THE PAPER BAG PRINCESS read aloud lessons

THE PAPER BAG PRINCESS read aloud lessons
THE PAPER BAG PRINCESS read aloud lessons
THE PAPER BAG PRINCESS read aloud lessons
THE PAPER BAG PRINCESS read aloud lessons
THE PAPER BAG PRINCESS read aloud lessons
THE PAPER BAG PRINCESS read aloud lessons
THE PAPER BAG PRINCESS read aloud lessons
THE PAPER BAG PRINCESS read aloud lessons
File Type

Zip

(7 MB|38 pages)
Product Rating
Standards
  • Product Description
  • StandardsNEW

THE PAPER BAG PRINCESS by Robert Munsch’s book will provide you with tons of reading comprehension, vocabulary, and writing prompts to complement the story.

IN ADDITION TO ALL OF THE CCSS, TEKS, and VA SOL STANDARDS LISTED BELOW THAT ARE COVERED IN EACH OF THE STARTS WITH A STORY BOOK COMPANIONS, THIS PRINT AND GO ACTIVITY PACKET FOCUSES ON THE FOLLOWING:

► READING SKILLS & STRATEGIES:

  • MAKING PREDICTIONS
  • SUMMARIZE / RETELL
  • ANALYZING CHARACTER
  • ASK AND ANSWER QUESTIONS
  • SEQUENCING
  • CAUSE AND EFFECT
  • AUTHOR’S PURPOSE

► SOCIAL EMOTIONAL LEARNING SKILLS:

  • SELF ESTEEM
  • BEING RESPECTFUL

► GRAMMAR & LANGUAGE TOPICS:

  • ACTION VERBS
  • SUFFIXES
  • QUOTATIONS MARKS
  • SHADES OF MEANING

◼️◼️◼️◼️◼️◼️ A SUMMARY OF THE BOOK ◼️◼️◼️◼️◼️◼️

The Paper Bag Princess, is about a princess named Elizabeth. She lives in a castle, wears expensive princess clothes, and is going to marry Prince Ronald. That is, until a dragon comes and smashes the castle, burns her clothes, and carries Prince Ronald to a cave. Having only a paper bag to wear, Elizabeth chases after the dragon to save her prince.

When she gets to the cave, Elizabeth tricks the dragon into using all of his fire, and becoming so exhausted that he falls asleep. When Elizabeth enters the cave and saves Prince Ronald, his reaction is not what she expected. Instead of saying thank you, he tells her that she looks like a mess. Elizabeth tells him that he even though he is a prince he is behaving like a toad, and decides that she doesn’t need him anyways.

◼️◼️◼️◼️◼️◼️ WHAT IS INCLUDED? ◼️◼️◼️◼️◼️◼️

EVERYONE OF OUR STARTS WITH A STORY BOOK COMPANIONS COMES WITH ALL OF THE FOLLOWING PRINTABLES...

Summary of the Book

Vocabulary Words with Kid-Friendly Definitions

Text-Based Discussion Questions Categorized by Reading Strategy / Skill

30 Writing Prompts Inspired by the Book (3 prompts each for the following...)

  • narrative
  • persuasive / opinion
  • descriptive
  • expository / informative
  • creative / story writing
  • procedure / how-to
  • list making
  • letter / postcard writing
  • poem
  • book reviews

Grammar Topics the Book Lends Itself to Teaching

Selected Focus Sentences with Identified Teaching Points

Social Emotional Learning Lesson Ideas and Discussion Topics Based on Events in the Story

A Teacher-Note Taking and Planning Page Specific to the Book

❾ 17 No-Prep Student Activities

➜ 2 Vocabulary Activities

  • Vocabulary Booklet for Students to Define, Illustrate, and Write the Word in a Sentence
  • Word Mapping for Students to Identify Words that Relate

➜ Making Words Activity Page (use any word from the book)

➜ Focus Sentence (copy work, identifying elements of the sentence, rewriting)

➜ Design a New Book Cover

➜ Predicting Activity (primary-ruled and wider-ruled versions)

➜ 2 Sequencing Activities

  • First → Next → Then → Last
  • Beginning → Middle → End

➜ Story Mapping

➜ 2 Character Trait Activities

  • Listing Traits
  • Identifying a Trait and Citing Evidence from the Text to Support It

➜ Summarizing (Somebody → Wanted → But → Then → Finally)

➜ Comparing and Contrasting (using a Venn Diagram)

➜ Cause and Effect

➜ Visualization

➜ Making Connections

➜ Thematic Writing Paper (Use with the Writing Prompts...Makes a Great Bulletin Board)

◼️◼️◼️◼️◼️ REASONS YOU WILL BE HAPPY TO HAVE THIS RESOURCE ◼️◼️◼️◼️◼️

TEACHERS LIKE YOU LOVE IT BECAUSE

❤ It includes lots of questions that can be used for discussions, literature circles, or as reader response prompts. The questions are categorized by reading strategy / skill which makes it easy for planning lessons.

❤ Teachers know the value of read aloud, but often feel they need to justify the time spent reading to their students (especially in the older grades). This resource makes it easy to add extra value and extensions.

❤ There is a lot to choose from. You probably won't get to all the activities, but how awesome is it to have them all at your fingertips.

❤ They make great sub plans!

❤ They are great for reader's workshop, small groups, independent work, literacy centers, writer's workshop, RTI, and more.

◼️◼️◼️◼️◼️◼️ 3 PROBLEMS THIS RESOURCE WILL SOLVE FOR YOU ◼️◼️◼️◼️◼️◼️

➊ Differentiation / Modification: The activities were intentionally designed in a manner that enables you to have all your students working on the same activity, but modified if needed.

➋ A Lack of Time: You're busy and stretched thin! We've done most of the work for you. There is plenty of room for your personal touch, but we have put the work in our end with the goal of making your job easier.

➌ Being Able to Informally Assess Your Students: When it comes to reading, we HATE standardized testing and test prep that sucks the joy out of books. These activities will help you to understand how your students think as readers, show you where they need additional practice, and provide you with the tools to support them.

DO YOU HAVE A QUESTION?

Email me at jodi@clutter-freeclassroom.com to get your answer.

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Follow my TpT Store to receive notification of new resources as soon as they're added.

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◼️◼️◼️◼️◼️◼️ STANDARDS- BASED ALIGNMENT ◼️◼️◼️◼️◼️◼️

There are lessons and activities in this resource that align with all of the following…

⚫⚫⚫⚫⚫⚫ COMMON CORE STATE STANDARDS ( CCSS ) ⚫⚫⚫⚫⚫⚫⚫

FIRST GRADE

  • READING LITERATURE: CCSS.RL.1.1 - CCSS.RL.1.2 - CCSS.RL.1.3 - CCSS.RL.1.4 - CCSS.RL.1.7 - CCSS.RL.1.9
  • READING FOUNDATIONAL SKILLS: CCSS.RF.1.1 - CCSS.RF.1.1a
  • WRITING: CCSS.W.1.1 - CCSS.W.1.2 - CCSS.W.1.3 - CCSS.W.1.5 
  • LANGUAGE: CCSS.L.1.1 - CCSS.L.1.1a - CCSS.L.1.1b - CCSS.L.1.1c - CCSS.L.1.1e CCSS.L.1.1f - CCSS.L.1.1h - CCSS.L.1.2a - CCSS.L.1.2b - CCSS.L.1.2d - CCSS.L.1.2e - CCSS.L.1.5c - CCSS.L.1.6     
  • SPEAKING AND LISTENING: CCSS.SL.1.1 - CCSS.SL.1.1a - CCSS.SL.1.1b - CCSS.SL.1.1c - CCSS.SL.1.2

SECOND GRADE

  • READING LITERATURE: CCSS.RL.2.1 - CCSS.RL.2.2 - CCSS.RL.2.3 - CCSS.RL.2.5 CCSS.RL.2.6 - CCSS.RL.2.7 - CCSS.RL.2.9
  • READING FOUNDATIONAL SKILLS: RF.2.3 - RF.2.4.c
  • WRITING: CCSS.W.2.1 - CCSS.W.2.2 - CCSS.W.2.3 - CCSS.W.2.5
  • LANGUAGE: CCSS.L.2.1 - CCSS.L.2.1e - CCSS.L.2.3 - CCSS.L.2.4a - CCSS.L.2.6     
  • SPEAKING AND LISTENING: CCSS.SL.2.1 - CCSS.SL.2.1a - CCSS.SL.2.1b - CCSS.SL.2.1c - CCSS.SL.2.2 - CCSS.SL.2.3     

THIRD GRADE

  • READING LITERATURE: CCSS.RL.3.1 - CCSS.RL.3.2 - CCSS.RL.3.3 - CCSS.RL.3.4 CCSS.RL.3.5 - CCSS.RL.3.6 - CCSS.RL.3.7 - CCSS.RL.3.9
  • READING FOUNDATIONAL SKILLS: RF.2.3 - RF.2.4c
  • WRITING: CCSS.W.3.1 - CCSS.W.3.2 - CCSS.W.3.3 - CCSS.W.3.4 - CCSS.W.3.5 CCSS.W.3.10 CCSS.W.3.1a - CCSS.W.3.1b - CCSS.W.3.1c - CCSS.W.3.1d - CCSS.W.3.2a CCSS.W.3.2b - CCSS.W.3.2c - CCSS.W.3.2d - CCSS.W.3.3a - CCSS.W.3.3b - CCSS.W.3.3c - CCSS.W.3.3d
  • LANGUAGE: CCSS.L.3.1   
  • SPEAKING AND LISTENING: CCSS.SL.3.2 - CCSS.SL.3.3 - CCSS.SL.3.4 

CCSS ANCHOR STANDARDS (ALL GRADES)

  • LANGUAGECCSS.CCRA.L.1 - CCSS.CCRA.L.2     
  • READING: CCSS.CCRA.R.1 - CCSS.CCRA.R.2 - CCSS.CCRA.R.3 - CCSS.CCRA.R.4 - CCSS.CCRA.R.9     
  • SPEAKING AND LISTENING: CCSS.CCRA.SL.1 - CCSS.CCRA.SL.4  
  • ANCHOR STANDARDS FOR WRITING: CCSS.CCRA.W.1 - CCSS.CCRA.W.2 CCSS.CCRA.W.3 - CCSS.CCRA.W.4 - CCSS.CCRA.W.5 - CCSS.CCRA.W.10  

⚫⚫⚫⚫⚫ TEXAS ESSENTIAL KNOWLEDGE and SKILLS ( TEKS ) ⚫⚫⚫⚫⚫

FIRST GRADE

  • DEVELOPING AND SUSTAINING FOUNDATIONAL LANGUAGE SKILLS: TEKS.1.1.C     TEKS.1.1.D - TEKS.1.1.A - TEKS.1.12.C.iii - TEKS.1.12.C.iv - TEKS.1.13.B
  • AUTHOR’S PURPOSE AND CRAFT: TEKS.1.10.A - TEKS.1.10.B - TEKS.1.10.C - TEKS.1.10.D
  • COMPOSITION: TEKS1.11.A - TEKS.1.11.B.i - TEKS.1.11.B.ii - TEKS.1.11.D.ix - TEKS.1.11.x TEKS.1.11.E - TEKS.1.12.A - TEKS.1.12.B - TEKS.1.12.C
  • COMPREHENSION SKILLS: TEKS.1.6.B - TEKS.1.6.C - TEKS.1.6.D - TEKS.1.6.E - TEKS.1.6.F
  • RESPONSE SKILLS: TEKS1.7.A - TEKS1.7.B - TEKS1.7.C - TEKS1.7.D - TEKS1.7.E - TEKS1.7.F
  • MULTIPLE GENRES: TEKS1.8.A - TEKS1.8.B - TEKS1.8.C - TEKS1.8.D

SECOND GRADE

  • DEVELOPING AND SUSTAINING FOUNDATIONAL LANGUAGE SKILLS: TEKS.2.1.A - TEKS.2.1.C - TEKS.2.1.D - TEKS.2.1.E - TEKS.2.3.B
  • AUTHOR’S PURPOSE AND CRAFT: TEKS2.10.A - TEKS2.10.B - TEKS2.10.C
  • COMPOSITION: TEKS.2.11.A - TEKS.2.11.D.xi - TEKS.2.11.E - TEKS.2.12.A - TEKS.2.12.B - TEKS.2.12.C
  • COMPREHENSION SKILLS: TEKS.2.6.B - TEKS.2.6.C - TEKS.2.6.D - TEKS.2.6.E - TEKS.2.6.F - TEKS.2.6.G - TEKS.2.6.H
  • RESPONSE SKILLS: TEKS.2.7.A - TEKS.2.7.C - TEKS.2.7.D - TEKS.2.7.E - TEKS.2.7.F
  • MULTIPLE GENRES: TEKS.2.8.B - TEKS.2.8.C - TEKS.2.8.D

THIRD GRADE

  • DEVELOPING AND SUSTAINING FOUNDATIONAL LANGUAGE SKILLS: TEKS.3 .1.A     TEKS.3.1.C - TEKS.3.1.D - TEKS.3.1.E - TEKS.3.3.B
  • AUTHOR’S PURPOSE AND CRAFT: TEKS3.10.A - TEKS3.10.B - TEKS3.10.C
  • COMPOSITION: TEKS.3.11.A - TEKS.3.11.D.xi - TEKS.3.11.E - TEKS.3.12.A - TEKS.3.12.B - TEKS.3.12.C
  • COMPREHENSION SKILLS: TEKS.3.6.B - TEKS.3.6.C - TEKS.3.6.D - TEKS.3.6.E - TEKS.3.6.F - TEKS.3.6.G - TEKS.3.6.H
  • RESPONSE SKILLS: TEKS.3.7.A - TEKS.3.7.C - TEKS.3.7.D - TEKS.3.7.E - TEKS.3.7.F
  • MULTIPLE GENRES: TEKS.3.8.B - TEKS.3.8.C - TEKS.3.8.D

⚫⚫⚫⚫⚫ THE STANDARDS OF LEARNING ( SOL ) FOR VIRGINIA ⚫⚫⚫⚫⚫

FIRST GRADE

  • COMMUNICATION AND MULTIMODAL LITERACIES: VA SOL.CM.1.1.a - VA SOL.CM.1.1.b VA SOL.CM.1.1.c - VA SOL.CM.1.1.d - VA SOL.CM.1.1.e - VA SOL.CM.1.1.f - VA SOL.CM.1.1.g VA SOL.CM.1.1.j - VA SOL.CM.1.1.k - VA SOL.CM.1.1.l - VA SOL.CM.1.2.a - VA SOL.CM.1.2.b
  • READING: VA SOL.R.1.10.b - VA SOL.R.1.5.h - VA SOL.R.1.6.c - VA SOL.R.1.7.a - VA SOL.R.1.7.b - VA SOL.R.1.7.c - VA SOL.R.1.7.d - R.1.9.b - R.1.9.c - R.1.9.d - R.1.9.e - R.1.9.f - R.1.9.g
  • WRITING: VA SOL.W.1.11.a - VA SOL.W.1.11.b - VA SOL.W.12.a - VA SOL.W.12.c - VA SOL.W.12.e - VA SOL.W.12.f - VA SOL.W.12.g - VA SOL.W.12.h - VA SOL.W.13.a - VA SOL.W.13.b - VA SOL.W.13.c

SECOND  GRADE

  • COMMUNICATION AND MULTIMODAL LITERACIES: VA SOL.CM.2.1.a - VA SOL.CM.2.1.b - VA SOL.CM.2.1.c - VA SOL.CM.2.1.d - VA SOL.CM.2.1. - VA SOL.CM.2.11.9
  • READING: VA SOL.R.2.5.a - VA SOL.R.2.5.b - VA SOL.R.2.7.a - VA SOL.R.2.7.b - VA SOL.R.2.7.c - VA SOL.R.2.7.d - VA SOL.R.2.7.e - VA SOL.R.2.7.g - VA SOL.R.2.7.h - VA SOL.R.2.8.b - VA SOL.R.2.8.c - VA SOL.R.2.8.d - VA SOL.R.2.8.e
  • WRITING: VA SOL.W.2.10.a - VA SOL.W.2.10.b - VA SOL.W.2.10.c - VA SOL.W.2.10.d - VA SOL.W.2.10.e - VA SOL.W.2.10.g - VA SOL.W.2.10.h - VA SOL.W.2.10.i

THIRD GRADE

  • COMMUNICATION AND MULTIMODAL LITERACIES: VA SOL.CM.3.1.a - VA SOL.CM.3.1.c - VA SOL.CM.3.1.d - VA SOL.CM.3.1.e - VA SOL.CM.3.1.f - VA SOL.CM.3.1.g   - VA SOL.CM.3.1.h
  • READING: VA SOL.R.3.4.c - VA SOL.R.3.4.d - VA SOL.R.3.4.e - VA SOL.R.3.5.a - VA SOL.R.3.5.b - VA SOL.R.3.5.c - VA SOL.R.3.5.d - VA SOL.R.3.5.e - VA SOL.R.3.5.g - VA SOL.R.3.5.h - VA SOL.R.3.5.i
  • WRITING: VA SOL.W.3.8.a - VA SOL.W.3.8.b - VA SOL.W.3.8.c - VA SOL.W.3.8.d - VA SOL.W.3.8.e - VA SOL.W.3.8.f - VA SOL.W.3.8.g - VA SOL.W.3.8.h - VA SOL.W.3.8.i - VA SOL.W.3.9.k

BE SURE TO CHECK OUT ALL OF THE STARTS WITH A STORY BOOK COMPANIONS:

Log in to see state-specific standards (only available in the US).
Provide a sense of closure.
Use temporal words and phrases to signal event order.
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
Provide a concluding statement or section.
Total Pages
38 pages
Answer Key
N/A
Teaching Duration
1 Week
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