LessonPlan

= PLANNING = - Explain the difference between author and illustrator - Construct a book for the classroom which includes: cover, spine, back cover, & title page - Compose a book for the classroom to include both text and illustrations || Graphic Organizers - [|http://www.mindomo.com/view.htm?m=01b3dd0adcdf4ab8a92f23b19b0ecf06] Teacher Rubric - Student Rubric - || Challenge: Could you take the #2 level of proficient and reword those with a more positive twist. For example, change " I caused some distractions." to: I worked well most (or some) of the time.
 * Reading Comprehension Strategy || Main Idea - I don't think so. This seems to me to be a "making predictions" lesson. ||
 * Reading Development Level || Kindergarten ||
 * Instructional Strategies || Cooperative learning ||
 * Lesson Length || Two sessions ||
 * Purpose || Students will create a book in the pattern of __T__ __ here Was An Old Lady Who Swallowed a Fly __using the appropriate language for parts of a book. ||
 * Objectives || - Label parts of a book to include: cover, spine, back cover, & title page
 * Resources, Materials, and Equipment || Children’s Literature - __ There Was An Old Lady Who Swallowed a Fly __

Whenever we can we should accentuate the positive. ;-)

Materials - markers, "book" paper, card stock for covers, labels for parts of the book Equipment - SMARTboard Collaboration || The educators work as a team to model the use of vocabulary related to the parts of a book. Each teacher takes half the class for the big book lesson, allowing for smaller group interaction for the students. They model brainstorming and an organized thought process as students plan their big book stories. || **Standard:** 2 Draw Conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Listening and speaking
 * Assessment || Each educator will have a copy of the teacher rubric. Based on observations made during small group work, a rubric will be completed for each individual. Students will be guided through the completion of a self assessment, as well. ||
 * Standards || Reading and Writing
 * **Strand:** 2.1 Skills
 * **Objective:** 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings
 * §110.2. English Language Arts and Reading, Kindergarten.
 * (b) Knowledge and skills.
 * (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to:
 * (F) hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and
 * (G) identify different parts of a book (e.g., front and back covers, title page).
 * (4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:
 * (A) predict what might happen next in text based on the cover, title, and illustrations; and
 * (B) ask and respond to questions about texts read aloud.
 * §128.2. Spanish Language Arts (SLA) and English as a Second Language (ESL), Kindergarten.
 * (b) Knowledge and skills.
 * (5) Reading/print awareness. The student demonstrates knowledge of concepts of print. The following expectations apply to the second language learner at his/her level of proficiency in English. The student is expected to:
 * (B) know that print moves left-to-right across the page and top-to-bottom (K-1);
 * (H) recognize that different parts of a book such as cover, title page, and table of contents offer information (K-1).
 * (9) Reading/comprehension. The student uses a variety of strategies to comprehend selections read aloud. The following expectations apply to the second language learner at his/her level of proficiency
 * (A) use prior knowledge to anticipate meaning and make sense of texts (K-3);
 * (C) retell or act out the order of important events in stories (K-3).
 * **Standard:** 1 Inquire, think critically, and gain knowledge
 * **Strand:** 1.1 Skills
 * **Objective:** 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.9 Collaborate with others to broaden and deepen understanding.

Other content areas
 * **Standard:** 3 share knowledge and participate ethically and productively as members of our democratic society.
 * **Strand:** 3.1 Skills
 * **Objective:** 3.1.3 Use writing and speaking skills to communicate new understandings effectively.

||  || (day 2) || Motivation: Using the puppet of the old lady from the story "There was an Old Lady who Swallowed a Fly" students will take turns predicting what will come out of her belly or go into her belly using the prior knowledge they gained the day before. Divide the students into two groups and let the students know that each group will be creating a class book titled "There was a Kindergartern (Kindergartener) who Swallowed a _." They are to use one of the objects they brainstormed on the previous day as the object they are going to write about and draw themselves eating. Fun and enaging...
 * **Standard:** 4 Pursue personal and aesthetic growth
 * **Strand:** 4.1 Skills
 * **Objective:** 4.1.8 Use creative and artistic formats to express personal learning. ||
 * = Implementation =
 * Process

Student-friendly Objectives:
 * 1) Predict objects in the old ladies belly (lady's)
 * 2) Make a book
 * 3) Draw a picture that matches the text

Presentation: One educator will use the The Old Lady puppet have the students recall the items that went into the belly of the Old Lady (order doesn't matter). Next explain to the students that we have to get the objects/animals out of her belly prior to us telling the story. Ask the students what will they find first in her belly when they want to pull things out. The other educator will guide by thinking out loud in terms of largest to smallest because the story would be backwards. Next, students will have the chance to tell the story in the correct order using the puppet. Lastly for the whole group, review the school based objects that the students brainstormed on the previous day located on the SMARTboard. Now, divide the class in two groups of students, each educator will work with a group to help students compose and illustrate a class book using objects from the master brainstorming list.

What is the "main idea"? I keep having the thought that this is a "making predictions" lesson...

Student Practice Procedures: These should be in student-friendly language. Ideally, these would be posted in the room.
 * 1) Pick an object from the brainstorming list on the SMARTboard and cross it off the list
 * 2) Copy the predictive text and write the name of the object chosen
 * 3) Illustrate the page
 * 4) Conference with the educators to help self-assess using the rubric
 * 5) Read other books that follow the same patterning as the main story

Guided Practice: Each educator will monitor the students as they are writing and illustrating the page of the book. Make sure that the students are copying the predicted text correctly and watching the spelling and writing of the name of the object they choose from the brainstorming list on the SMARTboard. When the student finishes their page, they will meet with the educator to help the use the rubric to self assess their work and participation.

Closure : Bring the two groups back together and have the students in each group retell their stories by having each student read their own page. The group of students that is listening to the story can evaluate if the story is in the correct order according to the size of the object. Hurray for actively involving students in the closure.

Reflection : Can we really eat these objects? Would we really eat these objects? What would happen if we did eat these objects? What would be better choices to eat? Don't forget that the strategy must be part of the reflection. How did we use predictions to determine what would come next? (We used size as a criterion.) ||
 * Extensions || Learn about healthy eating habits; read about different animals and what they eat; read different versions of the __There Was An Old Lady__ stories and compare them

One of my favorite variants was written by my friend Jennifer Ward. Check it out on the Southwest Literature Web site: @http://southwestlit.com/pages/twc.html ||