Great Wolf and The Good Woodsman Written by Helen Hoover and Illustrated by Betsy Bowen A story about Christmas in the forest. Licensed Graphics LINK See also my FREE Wise Owl Factory Inferring Lesson for First Painter © 2011, Carolyn Wilhelm, Wise Owl Factory

In this lesson about The Great Wolf and the Good Woodsman, we will be using the reading strategy of inferring. Inferring is a thinking skill we use to figure out what the author of the story really means. What do the words really mean? Author + My Thinking = Inferring We can use the wonderful picture clues in this book, also.

The Author + My Thinking = Inferring Oh! I think... word, word, word...

Great Gray Wolf stood and looked at animals... Great Wolf was thinking he had no friends. “... he was feared by all the animals...” He would probably not be making any friends at all. The author says: Inferring: the author plus my thinking What does the story mean when we THINK about it?

The animals were waiting for their Christmas food from the Good Woodsman, but he didn't come out of the cabin!

"Why doesn't the Good Woodsman come out?" Something is wrong! Move me... Did you think of this answer? " I can run there -- " (said the deer)

“... a special gift to.. the Good Woodsman.” “... little chickadee flew around Great Wolf’s head, trying to frighten him away.” Did you infer this? The deer and other animals want to help the Good Woodsman. The animals were afraid of Great Wolf, and chickadee tried to help make him leave. What do these words from the story make you think?

“... before the animals could say a word, Great Wolf leaped away...” Great Wolf didn’t wait for an answer. He sprang into action. What was the author saying with these words? Move me... Did you infer this?

“He dropped his ax and ran for his rifle.” What was the author saying with these words? The man didn't know GreatWolf was helping. The man was scared! Move me...

What was the author saying with these words? “The dog caught his master’s pants leg in his teeth, and pulled toward the path.” The dog wanted the man to follow him! Did you think of this? ---Move Me---

“The dog barked at the Good Woodsman’s door...” What was the author saying with these words? The dog is saying, "Open the door!" You are getting so good at this, I bet you know what this says! ---Move Me---

“Perhaps one of my friends told him.” What was the author saying with these words? He fed his animal friends. So, maybe they would help him. I bet you can figure this out, too! Wow! What good inferring you are doing! ---Move Me---

“Great Wolf.. was filled with a great gladness for them….but... he grew lonelier than ever.” What was the author saying with these words? He doesn’t like being feare d all the time. Think hard to infer this sentence!

What was the author saying with these words? “... the Good Woodsman brought out a plate of meat.” Slowly Great Wolf stepped from the shadows. The Good Woodsman knew it was the wolf who helped him. Now Great Wolf is the one who is scared. What did you infer? ---Move Me---

What was the author saying with these words? “... listen very closely to the howling of a wolf on Christmas... Listen to a wolf howl and feel the warmth of Christmas. I think you will know this!

Attachments to this file, click on picture of PDF to open and print when in normal mode, not slide show mode: LINK See also my FREE Wise Owl Factory Inferring Lesson for First Painter

Non-fiction Reading & Inferring LESSON GOALS: Discuss file folders and how we learn to read for information. Review non-fiction conventions lesson and tell what we remember. Read non-fiction books written in a story format. Can we read and learn from these books, too? Select an animal page with at least 3 facts. Write a informational STORY that gives facts that are not simply a list. We can infer from reading nonfiction stories about animals. (multi-genre stories about animals with facts and a story line)

Minnesota Language Arts Standards:

I can use reading strategies to ask and answer questions about informational text. I can recall and use prior learning to prepare for reading. I can make simple inferences and draw and support conclusions. I can write or draw a response that shows comprehension of a story that has been read. I can relate texts to prior knowledge and experiences. I can read and listen to text representing non-fiction. I can write informative stories and use informal writing to record information or observations (post-its). Student I Can statements based on Minnesota standards:

Files Our brains like new learning. We "file" new information in our brains like computers file new information.

Have you ever noticed files on computers?

New Learning Misconceptions Our Schema, what we think we know When we learn, we already have some ideas about what we are going to learn. The new learning may correct some of our misconceptions. A shark is a fish sharks aren't fish sharks breathe through gills If a shark stops moving, it will die Sharks have rough skin they grow thousands of teeth

Information Page About Sharks, find five new facts to compare with prior learning.

New Learning Misconceptions A shark is a fish sharks aren't fish sharks breathe through gills If a shark stops moving, it will die Sharks have rough skin they grow thousands of teeth Schema, what we think we know: Learning about Sharks... compare what you thought you knew with your new learning. Did you find any misconceptions?

Beaver American Beaver (Castor canadensis) Our Schema, what we think we know...

Beaver dams are created as a protection against predators, such as coyotes, wolves and bears. Beavers always work at night and are prolific builders. They carry mud and stones with their fore-paws and timber between their teeth. A beaver lodge can be about 20 feet long. The beavers cover their lodges late every autumn with fresh mud. The mud freezes when the frost sets in. The mud becomes almost as hard as stone, so that neither wolves nor wolverines can get in. The lodge has underwater entrances. A very small amount of the lodge is actually used as a living area. Information adapted from Wikipedia, Photos from Wikipedia

The National Emblem of Canada It is depicted on the Canadian five-cent piece. It was on the first pictorial postage stamp issued in the Canadian colonies in As a national symbol, the beaver was chosen to be the mascot of the 1976 Summer Olympics. The Summer Olympics were held in Montreal. The beaver is also the symbol of many units and organizations within the Canadian Forces. Information adapted from Wikipedia, Photos from Wikipedia

Now, read a multi-genre book about an animal such as BEAVER AT LONG POND. Try inferring real facts from the story about beavers! Now, try writing your own story for your classmates to infer facts about your animal! PDF Sample Story, can you infer the facts?