Illustrator: Nina De-Polonia-Nill Standard: ● NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
● 2.1.2.PGD. 2: Develop an awareness of healthy habits (e.g., wash hands, cough in arm, brush teeth). Objective: Students will be able to listen, make predictions, and connect the reading to real life situations by completing a 5 question worksheet using key concepts from the text at a 90% proficiency.
I. PreReading - Prepare students for reading a book:
A. Activate/Build Prior Knowledge
Develop discussion relating to hygiene and encourage students to share their experiences and routines for showering, oral hygiene, hand washing etc. Discuss the importance of having efficient hygiene and why it is not healthy to not shower. Discuss how student hygiene might affect the friends and family around them. Allow students to share experiences where they may have not displayed proper hygiene. Some examples may be not taking a shower after the pool, forgetting to brush their teeth, or even not washing their hands after using the bathroom. The importance of using students' prior knowledge may help them relate to a time where they gave their parents a hard time about a hygiene routine . In the story the Princess refuses to take a bath but once she does she reveals all the good that comes with being clean.
B. Preview the text and make predictions
Now take a look at just the images within the story to begin a picture-walk. Begin guiding students through the pictures in page order. Allow the students to observe the picture of the soldiers on page 5 and allow them to take turns taking predictions of what they believe the soldiers are doing and why. Walk the students through the book in order to name all the different people throughout the story that were affected by the Very Smelly Princess. Begin adding notes to a big post it note paper while the class discusses different points that include the people affected by the princess’ bad hygiene.
C. Teach Vocabulary As students discuss during the picture walk and observe the pictures, listen for vocab words that students will find in the reading. Ensure that the words used are within the context of the story being discussed, then elaborate on these words and their true definition. Provide a page and point to a tier 2 vocab word then allow the student to explain the definition. Some example words: wash, bath, naughty
D. Set a Purpose to Begin Reading
Allow students to begin reading the story and remind them that friends and family in the story will make many attempts to make the princess take a bath. Ask them to discover why the princess should take a bath.
II. Read the Text – Students in the role of reader
actively read the text with guidance & support. Instruct students to read silently, as they read and walk around the room while monitoring student progress. Note what students need assistance with decoding words or if they try to blend phonemes. If students need help then assist as needed. As students face the story events encourage them to illustrate a picture of a page where the princess faces a conflict. Add some of their examples to the big post -it note that the class creates together.
III. Responding to Text
A. Discuss the Purpose Setting Question Begin discussion related to the reading and its importance of why it is being read. Overall the students should come to the conclusion that friends and family wanted the princess to shower because she smelt bad, looked messy, and it was not hygienic. Ask students to recognize each attempt that someone tried to convince the princess to take a bath, discuss each person she affected, and monitor students comprehension based on their responses. Answers should include the queen, the king, the maid, the soldiers, and her ponies. Then ask the students to recognize who tried to bribe her into taking a bath, some examples are: Tilly Twinkles, fairy godmother, pirates,king, and queen.
B. Clarify Concepts and/or Vocabulary (QARs)
Continue leading conversation about the story and begin letting students ask questions and share their interests. Encourage students to address specific issues where people tried to make the princess take a bath. Ask students to consider the harmfulness of not taking care of your body and how it could also affect the people around you. Open the conversation up for some deeper questions that stray away from the book. For example focusing on the way Princess Grace does not listen to her parents, let students express the reasons why this could be an issue in real life.
C. Supporting Comprehension using a giant post-it note
Use this as an opportunity to go over and correct what the students believed happened in the story. Begin with a class discussion and start note taking on the giant post-it note as students take turns discussing the plot, setting, and characters. Allow the students to correlate the sequence of the reading using terms like first, next, then , finally etc.
D. Make Connections to self, other texts and the world
Encourage students to start brainstorming why hygiene is important to everyone all over the world and to think about how this book can be relatable to their real lives. Compare this story to one that they have read before like Brush, Rinse, and Floss, ask students to compare and contrast the two sources. Allow students to get creative by sharing which story they liked better and about what this book taught them.
E. Support Further Discussion of Concepts in the Reading
Encourage students to continue reading the story and remind them that the Very Smelly Princess will try again to avoid her friends and family about the situation. Ask them to read to discover the next approach from strangers to make her take a bath and pause for discussion after each attempt is shown.
IV. Exploring – Review the book to further support
students with a literacy strategy Begin a cooperative instruction lesson where students will break up into small groups of three and they will re read the story. During their reading the students will be instructed to write down three different ways that the strangers tried to convince the princess to shower and they will also need to draw 3 different scenarios where friends or family tried to convince the princess to take a bath.
V. Apply – Engage students in the task of exploring our next science unit about plant growth that involves a class garden and getting messy. This is why the hygiene unit was taught first, there could be a big mess when the students take on the gardening. Engage students by expressing how we are going to “be princess grace for the day”. The same way that Princess Grace Played in the mud, the class is going to play in the soil. Require students to choose a different flower and begin digging, planting, and watering a seed. The students will need to measure the growth of the stem with a ruler every week after planting. The students will use addition and subtraction to estimate the weekly growth of the flower. After every gardening trip the class will wash their hands with guided instruction to incorporate the hygiene unit, eventually the students will know how to/how long to wash their hands. Encourage students to practice at home with showers, bath, hand washing, and brushing teeth. Address the students' experiences throughout the week through class discussion while in the garden.
