Title – The Snoop

By – Whitney Robinson

Primary Subject – Language Arts

Grade Level – 3-5

Teaching Strategy: Shared Reading

Time Required: 60 minutes

I. Concept or Skill

Recognizing context clues;

Comprehension;

Accessing prior knowledge and experiences to influence the thinking of the reader, viewer, and listener.

II. ALCOS

#11. Monitor Own Reading
· Self-Questioning

· Rereading

· Using context clues

· Adjusting Speed

· Accessing prior knowledge and experiences

#17. Describe how the events, places, and characters encountered in written, spoken, and visual works reflect human experiences and influence the thinking of the reader, viewer, and listener.

III. Behavioral Objectives: (see ALCOS)

IV. Materials

·

The Snoop

by Miriam Moss (every child has a copy)

· Props such as: a hankie, bag of FAKE poop, lipstick, bucket of fake snails, screws, paintbrush, mirror, BIG EARS, binocular, and whatever you may find to add to the story.

· Sound effects tape including a made up “Snooping Song”

· Poster Board (to plot the poop)

· Marker

· Sentence Strips

V. Teaching/Learning Procedures

A. Motivation
· Tap into prior knowledge. Ask:

Have you ever had a nosy neighbor? Do you ever like to “Snoop” because you are curious of what is going on?


· Introduce the book. Talk about the cover of the book. Ask:

Why do you think this book is called The Snoops? Who do you think the Snoops are in the picture?

Give the children a quick summary of what the book is about.

· Make predictions about the book. Let them peruse the cover of the book. Ask:

Where do you think the Snoops will snoop? Where do you think they will snoop? Why? What do you think they will find?


· Let the children know that they will be doing a Reader’s Theater of this story after you read it the first time.

B. Instructional Procedures:

· Read the title page and don’t forget to put on your BIG ears and put your binoculars around your neck to set the mood of the story for the children.

· Ask the children to follow along in their books as you read the story to them, and remind them to make sure to use their finger as you read each sentence.

· After reading page one, ask the students to look at the picture. Ask:

What do they think the Snoops are looking out of to see the mailman?

Ask the children to find context clues on the first page to help them define their vocabulary words “Pry”, and “Nose Out”. Discuss what “Rumors” means.

· On page 4, pull out a tube of lipstick, it on your lips, and play the portion of the tape that makes the sound of a mother kissing her child.

· On page 5, pull out Miss Spankie’s hankie.

· On page 6, pull out your bucket of “snails”.

· On page 7, get out your paintbrush.

· On page 8, pull out Mrs. McCafferty’s gate.

· On page 10, play the tape that sounds like shattering glass.

· On page 11, play the part of the tape that sounds like a car crashing into another.

· On page 12, flick the light on and off and play the part of the tape that slams a door.

· On page 16, you will pull out the fake bag of poop and throw it out into the class. Whoever catches it will be a character in the Reader’s Theater. They will also plot their poop on the seating chart (neighborhood) I have posted on the board with the name of the character I assign them. I will randomly throw the poop (during the remainder of the story) until the characters have been filled.

· On page 18, play the “Snooping Song” and the children will sing along.

· After you have read the story, encourage the children to compare the predictions to what actually happened.

· Discuss the story by asking open-ended questions.

· Who were the characters in the story?

· How did the author make the story funny?

· What do you think the neighbors talked about in their meeting at the café?

· Why do you think the Snoops were snoopers?



· Have the children reread the story, but this time as a Reader’s Theater. Make sure whomever is reading as a character has the BIG Ears on and the binoculars. This time it is for fun!


C. Closure: Review the concepts that we covered in the lesson. You can do an extension by doing a scavenger hunt in the classroom or having them write in their journals about “If I was a Snooper where would I snoop, what do I think I would find and why?” Or “Plot the neighborhood that you would snoop in. Make sure to name the streets and neighbors. What would you snoop in their houses and why?”

VI. Evaluation: Monitor their reading to make sure they are using proper pronunciation and reading fluently

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Whitney Robinson

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