraid of storms, the dark, or

riding her bike no-handed.

One day Sheila Rae decides to walk home from school a new

way. Her little sister Louise is afraid to go and Sheila Rae

calls her a scaredy-cat.

As she bravely walked home, Sheila Rae steps on cracks,

walks backwards, and growls at stray dogs and cats.

Louise secretly follows her sister the whole way.

Sheila Rae realizes she is lost and becomes frightened.

Louise bravely leads her sister home and Sheila Rae discovers

she and her sister are both brave.

19

Chrysanthemum

Introduction:

We are going to read a story by Kevin Henkes called Chrysanthemum. A chrysanthemum is a type of flower

and is also the name of this little mouse (point on front cover). As we read, we are going to pay careful

attention to what the characters say, do, and think, especially Chrysanthemum. Remember that text-to-self

connections can help you think about the story too. There may be characters or events in this story that

remind you of people or things in your life. These connections will help you understand the story in a deeper

way.


the story.

(The rest of the day was not much better. During naptime...)

o How has Chrysanthemum changed?

(she loved her name and now she doesn’t)

o What has caused this change?

(the kids at school made fun of her name, especially Victoria)

(Chrysanthemum wilted. She did not think her name was absolutely perfect...(playground picture))

o What is Chrysanthemum doing on the way to school?

(walking as slowly as she can, dragging her feet in the dirt)

o What do her actions help us understand?

(she doesn’t want to go to school. She was excited the first day, but not now that the kids made fun

of her)

(“I just cannot believe your name,” Victoria said as the students lined up to go home. Neither…)

o Have you ever met someone like Victoria or been teased like this? Turn and talk to your partner and

take turns sharing your thinking. If you need a little more information from your partner, remember

to use the stem “Can you tell me more about that?”


o What do these text-to-self connections help you understand more deeply in this story?

(Chrysanthemum feels sad and confused about why students are teasing her, she worries each

morning about going to school and whether she’ll get made fun of, Victoria’s teasing is hurtful and

cruel)

20

(Chrysanthemum could scarcely believe her ears. She blushed…)

o How have Chrysanthemum’s feelings changed?

(She is feeling good about her name again.)

o What do you think has caused this change?

(discuss Mrs. Twinkle and what she says)

(End of story)

o What lesson might we (the reader) learn from this text? Turn and talk to your partner. Remember

to take turns and listen carefully as your partner speaks.

(Be proud of who you are, our differences make us special, it’s not nice to tease others.)

Closing:

As we read Chrysanthemum, we thought deeply about the characters based on what they say, do and think.





21


Text Characters Setting Plot: Important Events Chrysanthemum

by

Kevin Henkes

Chrysanthemum

Chrysanthemum’s

Parents

Teachers

Classmates

o Victoria

Home

School

Chrysanthemum loves her name until she goes to school and

the kids make fun of it.

Chrysanthemum’s parents help her to feel better, but each day

at school the kids, especially Victoria, make her feel like her

name is dreadful.

The students meet and love their new music teacher, Mrs.

Twinkle.

When Victoria and other classmates make fun of

Chrysanthemum, Mrs. Twinkle reveals she has a long flower

name too.

Chrysanthemum loves her name again.

Mrs. Twinkle names her baby Chrysanthemum.

22

Wemberly Worried

Introduction:

We are going to read a story by Kevin Henkes called Wemberly Worried. This is Wemberly (point on front

cover) and I certainly think she looks worried. As we read we are going to pay careful attention to what the

characters say, do, and think, especially Wemberly. Remember that text-to-self connections can help you

think about the story too. There may be characters or events in this story that remind you of people or things

in your life. These connections will help you understand the story in a deeper way.


the story.

(When Wemberly was especially worried, she rubbed Petal’s ears. Wemberly worried…)

o What seems to give Wemberly the most comfort when she’s worried?

(her stuffed bunny, Petal)

o Can you connect to this? What comforts you when you’re worried. Turn and talk to your partner

and take turns sharing your thinking. If you need a little more information from your partner,

remember to use the stem “Can you tell me more about that?”


o What does this help you understand about the story?

(Petal is very important to Wemberly and that’s why Wemberly takes Petal everywhere – because

she’s always worried)

(What if I have to cry?)

o Wemberly worries about everything, but what is her main problem in this story?

(she’s afraid to go to school)

o What does the text on this page and the way the pages look help us understand?

(Wemberly has many, many worries about going to school.)

o I’m noticing that the text on these pages gets bigger and bigger. I think this helps us understand that

her worries about school are getting worse and worse.

( “I rub her ears,” said Wemberly. “I rub her nose,” said Jewel.)

o Why did the teacher introduce Wemberly to Jewel? Turn and talk to your partner and take turns

sharing your thinking.

(Jewel is afraid too)

o What can you tell about the two of them?

(They have a lot in common)

23

(Before Wemberly knew it, it was time to go home.)

o I’m noticing something different about Wemberly in these pictures…

(She is smiling.)

o What do the pictures and text on these pages help us understand?

(Wemberly is having fun.)

(End of story)

o How has Wemberly changed? Turn and talk to your partner and take turns sharing your thinking.

(She’s smiling and happy. Making a new friend has helped her feel less worried.)

o I’ve noticed something I think is important. Wemberly isn’t holding Petal in this picture where she’s

waving goodbye. Did you notice that? I’m thinking that before long, she might not even need Petal

to comfort her. What do you think? (Discuss)

Closing:

As we read Wemberly Worried, we thought deeply about the characters based on what they say, do and think.





24


Text Characters Setting Plot: Important Events Wemberly

Worried by

Kevin Henkes

Wemberly

Wemberly’s

Parents and

grandmother

The Teacher

Classmates

o Jewel

Home

School

Wemberly worried about everything, all the time.

Her parents and grandmother try to comfort her and tell her

she worries too much. Wemberly is comforted most by her

stuffed animal named Petal.

Wemberly is most worried about starting school.

Her teacher introduces her to a student named Jewel, who has

a stuffed animal to comfort her worries too.

Wemberly and Jewel are a lot alike and have fun together at

school.

Wemberly feels better and is ready for another day at school.

25

A Weekend with Wendell

Introduction:

We are going to read a story by Kevin Henkes called A Weekend with Wendell. Wendell is staying with Sophie

and her family for the weekend while his parents are out of town. As we read we are going to pay careful

attention to what the characters say, do, and think, especially Sophie. Remember that text-to-self connections

can help you think about the story too. There may be characters or events in this story that remind you of

people or things in your life. These connections will help you understand the story in a deeper way.


the story.

(“Only if I can make the rules,” said Wendell)

o Let’s take a look at these pictures and think about what we’ve read so far about Sophie…

(she’s hiding behind her mom, she’s quiet)

o Based on the pictures and text, how might Sophie be feeling?

(worried, shy, unsure about Wendell staying)

(“Isn’t this fun?” said Wendell. Sophie didn’t say anything)

o We can learn a lot about a character in a story from what they say and do. What do you notice

Wendell saying and doing in this story? Turn and talk to your partner and take turns sharing your

thinking. If you need a little more information from your partner, remember to use the stem “Can

you tell me more about that?”


(he doesn’t like her toys, he wants to make the rules, he decides what they play and how they play it)

o What can you tell about Wendell?

(he’s selfish and bossy.)

( “When is Wendell leaving” whispered Sophie. – after he finger-painted)

o How are Sophie’s parents most likely feeling?

(frustrated, ready for Wendell to go home)

o How can you tell?

(they look frustrated in the picture, Wendell keeps bothering Sophie, he has bad manners and has

messed up things in the house)

26

(“Want to go ouside to help me wash this off?” asked Sophie. “We could play…)

o Based on the picture and what Sophie says here, let’s predict what might happen next. Turn and talk

to your partner and take turns sharing your thinking.

(maybe she will – leave him outside, spray him with the hose…)

(End of story)

o How has Sophie and Wendell’s relationship changed?

(they like each other and enjoy each other’s company)

o Let’s think about what caused this change…

(Sophie got the chance to be the boss and started having fun, they quit worrying about who was in

charge and just enjoyed playing together)

Closing:

As we read A Weekend with Wendell, we thought deeply about the characters based on what they say, do and

think. Understanding the characters in fiction, especially the main character or characters, is very important.

It helps us to understand and connect with the book we are reading, other books we read, and even understand



27


Text Characters Setting Plot: Important Events A Weekend with

Wendell by

Kevin Henkes

Wendell

Sophie

Sophie’s Parents

Sophie’s Home

Wendell comes to stay with Sophie and her family for the

weekend.

He is bossy and won’t leave Sophie alone.

Wendell makes messes in the house and Sophie and her family

are ready for him to go home.

When Wendell puts shaving cream in Sophie’s hair, she takes

him outside to play fire fighter.

At first Sophie is bossy and sprays Wendell, but then they start

having fun together.

When Wendell returns home, Sophie’s parents are glad but

Sophie hopes she can see him again soon.

28

Julius The Baby of the World

Introduction:

We are going to read a story by Kevin Henkes called Julius the Baby of the World. This is baby Julius and his

big sister Lilly (point on cover). As we read we are going to pay careful attention to what the characters say,

do, and think, especially Lilly. How many of you have a younger brother or sister? You might make some

text-to-self connections to Lilly’s feelings in this story. Remember that text-to-self connections can help you

think about the story too. There may be characters or events in this story that remind you of people or things

in your life. These connections will help you understand the story in a deeper way.


the story.

(“Julius is the baby of the world,” chimed Lilly’s parents. “Disgusting,” said Lilly.- parents holding baby

Julius in pic.)

o Do any of you have a younger sibling that can understand how Lilly is feeling? Who can share a

connection and how it helps them understand this story better? (Let someone share)

o What is going on with Lilly?

(she’s jealous)

o What is Lilly saying and doing that helps us understand she is jealous? Turn and talk to your

partner and take turns sharing your thinking. If you need a little more information from your

partner, remember to use the stem “Can you tell me more about that?”


(took her things back, says “I hate Julius”, thinks his nose is slimy and his eyes are beady…)

(Pic. – mom is holding Julius and Lilly is standing there with a face disguise on)

o How do Lilly’s parents try to solve the problem with Lilly?

(hugs, kisses, treats, later bed time)

o How might they be feeling?

(worried, sad, concerned)

o How can you tell?

(they are trying to help Lilly feel better, mom looks worried in picture)

(The story earned her ten minutes in the uncooperative chair.)

o Do you think Lilly has a right to feel the way she does about Julius? Why or why not? Turn and talk

to your partner and take turns sharing your thinking.

29

(“Stop!” said Lilly. “I am the queen. Watch me closely.”)

o How has Lilly changed?

(she is standing up for her brother and feels protective of him)

o What has caused her feelings to change?

(Her Cousin Garland said some mean things about Julian and it upset Lilly.)

(End of story)

o I’m wondering who this book might be helpful to…what do you think? Turn and talk to your partner

and take turns sharing your thinking. If you need a little more information from your partner,

remember to use the stem “Can you tell me more about that?”

(a family who is having another baby, an older brother or sister who has a younger sibling)

Closing:

As we read Julius the Baby of the World, we thought deeply about the characters based on what they say, do

and think. Understanding the characters in fiction, especially the main character or characters, is very

important. It helps us to understand and connect with the book we are reading, other books we read, and even

understand ourselves and other people in our lives. When you are reading a fiction text that is just right for

you, remember to pay careful attention to what the characters say, do and feel.

30


Text Characters Setting Plot: Important Events Julius the Baby of

the World by

Kevin Henkes

Lilly

Lilly’s Parents

Julius

Lilly’s Relatives

o Cousin

Garland

Lilly’s Home

Lilly doesn’t like her new baby brother Julius and does mean

things to him.

Lilly’s parents love Julius and call him the baby of the world.

They try to do and say things to make Lilly feel better, but she

says she hates Julius and she keeps getting in trouble.

Lilly’s parents have a party for Julius and Cousin Garland says

mean things about Julius to Lilly.

Lilly gets angry at Cousin Garland and makes her call Julius

the baby of the world.

Lilly’s feelings change for Julius and she thinks he’s the baby

of the world too.

Documents

Block 2: Fiction Retelling and Comparing Stories...Block 2: Fiction Retelling and Comparing Stories 9/8 – 9/12 1 Week (5 days) TEKS 2.3A, 2.3B, 2.3C, 2.9A, 2.9B, Fig. 19 A-F Note: