Lesson Overview (cont.)
WRITING POWER 25 MIN
Writing Power Campers write every day! On the first day of the read-aloud, the leader models the writing planning and preparation as partners collaborate. On the second day of the read-aloud, campers use the previous day’s chart to complete an independent writing task.
Respond to Reading Make sure campers have their copies of Owen & Mzee and their notebooks handy but unopened. Model: Campers, together we’ll revisit the book to find evidence of the ways Owen and Mzee show friendship. We’ll add the evidence to our charts, then you and a partner will find and add another example. Turn to the “Owen and Mzee’s Friendship” graphic
MULTILINGUAL LEARNERS Revisit the book and review vocabulary with campers to help them identify words that suggest friendship, such as companion , bond , inseparable , and affection .
organizer on the page immediately following this lesson. Draw the chart on the board, and write the title and the column headings. As you guide campers to find evidence in the book, write the answers that are provided in your chart. Read aloud pages 19 to 22, beginning: “Finally, Dr. Paula and Stephen ...”. Explain that from here to the end of the book, there is evidence of Owen and Mzee’s friendship and how it helped the animals, but you will focus on these pages. Say: Let’s look for two examples of Owen and Mzee showing friendship and fill in the two rows in the left-hand column. Guide campers to notice that on page 19, the text says: “Mzee began to accept his new companion.” Model adding that to your chart. On the same page, guide them to notice Owen snuggled up against Mzee, and add that to the chart. Then say, Now let’s find evidence of how the friendship helped Owen and Mzee. (On p. 20, read: “Bit by bit, Mzee grew friendlier”; Mzee seemed to be showing Owen how to eat and add to the chart.) Practice: With your partner, reread pages 20 to 22. Find one more example of how Owen and Mzee show friendship and how the friendship helps them, and add your evidence to your chart. (Possible responses: p. 20: Owen followed Mzee, Mzee followed Owen; the bond was helping the baby hippo recover; p. 22: “they were inseparable,” “They rub noses,” “Owen nuzzles Mzee’s ticklish neck,” “They are gentle with one another,” “A sense of trust has grown between them.”) Clarify: Explain that strong writers support their ideas with evidence. Remind campers that in the next lesson, they will use the evidence on their charts to write a sentence explaining how Owen and Mzee’s friendship helped each of them. CLOSING CAMPFIRE 15 MIN Reflection Question Turn knee to knee and discuss this question with your partner. How did today’s story help you understand something about the importance of friendship, as demonstrated by Owen and Mzee or by the people who helped them? Praise and Affirmation Offer concrete praise and affirmation for campers’ efforts and accomplishments today. Shooting Stars Dance With the group, throw shooting stars (pretend to throw a basketball into a hoop). Campers can do a dance with the praise or put it in their pockets.
Closing Campfire The group gathers to review the day’s lesson and reflect on the focus strength. Each lesson closes with an affirmation and acknowledgment of the campers’ accomplishments.
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