The Giving Tree By Shel Silverstein Harper Collins

The Giving Tree By: Shel Silverstein Harper Collins Publisher Presentation by: Michael Benson READ-3311 -020 October 25/27, 2016 5 th Grade

Applicable TEKS 110. 16. (b). 11 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order (B) determine the facts in text and verify them through established methods; (C) analyze how the organizational pattern of a text (e. g. , cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas; (E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. 110. (b). Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to (B) ask literal, interpretive, evaluative, and universal questions of text; (C) monitor and adjust comprehension (e. g. , using background knowledge, creating sensory images, re-reading a portion aloud, generating questions); (F) make connections (e. g. , thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence. 115. 7. (b) (6) Influencing factors. The student understands how relationships influence individual and family health including the skills necessary for building and maintaining relationships. The student is expected to: (C) identify ways to enhance personal communication skills; (D) analyze respectful ways to communicate with family, adults, and peers (F) apply and practice strategies for self-control; 115. 7. (b) (8) Influencing factors. The student knows how various factors influence individual, family, and community health throughout the life span. The student is expected to: (A) explain the importance of communication skills as a major influence on the social and emotional health of the individual and family; (C) describe how a safe school environment relates to a healthy community

TEKS Continued 115. 7. (b) (9) Personal/interpersonal skills. The student demonstrates critical-thinking, decision-making, goalsetting and problem-solving skills for making healthy decisions. The student is expected to: (B) assess the role of assertiveness, refusal skills, and peer pressure on decision making and problem solving; (C) utilize critical thinking in decision making and problem solving; (D) describe benefits in setting and implementing short and long-term goals; (E) explain the necessity of perseverance to achieve goals; 115. 7. (b) (10) Bullying prevention. The student understands positive bystander prevention strategies in helping to maintain positive relationships and respect. The student is expected to: (A) analyze respectful ways to communicate with friends, family, teachers, and others; (B) describe appropriate ways to address bullying on behalf of a friend or peer; (C) explain the differences among teasing, joking, playing around, and bullying; 116. 7. (b) (7) Social development. The student develops positive self-management and social skills needed to work independently and with others in physical activity settings. The student is expected to: (A) follow rules, procedures, and etiquette; (B) use sportsmanship skills for settling disagreements in socially acceptable ways such as remaining calm, identifying the problem, listening to others, generating solutions, or choosing a solution that is acceptable to all; and (C) describe how physical activity with a partner or partners can increase motivation and enhance safety.

TEKS Continued 117. (b) (2) Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to: (C) produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, digital art and media, and p photographic imagery using a variety of materials 117. 119. (b) (1) Foundations: inquiry and understanding. The student develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre. The student is expected to: (A) develop characterization using sensory and emotional recall; (B) develop body awareness and spatial perceptions using pantomime; (C) respond to sounds, music, images, language, and literature using movement; (D) express emotions and relate ideas using interpretive and planned movement and dialogue; (E) integrate life experiences in dramatic play; (F) portray environment, character, and actions; and 117. 119 (b) (2) Creative expression: performance. The student interprets characters using the voice and body expressively and creates dramatizations. The student is expected to: (A) demonstrate safe use of the voice and body; (B) describe characters, their relationships, and their surroundings in detail; (C) create movements and portray a character using dialogue appropriately; (D) dramatize literary selections in unison, pairs, or groups, demonstrating a logical connection of events and describing the characters, their relationships, and their surroundings; and (E) create simple stories collaboratively through imaginative play, improvisations, and story dramatizations, demonstrating a logical connection of events describing the characters, their relationships, and their surroundings.

TEKS Continued 117. 119 (b) (3) Creative expression: production. The student applies design, directing, and theatre production concepts and skills. The student is expected to: (A) demonstrate character, environment, action, and theme using props, costumes, and visual elements; (B) alter space appropriately to create suitable performance environments for playmaking; (C) plan dramatizations collaboratively; and (D) interact cooperatively with others in dramatizations.

Summary A boy grows up visiting a tree and making close friends. He eats from the tree everyday and the tree stays happy. Anything the boy needs over the course of his life, the tree offers a solution. The Giving Tree By: Shel Silverstein

110. 10(b) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (B) ask literal, interpretive, evaluative, and universal questions of text; Remembering – What type of fruit did the boy eat from the tree? Activity: Students will work individually to complete the question. After selecting an answer for the question, they are to draw a scene from the story which the fruit is a part of. Michael Benson

Understanding— Summarize the four major events from the story. Activity: Event 1 Event 3 Event 2 Event 4 The student will describe each of the four major events within the story in each of the boxes. 110. 16. (b). 11 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) analyze how the organizational pattern of a text (e. g. , cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas; Michael Benson

110. 16. (b). 11 Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (E) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. Applying— Use the venn diagram to compare and contrast the relation between the Tree in The Giving Tree and Anne Frank in The Diary of Anne Frank. Activity: Students will work with a partner for this activity. Students will construct a venn diagram to compare and contrast the two books. http: //classroom. jc-schools. net/read/venn 2. html Google image

110. 10(b) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (D) make inferences about text and use textual evidence to support understanding; Analyzing— Describe the relationship is between the tree and the boy? Activity: 1. Colored pencils 2. Paper 3. Scissors 4. Glue 5. One piece of construction paper v Students will individually illustrate their own version of what they think the relationship looks to them. https: //www. google. com/search? q=scissors, +construction+paper, +colored+p encils&biw=1366&bih=635&source=lnms&tbm=isch&sa=X&ved=0 ah. UKEwi 3 t o 7 et. Oz. PAh. XL 4 i. YKHe. OVCM 4 Q_AUIBig. B#imgrc=UR 9 OYj. NAfs. RT-M%3 A Google image

110. 10(b) Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (B) ask literal, interpretive, evaluative, and universal questions of text; Evaluating— Do you agree with the tree giving up everything she has to offer to satisfy the boy? Activity class debate: The class room will be divided down the middle and students will be working as two separate groups. The teacher will be the writer for both groups and the one to pose the questions for the debate. https: //www. theodysseyonline. com/mom-teacher-hero Emily Joshu

110. 10(b). (11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order; Creating— Construct your version of the story if the boy stayed as resourceful as when he was little. Activity readers theater: 1. Groups of four v Students will get into group of four and answer the question within their groups. Each group will be given about thirty minutes to create a readers theater. Then groups will present their group projects to the class. https: //i. ytimg. com/vi/kj 9 Xhcw. Immk/hqdefault. jpg

Student-Friendly Links ühttp: //www. shelsilverstein. com/ ühttp: //www. almanac. com/plant/apples ühttp: //www. arcadiami. com/index. php/hidden-exhibits/hiddenlumbering/hidden-lumbering-process ühttp: //sciencewithkids. com/science-facts/facts-about-appletrees. html

Resources Ø Silverstein, S. (1964). The Giving Tree. New York, NY: Harper. Collins. Ø (2016). Texas Essentials of Knowledge and Skills. TEA. Retrieved from: http: //tea. texas. gov/curriculum/teks/ Ø Silverstein, Shel. (2013). Retrieved from: http: //www. shelsilverstein. com/ Ø (2017). Apples Planting, Growing, and Harvesting Apples. The Old Farmer’s Almanac, 2017, Retrieved from: http: //www. almanac. com/plant/apples Ø The Lumbering Process. Historic Arcadia, Michigan. Retrieved from: http: //www. arcadiami. com/index. php/hidden-exhibits/hidden-lumberingprocess Ø Admin. (2016). Facts about Apple Trees. Science with kids. Retrieved from: http: //sciencewithkids. com/science-facts/facts-about-apple-trees. html Ø Bona, Becca. (Photo). Retrieved from: https: //www. google. com/search? q=scissors, +construction+paper, +colored+pencils&biw=1366&bih=635&source=lnms&tbm=isch&sa=X&ved=0 ah. UKEwi 3 to 7 et. Oz PAh. XL 4 i. YKHe. OVCM 4 Q_AUIBig. B#imgrc=UR 9 OYj. NAfs. RT-M%3 A Ø Joshu, Emily. (Photo). (2016). Retrieved from: https: //www. theodysseyonline. com/mom-teacher-hero Ø Venn Diagram. Retrieved from: http: //classroom. jc-schools. net/read/venn 2. html Ø https: //i. ytimg. com/vi/kj 9 Xhcw. Immk/hqdefault. jpg