Thank You, Mr. Falker by Patricia Polacco

1. Thank You, Mr. Falkerby Patricia Polacco • A Cyberlesson • Prepared by Amber Ricciardiello www.amazon.com

2. Day 1Introduction Trisha is a young girl who wants nothing more than to read, but she finds it isn’t going to be easy for her. You will see how she feels to be different from her classmates and how one teacher changes her life.

3. Materials You will need the following materials: Books: • Thank You, Mr. Falker (read aloud) • Sparky’s Excellent Misadventures: My A.D.D. Journal • Eli, The boy who hated to write: Understanding dysgraphia Classroom materials: • Reading journal • Pencil • Drawing materials • Connection organizer from teacher • Computer with internet access • SmartBoard or projector (if possible)

4. Before You Read:QuickWrite Take just ten minutes to write about a time you had trouble understanding something in class. What was it? How did you feel? How did you solve this problem?

5. Let’s Share! Share your experience with the class. Turn to someone next to you and share your experience.

6. While We Read As we read think about Trisha’s problem. Why do you think she doesn’t go to anyone for help? Think about how she can solve her problem. What suggestions would you give her? We will read to the page marked with the post-it (page 16).

7. Imagine you are Trisha, write an entry that might appear in her journal. Use evidence from the text to support your ideas. 2. Using information from your own life and the text, explain why you think Trisha didn’t tell her mom, teacher, or another adult about her problems in school? Written Response: In your reading journal answer the questions below. End of Day 1

8. Day 2Building Background Knowledge • Yesterday we read the first part of Thank You, Mr. Falker and learned that Trisha is having a learning challenge in school. She is also getting picked on by other students. • Before we read today, let’s look at how Patricia Polacco, the author of this book, dealt with her learning disability. Click on Patricia Polacco’s picture. • When you finish click back here to hear some ways kids with learning challenges can help themselves. Click on The Survival Guide.

9. Partner Talk & Share Pretend you are Trisha’s friend, what advice would you give her. Use information from the other children you just read about to answer this question. Then we will share your advice with the class.

10. While We Read As we finish the story think about how Trisha’s new teacher helps her to feel smarter and helps to stop others from teasing her.

11. After Reading • Think about how Trisha looks at her teacher or what she thinks of him. Draw a picture or create an image using magazines, drawings, or other materials to represent how she feels about her teacher. Include words or evidence from the text to support your idea. Then we will share your images.

12. Beyond Reading With a partner or as a read aloud read one of the texts below. Click on each title to learn more about each book. Then click back and choose the book you are most interested in reading. As you read the story complete the organizer to show what connections you’ve made and how they help you understand the story better. Get the organizer from your teacher. • Sparky's Excellent Misadventures: My A.D.D. Journal by Carpenter, Ford, Horjus • Eli, the boy who hated to write: understanding dysgraphia by Regina G. Richards, Eli I. Richards

13. Wrap Up • After reading Thank You, Mr. Falker and another text that spotlights a child with a learning challenge, think about how you can help someone who is having trouble with learning or teasing in school. We will record our ideas on a chart to keep in room.

14. Cyberlesson Rubric Before Reading • QuickWrite 2 Students wrote a similar experience answering all three questions 1 Students wrote a similar experience answering only one or two of the questions 0 Students wrote an irrelevant experience or a similar experience without answering the questions While Reading • Written Response (a score is given for each response) 2 Students answered the question with specific evidence from the text and their own life to support their answer 1 Students answered the question with one piece of specific evidence from their own life or from the text 0 Students did not answer the question or the answer included general evidence or no evidence at all (Rubric continued on next slide)

15. CyberLesson Rubric After Reading • Teacher Drawing 2 Students created a visual using specific evidence from the text to support their idea 1 Students created a visual using little or general evidence from the text to support their idea 0 Students did not create a visual or used no evidence from the text to support their idea Beyond Reading • Partner Work 2 Students read one of the texts given and completed organizer with at least one specific connection explaining how it helped them understand 1 Students read one of the texts given and completed organizer with at least one general connection explaining somewhat how it helped them understand 0 Students read one of the texts given but did not complete the organizer completely

16. Resources • Thank You, Mr. Falker by Patricia Polacco • Sparky’s Excellent Misadventures: My A.D.D. Journal by Carpenter, Ford, Horjus • Eli, The boy who hated to write: Understanding dysgraphia by Reginia Richards and Eli Richards • Images from images.google.com and amazon.com • Links: • Patricia Polacco: http://www.ldonline.org/first_person/patricia_polacco.html • Survival Guide:http://www.ldonline.org/article.php?id=354&loc=65 • Sparky’s Excellent Misadventures: http://www.amazon.com/gp/product/1557986061/qid=1133387584/sr=1-4/ref=sr_1_4/103-5763638-9881444?s=books&v=glance&n=283155 • Eli, The boy who hated to write: http://www.amazon.com/gp/product/0966135334/ref=ase_ldonlinelearningA/103-5763638-9881444?s=books&v=glance&n=283155&tagActionCode=ldonlinelearningAEli,%20the%20boy%20who%20hated%20to%20write:%20understanding%20dysgraphia%20(Paperback)

17. Student Resource