Pinky and Rex

Lesson 6

Objective

Explain why Pinky is embarrassed by what happens with Mrs. Morgan by using details to describe how characters in a story respond to major events and challenges.

Readings and Materials

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Target Task

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Why is Pinky embarrassed by what happens with Mrs. Morgan?

Mastery Response

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Key Questions

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  • What does the description "his cheeks were fever-hot" show about Pinky and how he is feeling? Why is he feeling that way?

  • Why does he think that Pinky is a sissy?

  • Read the details from p. 3 below. What do these details show about Pinky? Why?

      "Pinky's heart pounded so hard he could feel it in his throat." "Now his cheeks really burned." "I..I just fell off my bike."

  • "Pinky's heart pounded so hard he could feel it in his throat."

  • "Now his cheeks really burned."

  • "I..I just fell off my bike."

  • On the bottom of p. 5, how is Pinky feeling? How do you know?

  • How does Pinky feel about being at Mrs. Morgan's house? How do you know? (Make sure to get the details "Pinky blushed," "he had no interest in eating," "muttered," and "wished his friend hadn't seen him there.")

  • Describe Mrs. Morgan.

  • How do the illustrations help the reader better understand Pinky and how he is feeling in the chapters?

  • "Pinky's heart pounded so hard he could feel it in his throat."

  • "Now his cheeks really burned."

  • "I..I just fell off my bike."

Vocabulary

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groaned

mumbled

muttered

Lesson Guidance

Text Complexity Analysis

  • Knowledge Demands: Students should be familiar with the idea of bullying and how it impacts the way a person feels about themselves. If not, include a preview of bullying before reading the text. 
  • Vocabulary: Understanding the chapter requires understanding the word “sissy.” Pre-teach this word so that students are able to access and comprehend the key ideas of the first two chapters. 
  • Language Features:
    • The authors uses a lot of multisyllabic words in this section of the text. Review with students the different strategies for breaking down and reading multisyllabic words. Potential words: tomorrow, suddenly, direction, explosion, recognized, embarrassing, scrambling, pretended, shoulder, snickered. Note: these words should not be told to students, instead a review of how to approach the words should be included during a teacher model. Second graders at this point in the year have a basic understanding of syllables and are able to tackle the words with the right scaffolds.
    • The author begins to use more nuanced descriptions to describe how characters are feeling in this section of text. (ex. Heart pounded, cheeks burned). Students will have a chance to dig into nuanced language in book 3 of the unit, however, teachers may need to help students make sense of some of the key language in this chapter in order to correctly infer how Pinky is feeling. 
    • Continue to focus on author’s use of dialogue as a way of understanding how characters respond to particular situations. This should spiral throughout the entire text.

Notes

For the Target Task make sure to touch on all of the times he is embarrassed - in front of Kevin, when they are talking about his name, when Rex sees him at her house.

Enhanced lesson plan

Enhanced Lesson Plan

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Coming Soon:
October 2020

 

Common Core Standards

  • RL.2.3 — Describe how characters in a story respond to major events and challenges.

  • RF.2.4 — Read with sufficient accuracy and fluency to support comprehension.