{"id":687,"date":"2021-10-14T13:37:45","date_gmt":"2021-10-14T17:37:45","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=687"},"modified":"2022-04-06T15:18:47","modified_gmt":"2022-04-06T19:18:47","slug":"jack-in-the-box-page-16","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/grade-1\/oral-language-kit\/lets-join-in\/jack-in-the-box-page-16\/","title":{"rendered":"Jack-in-the-Box (page 16)"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t\t\t\t\t\n\t\t\t\t<strong>Traditional<\/strong><br>\n\t\t\t\t<strong>Illustrated by Christine Tripp<\/strong> <br>\n\t\t\t\t<strong>Text Type:<\/strong> Fiction: PoetryPoetry\u2014Rhyming Poem<br>\n\t\t\t\t<br>\n\t\t\t\t<span class=\"Blue_hi-lite_noItalics\"><strong>Oral Language Teaching Strategy:<\/strong><\/span><a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/gr1_toolkit_oralanguagekit.pdf\" target=\"_blank\" rel=\"noopener\"> Use Open-Ended Prompts<\/a> Use open-ended prompts that invite thoughtful reflections and deeper responses.<br>\n\t\t\t\t<br>\n\t\t\t\t<span class=\"author\"><strong>Time:<\/strong><\/span><span class=\"Blue_hi-lite\"><\/span> 20 minutes <br>\n\t\t\t\t<span class=\"author\"><strong>Materials:<\/strong><\/span> <br>\n\t\t\t\t&#8211;<em> Let&#8217;s Join In!, <\/em>page 16<br>\n\t\t\t\t&#8211; Media Key or Online: \u201cJack-in-the-Box\u201d audio<br>\n\t\t\t\t<span class=\"author\"><strong>Grouping:<\/strong><\/span> whole class, small group, and partners<br>\n\t\t\t\t<span class=\"author\"><strong>Assessment:<\/strong><\/span> <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/grade-1\/pdfs\/assessmentscale_BLM.pdf\" target=\"_blank\" rel=\"noopener\">Grade One Oral Language Assessment Scale<\/a> See especially the sections on Phonological and Phonemic Awareness and Language for Learnin\n\n\n<\/div><div id=\"Section-Two\" class=\"section\">\n\n\n\t\t\t\t<h2 id=\"FIRST_READING\" class=\"heading2\">FIRST READING<\/h2>\n\t\t\t\t<h3 id=\"BEFORE_READING\" class=\"Heading3\"><span class=\"heading2\"><a name=\"beforeRd\" class=\"heading2\" id=\"beforeRd\"><\/a><\/span>BEFORE READING<\/h3>\n\t\t\t\t<b><i>Activating and Building Background Knowledge<\/i><\/b>\n\t\t\t\t<ul>\n\t\t\t\t<li>Show the students the illustration that accompanies the poem.<br>\n\t\t\t\t<\/li>\n\t\t\t\t<\/ul>\n\t<ul>\n\t\t\t\t<li>\n\t\t\t\t\t<p class=\"speach-bubble left\">This is a picture of two children who are playing with a Jack-in-the-Box. What do you know about a Jack-in-the-Box? What do you think might be happening here?<\/p>\n\t\t\t\t\t\n\t\t\t\t\tPoint to the title and read it to the students. Invite them to examine the illustration and tell you what they know about a Jack-in-the-Box. Encourage students to identify what it is, describe what it looks like, and how it is used. As you listen to student responses be sure to use open-ended prompts to encourage students to give thoughtful responses. [Analyzing\/making connections\/evaluating]\n\t\t\t\t<\/li>\n\t\t\t\t<li>\n\t\t\t\t\t<p class=\"speach-bubble speach-bubble-long left\">I have some extra information. The Jack-in-the-Box has been a toy for over 500 years! If any of you have a Jack-in-the-Box at home that you\u2019d like to bring in and show the class, we\u2019d be very interested in seeing it. Until then, let\u2019s use our imaginations about a Jack-in-the-Box as we listen to this poem.<\/p>\n\t\t\t\t\t\n\t\t\t\t\tAfter the class&#8217;s background knowledge is shared, summarize it into a \u201cWhat we know about Jack-in-the-Boxes\u201d chart. [Synthesizing]\n\t\t\t\t<\/li>\n\t\t\t\t<\/ul>\n\t\t\t\t\n\t\t\t\t<span class=\"Blue_hi-lite\"><em><strong>Setting a Purpose<\/strong><\/em><\/span>\n\t\t\t\t<ul>\n\t\t\t\t<li>\n\t\t\t\t\t<p class=\"speach-bubble left\">As you listen to the poem, look \nat the picture carefully. We\u2019re going to talk about what you hear and what you see.<\/p>\n\t\t\t\t\t\n\t\t\t\t\tAsk students to think about what the children are waiting for. While they listen to the poem, they should look carefully at the picture and think about the story that the picture and the poem tell. [Analyzing\/inferring\/making connections]\n\t\t\t\t<\/li>\n\t<\/ul>\n\n\n<\/div><div id=\"Section-Three\" class=\"section\">\n\n\n\t\t\t\t<h3 id=\"DURING_READING\" class=\"Heading3\"><span class=\"Blue_hi-lite\"><a name=\"duringRd\" id=\"1stduring_reading2\"><\/a><\/span>DURING READING<\/h3>\n\t<ul>\n\t\t\t\t<li>\n\t\t\t\t\t<p class=\"speach-bubble left\">Let\u2019s listen. This \ntime, I\u2019ll point to the words as we listen to the poem<\/p>\n\t\t\t\t\t\n\t\t\t\t\tPlay the fluent reading of \u201cJack-in-the-Box\u201d once for students to listen to, and then play it again while tracking the print in the big book. \n\t\t\t\t<\/li>\n\t\t\t\t<li>Read the poem together with the students. Ask for one or two students to point to the words as the class reads.\n\t\t\t\t<\/li>\n\t\t\t\t<li>Focus on comprehension by offering prompts:\n\t\t\t\t<\/li>\n\t\t\t\t\u201cJack-in-the-Box\/Sits so still\u201d\n\t\t\t\t<ul>\n\n\t\t\t\t<li>Where is the Jack-in-the-Box in this part of the poem? [Inferring]<\/li>\n\t\t\t\t<li>What is the girl doing with her hand? Why is she doing that? [Analyzing\/inferring]\n\t\t\t\t\n\t\t\t\t<\/li>\n\t\t\t\t<\/ul>\n\t\t\t\t\u201cWill he come out?\u201d\n\t\t\t\t<ul>\n\t\t\t\t<li>This part of the poem is a question. What do you think the children are wondering about? [Evaluating\/making connections]\n\t\t\t\t<\/li>\n\t\t\t\t<\/ul>\n\t\t\t\t\u201cYes! He will!\u201d\n\t\t\t\t<ul>\n\t\t\t\t<li>What happens at the end of the poem? [Inferring\/synthesizing\/making connections]\n\t\t\t\t<\/li>\n\t\t\t\t<\/ul>\n\t\t\t\t<\/ul>\n\n\t\t\t\t<span class=\"Blue_hi-lite\"><em><strong>Adding Playful Movements<\/strong><\/em><\/span>\n\t\t\t\t<ul>\n\t\t\t\t<li>Replay the song and teach the hand actions.<\/li>\n\t\t\t\t<blockquote>\n\t\t\t\t<p>Jack-in-the-box,<br>\n\t\t\t\tSits so still. <br>\n\t\t\t\t<span class=\"body_Italics\">(close hand, thumb inside)<\/span>\n\t\t\t\t<\/p>\n\t\t\t\t<p>Will he come out?<br>\n\t\t\t\tYes! He will! <br>\n\t\t\t\t<span class=\"body_Italics\">(thumb jumps out)<\/span><\/p>\n\t\t\t\t<\/blockquote>\n\t\t\t\t<li>Once students are comfortable with the hand actions, you can teach the arm actions.<\/li>\n\t\t\t\t<blockquote>\n\n\t\t\t\tJack-in-the-box,<br>\n\t\t\t\tSits so still. <br>\n\t\t\t\t<span class=\"body_Italics\">(children sit, hands clasped under legs)<\/span><p><\/p>\n\t\t\t\t<p>Will he come out?<br>\n\t\t\t\tYes! He will! <br>\n\t\t\t\t<span class=\"body_Italics\">(hands fly out from under legs and wobble in the air, back and forth)<\/span><\/p>\n\t\t\t\t\n\t\t\t\t<\/blockquote>\n\t<\/ul>\n\n\n<\/div><div id=\"Section-Four\" class=\"section\">\n\n\n\t\t\t\t<h3 class=\"Heading3\" id=\"AFTER_READING\" name=\"afterRd\"><a name=\"afterRd\" id=\"1stafter_reading2\"><\/a>\n\t\t\t\tAFTER READING \n\t\t\t\t<\/h3>\n\t\t\t\t<ul>\n\t\t\t\t<li>\n\t\t\t\t\t<p class=\"speach-bubble left\">Think about the poem and the picture, \nand tell your partner the story in your own words. Your partner will listen carefully and add any extra information when you\u2019re finished.<\/p>\n\t\t\t\t\t\n\t\t\t\t\tRevisit the purpose for reading by asking students to explain to their elbow partners what the children are waiting for. [Analyzing\/inferring\/making connections]\n\t\t\t\t<\/li>\n\n\t\t\t\t<li>\n\t\t\t\t\t<p class=\"speach-bubble left\">Look at the picture of the \nlittle boy. Why is he standing behind the girl? Why do you think that?<\/p>\n\t\t\t\t\t\n\t\t\t\t\tDraw the students\u2019 attention to the little boy in the picture. \n\t\t\t\t<\/li>\n\t\t\t\t<li>You may wish to conclude the lesson with everyone chanting the poem as they do the hand actions.<\/li>\n\t\t\t\t<\/ul>      \n<\/div><div id=\"Section-Five\" class=\"section\">\n\n\n\t<h2 id=\"SECOND_AND_FURTHER_READING\" class=\"heading2\"><a name=\"furtherRd\" id=\"furtherRd\"><\/a>SECOND AND FURTHER READING<\/h2>\n\t\t\t\t<p>The students will want to reread \u201cJack-in-the-Box.\u201d During further lessons include a balance of ideas from the following areas:\t\t\t\t<\/p>\n\t\t\t\t<span class=\"Blue_hi-lite\"><em><strong>Engaging in Playful Language Activities<\/strong><\/em><\/span>          <ul>\n\t\t\t\t<li>Place students into groups of three (you may need to group and then regroup the students, so that all participate). Have one student in each group crouch down acting like the Jack-in-the-Box, while the other two students stand in the same manner as the girl and boy in the poem. \n\t\t\t\t<\/li>\n\t\t\t\t<li>\n\t\t\t\t\t<p class=\"speach-bubble left\">We\u2019ve acted out the poem with \nour hands and our arms. Now let\u2019s act it out with our whole bodies. We\u2019ll do it three times so everyone can have a turn being the Jack-in-the-Box.  <\/p>\n\t\t\t\t\t\n\t\t\t\t\tAs you read the poem together, have students act out the unfolding action. Read with soft, slow, suspense building phrasing. Pause after the question, \u201cWill he come out?\u201d and complete the poem with a loud, excited version of \u201cYes! He Will!\u201d First students hold their pose and those acting as the boy and girl look excited. After the word \u201cYes!\u201d is read the student acting as the Jack-in-the-Box jumps up while the other two students show their surprise.\n\t\t\t\t<\/li>\n\t\t\t\t<\/ul>            <span class=\"Blue_hi-lite\"><em><strong>Extending Comprehension<\/strong><\/em><\/span>            <ul>\n\t\t\t\t<li>\n\t\t\t\t\t<p class=\"speach-bubble left\">We are going to play with puppets today. I am going to show you how to have a conversation with a puppet and how to talk and play with someone else&#8217;s puppet.<\/p>\n\t\t\t\t\t\n\t\t\t\t\t\n\t\t\t\t\tPoint out the illustrator&#8217;s name and discuss how important the pictures are to a poem. Direct students\u2019 attention to the setting of the picture and ask them to point out the details that make the words of the poem come alive. \n\t\t\t\t<\/li>\n\t\t\t\t<li>Display the digital cloze version of the text on the Media Key. Working with the whole class, or with a small group, reread together and encourage students to supply the missing words (spaces for words highlighted in yellow). You may decide to pause to consider word predictions and prompt, \u201cDoes that make sense?\u201d or \u201cDoes that sound right?\u201d Then click on the colour-highlighted spot to reveal the word, saying, \u201cLet&#8217;s check that out.\u201d An option on the tool bar allows you to create your own cloze versions of the text to meet the needs of the students you are working with. Click the \u2018Help\u2019 button to find out how to use the different features of digital texts. \n\t\t\t\t<\/li>\n\t\t\t\t<\/ul>            <span class=\"Blue_hi-lite\"><em><strong>Developing Phonological Awareness<\/strong><\/em><\/span>            <ul>\n\t\t\t\t<li>Point to the word \u2018box\u2019 in the title \u201cJack-in-the-Box\u201d and focus on the letter \u2018b.\u2019 Ask students to name all the items in the illustration on page 16 that begin with the letter \u2018b\u2019 (e.g., \u2018bunny,\u2019 \u2018boy,\u2019 \u2018braids,\u2019 \u2018box\u2019 \u2018blue,\u2019 and \u2018bow\u2019). \n\t\t\t\t<\/li>\n\t\t\t\t<li>Play the fluent reading on the Media Key or online and have students clap or tap out the rhythm on their desks as each word is read. Then, ask individual students to come up and find a specific word. After the word is identified, ask the class to read the poem to check that the identified word is correct.\n\t\t\t\t<\/li>\n\t\t\t\t<\/ul>\n\t\t\t\t<span class=\"Blue_hi-lite\"><em><strong>Enriching Print Concepts<\/strong><\/em><\/span>\n\t<ul>\n\t\t\t\t<li>Explain that the two exclamation points at the end of the last line are signals that something important is being said. Ask students why they think that \u201cYes! He Will!\u201d might be important to say. \n\t  <\/li>\n\t\t\t\t<li>Write the words the students identified in the illustration on page 16 that begin with the letter \u2018b.\u2019 Write them on the board twice each, once with a capital \u2018B\u2019 and once with a lower case \u2018b.\u2019 Search the room for other items that begin with the letter \u2018b\u2019 and discuss why sometimes a capital letter is used and at others time a lower case letter is used.\n\t\t\t\t<\/li>\n\t<\/ul>\n\n\n<\/div><div id=\"Section-Six\" class=\"section\">\n\n\n\n\t\t\t\t<a name=\"followUp\" class=\"Heading3\" id=\"followUp2\"><\/a><h3 id=\"FOLLOW-UP_ACTIVITIES\" class=\"Heading3\">FOLLOW-UP ACTIVITIES\n\t\t\t\t<\/h3>\n\t\t\t\t<ul>\n\t\t\t\t<li>Place the Media Key and six small versions of the text in the Listening Centre.\n\t\t\t\t<ul>\n\t\t\t\t<li>Students can reread the poem while tracking the lines print or performing the actions they have learned. Students may use the fluent reading on the Media Key or online for support, if desired. <\/li>\n\t\t\t\t<li>Students can listen to the cloze reading on the Media Key or online and supply the missing words.<br>\n\t\t\t\t<\/li>\n\t\t\t\t<\/ul>\n\t\t\t\t<\/li>\n\t\t\t\t<li>Search the Internet for \u201cpictures of old-fashioned toys\u201d and post the pictures in the writing or drawing centre. Encourage students to think, draw, talk, or write about how the old-fashioned toys are similar to toys they have today. \n\t\t\t\t<\/li>\n\t\t\t\t<li>Provide Wikki Stix and invite students to use them to create different Jack-in-the-Box faces. Later, students can write about or describe to a partner why the Jack-in-the-Box has that expression.<\/li>\n\t\t\t\t<\/ul>\n\n\n\n\n<\/div>\n\n\t\t<\/div>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Traditional Illustrated by Christine Tripp Text Type: Fiction: PoetryPoetry\u2014Rhyming Poem Oral Language Teaching Strategy: Use Open-Ended Prompts Use open-ended prompts that invite thoughtful reflections and deeper responses. Time: 20 minutes Materials: &#8211; Let&#8217;s Join In!, page 16 &#8211; Media Key or Online: \u201cJack-in-the-Box\u201d audio Grouping: whole class, small group, and partners Assessment: Grade One Oral [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":4722,"parent":651,"menu_order":10,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-687","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/687","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/comments?post=687"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/687\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/651"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/4722"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=687"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}