During our reading workshop mini-lessons, A Bad Case of Stripes, by David Shannon was our mentor text.
During the mini lessons for reading workshop, Camilla was our inspiration for identifying character traits and quoting the text to prove our thinking.
We identified the theme of A Bad Case of Stripes– LOVE who you are!!!
We identified examples of cause and effect relationships throughout the story, finding using the text to support our thinking.
And we identified the author’s purpose for writing the story…again, we used the text to support our thoughts!
We then celebrated, as we do for all of our reading workshop units, with an adorable art project!
The anchor charts that I used for my reading workshop lessons are part of my Bad Case of Stripes resource. You can learn more about this resource by reading below.
Another learning target was “I can identify internal (inside) and external (outside) character traits of Camilla Cream, in the story Bad Case of Stripes.”
I first taught about the “internal” character traits the first day and then we focused on the “external” character traits the second day.
I used this anchor chart to teach the learning target through my reading workshop mini lesson and the students completed the reading response independently.
Looking for the entire Bad Case of Stripes Unit? Read more about my resource below:
A Bad Case of Stripes, by David Shannon, book companion. There are 13 different ELA scripted lessons to guide your reading workshop instruction. (You can also use this resource to support a basal program, guided reading lessons, or a read aloud.) All 13 lessons include colorful posters to display as anchor charts, as well as student reproducibles that accompany every lesson.
1. I can identify a cause and effect relationship with Camilla Cream in the story A Bad Case of Stripes.
2. I can identify the main character in the story. I can explain how the main character grows and changes from the beginning to the end of the story.
3. I can describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Or, I can identify how Camilla’s actions contributed to the sequence of events.
4. I can identify the character traits of Camilla Cream.
5. I can infer specific character traits about Camilla Cream. I can use clues about the character’s actions, words, and feelings to make an inference. I can use the text to support my thinking.
6. I can identify the point of view of A Bad Case of Stripes. I can support my thinking by using evidence from the text.
7. I can identify the author’s purpose of A Bad Case of Stripes. I can support my thinking by using evidence from the text.
8. I can ask and answer thick questions before, during, and after I read.
9. I can compare and contrast two stories with the same theme/topic.
10. I can identify the theme of A Bad Case of Stripes.
11. I can identify the theme of the story, A Bad Case of Stripes, using the text for support.
12. I can write a summary of the story.
13. I can identify Camilla’s external (outside) and internal (inside) character traits. I can use the text to support my ideas.
This unit ends with a reading celebration- a Camilla Cream art project.
This unit includes directions, colorful and unique anchor charts, and pictures.
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