Dinner Rules

Learning intentions:

I am learning to clarify understanding of content as it unfolds so that I can connect ideas to my own experiences and justify my point of view.

 

Success criteria:

• I can participate in discussions and ask thoughtful questions about content.
• I can describe how my response to a text evolves as more information unfolds.
• I can justify my point of view of a text.

 

Essential knowledge:               

• More information about representation can be found in the English Textual Concepts video Representation.

 

Focus question: How do representations influence response?

 

Prior to reading, display the following questions on the board for students to answer in small groups:

• What are the dinner rules at your house?
• Do you think your family’s dinner rules are too strict or very fair?

 

Without showing the illustration that accompanies Dinner Rules, explain that you will be reading the text a portion at a time and students will discuss their responses during each pause.

 

Read the first four lines aloud to the class, up to:

explore the ceiling.

 

In the same small groups, have students discuss the text. Display the following questions on the board:

• What do you think of the dinner rules in the poem so far?
• What kind of family do you imagine when hearing these rules?

 

After a few minutes, invite willing students to share their responses with the class. Some students might find the rules in the poem gross and strange. Some might imagine the household where these rules are set must be chaotic and fun. Ask all students to write down an “I wonder…?” question about the text, for example “I wonder how the family members are supposed to explore the ceiling?”

 

Read the second four lines aloud to the class, up to:

spoil dessert.

 

Display the following questions on the board for small groups to discuss:

• Has your response to the dinner rules in the poem changed during these next four lines? Why or why not?
• Would you like to eat with a family that follows these rules?

 

Again, invite willing students to share their responses with the class. It’s likely some students have changed their minds about the dinner being fun. Many students may find it disgusting that feet are now involved. Have students write another “I wonder?” question, such as “I wonder how you can savour flavours with your feet?”

 

Read the final two lines of the poem and display the following questions for small groups to discuss:

• Has your response to the dinner rules in the poem changed again? Why or why not?
• What is your opinion of this poem? Give it a rating out of ten.
• Why did you give the poem this rating?

 

Some students might have found the twist funny and enjoyable. Others might’ve been repulsed by the thought of flies in their food. Invite willing students to share their responses with the class, then have the class give their personal rating out of ten by holding up the same amount of fingers.

 

Assessment as learning:

Encourage children to participate in a self-assessment using the success criteria:

	I need to work on this.	I got it with help  of a knowledgeable buddy.	This was my strength today.
I can participate in discussions and ask thoughtful questions about content.
I can describe how my response to a text evolves as more information unfolds.
I can justify my point of view of a text.