Lesson Plan--Week 1
Briefly introduce ourselves and what our plans are for book club.
Get to know the kids—There will be two separate age groups for this as our club is quite large (but is composed of kindergarteners and 1st+ graders):
- Kindergarteners: This activity requires a big ball to pass around a circle. We will come up with a topic first (for example “Favorite animal”) and we pass the ball around the circle and when they have the ball the student has to say their name and favorite animal. Students will be required to pass the ball until every student has had a chance to answer the question at hand. We will continue this and transition into topics like “favorite book” or “favorite movie” to get a taste to see what the students like as far as content goes.
- 1st+ Graders: We will bring M&M’s, and each student in the group can take up to 6 M&M’s. Do not tell them anything to begin with other than that they can take up to 6 M&M’s and not to eat them yet. Once students are quietly sitting in a circle, explain that each different color represents a different fact to share about yourself. Here are the categories and topics that correlate:
o Red: What is the best book you have ever read?
o Blue: What is your favorite thing to do on the weekends?
o Yellow: What is your favorite movie?
o Green: If you could time travel, what year would you want to go to?
o Brown: WILD CARD! Tell us something interesting about yourself!
o Orange: What do you want to be when you grow up?
Students will each share their (most likely six, because which student would take less than 6 M&M’s when given the chance?J) facts about themselves.
We will ask the students to brainstorm a list of expectations for themselves. With some guidance, they will hopefully hit on all the bases that we have for our expectations. If they do not, then we will add the important ones to their list. This way they feel they have some power over how they conduct themselves. We will also lay some ground rules as far as bathroom procedure, and attention getters.
If we have more time we can…
- If we are able to go outside, we can play outdoor games such as “Human rock, paper, scissors,” “Red Light, Green Light,” or “Everybody’s It.”
- If we are unable to go outside, we will play indoor games such as “Telephone,” “Heads-up, Seven Up,” “Poison Dart Frog,” or “Who did it?”
Lesson Plan--Week 2
Common Core Standard(s):
CSS.ELA-LITERACY.RL.1.9 “Compare and contrast the adventures and experiences of characters in stories.”
Conceptual Framework:
Content: Demonstrates understanding of the central concepts and structures of the discipline by having an engaging extension activity.
Pedagogy: Differentiates instructional strategies encouraging the development of conceptual understanding, modifying material as needed based on student needs
Diversity: Selects age-appropriate content by understanding child development and the stages of understanding
Assessment: Uses a variety of assessments that are appropriate for the learning outcomes being evaluated by asking students questions while reading or engaging in the activity
Materials Needed:
· The Three Little Pigs’ Sledding Adventure written by Stephen Krensky and illustrated by Michele Shortley
· Rolling Things Kit provided by Jan Marx.
Instructional Procedures:
Introduction/Attention-Getter: While leading the students into the gym, in order to keep them in line and quiet, we will pretend that we are “secret agents” (this requires students to place their hand at their sides on the wall and remain completely silent as “we don’t want anyone to know that we are here”)
Main Part of Lesson: We will sit the group down in the gym and have them position themselves to where they can see the book. Once they are quiet, one instructor will begin reading from the big book while the other sets up the Rolling Things Kit on the other side of the gym. While reading from the book one instructor will pause on certain pages and ask the students what they predict will happen next.
Engaging Extension Activity: Once we are done reading the book, we will bring the students over to where the kit is set up on the other side of the gym and explain the concepts of the activity. We will show the students the three possible cars that they will be testing and how to use the ramp that is set up. Once they understand the activity, we will have the students run around the gym and when they hear us clap four times to get in a group of four.
Then we will have the students start a game of tag with one student pretending to be the wolf. One instructor will be supervising the group while the other pulls groups of two students at a time to complete the activity with the kit.
The activity with the kit will require students to place a block at the end of the ramp and then measure how far the block moves when struck by each of the cars. The students will be able to change the height of the ramp and note how that affects how far the block moves. Each group of students will have a tape measure and worksheet to write down their results. (Pictures of Activity set-up provided below)
Closure: We will host a discussion once all groups have rotated through about what they observed with respect to the height of the ramp and the distance that the crash block traveled.
How will you know whether students understand the Common Core Standard?
We will question the students on how the book relates to the activities that they are completing.
What will you do if students did not understand the Common Core Standard?
Ask similar alternative questions or clarifying the original question.
Management Considerations:
The pairing of students may cause disagreements. If so, we will bring the teacher aids into help resolve conflicts.
Lesson Plan--Week 3
Common Core Standard(s): CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
Conceptual Framework:
Content: Demonstrates relevance to lives of learners by assisting students in making connections to their own lives when introducing material.
Pedagogy: Uses a variety of classroom management techniques to promote a positive environment by finding ways “to catch them being good.”
Diversity: Creates a learning environment that allows students to be socially and academically successful by making an effort to engage all students in the lesson
Assessment: Uses a variety of assessments that are appropriate for the learning outcomes being evaluated by monitoring student understanding and adjust instruction as necessary
Materials Needed: Rolling Things Kit, and A Big Guy Took My Ball by Mo Willems.
Instructional Procedures:
Introduction/Attention-Getter: While leading the students into the gym, in order to keep them in line and quiet, we will pretend that we are “secret agents” (this requires students to place their hand at their sides on the wall and remain completely silent as “we don’t want anyone to know that we are here”)
Main Part of Lesson: For the first half of the hour we will finish up our lesson from last week. Next, we will have the students gather in the gym center circle and sit down where they can see the book. If allowable, we could also bring the students into a smaller classroom for easier management of the reading circle. We will then read A Big Guy Took My Ball by Mo Willems. Afterwards, we will discuss if the students have ever experienced a similar experience as well as if they think elephant and piggy approached the situation in a correct manner and how the story might have been different if they had decided not to play with the whale.
Engaging Extension Activity: We did not finish our lesson last week so we will finish it this week. We will pick one of the groups of four that did not get to participate in both of the activities to go with Ms. Robertson to her activity. I will take the rest of the students to continue playing the tag game of wolf and pig. We will continue the rotation until all of the groups have participated in both activities.
The activity with the kit will require students to place a block at the end of the ramp and then measure how far the block moves when struck by each of the cars. The students will be able to change the height of the ramp and note how that affects how far the block moves. Each group of students will have a tape measure and worksheet to write down their results.
Closure:
How will you know whether students understand the Common Core Standard?
We will assess this based on the completeness of the students’ answers.
What will you do if students did not understand the Common Core Standard?
If they do not understand we will rephrase the questions in a simpler manner.
Management Considerations:
Hopefully the students will remember their groups from last week. If not, we will separate the students into groups of who have participated in both activities and who have not. From the group of who have not gone, we will then assign them into groups of four.
Lesson Plan--Week 4
Common Core Standard(s): CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson
Conceptual Framework:
Content: Demonstrates understanding of the central concepts and structures of the discipline by having an engaging extension activity.
Pedagogy: Employs effective communication techniques to enhance student understanding by speaking at a level that students in the class understand.
Diversity: Chooses content that reflects student interests and/or experiences, when possible, choosing content that is meaningful for students, promoting engagement.
Assessment: Uses a variety of assessments that are appropriate for the learning outcomes being evaluated by having students produce a final product to share.
Materials Needed:
Elmer the Elephant by David McKee, scissors, glue sticks, elephant shape cut-outs, and different colors of construction paper.
Instructional Procedures:
Introduction/Attention-Getter: While leading the students into the gym, in order to keep them in line and quiet, we will pretend that we are “secret agents” (this requires students to place their hand at their sides on the wall and remain completely silent as “we don’t want anyone to know that we are here”)
Main Part of Lesson: We will first lead the students into the gym and have them gather around the center circle. Once they are quiet and reply to our claps, we will begin reading Elmer the Elephant. At the end, we will ask the students what lesson they learned from the book.
Engaging Extension Activity: Once we are done reading and discussing, we will lead the students back into the lunchroom so they will have tables to work on. Before we hand out the supplies we will go over a brief safety lesson on working with scissors. We will give each student an elephant shape cut-out, a pair of scissors, 5 pages of different colored paper. and a glue stick. The students will be responsible for cutting out squares of different colors to paste on their elephant cut-out.
Closure:
How will you know whether students understand the Common Core Standard?
We will know this depending on how the students respond to the discussion that we have after the book.
What will you do if students did not understand the Common Core Standard?
If they do not, we will rephrase the questions or explain more.
Management Considerations:
We will need to consider that some students might act up while handling the scissors and that we may need to remove them from the group.
Lesson Plan--Week 5
Common Core Standard(s):
CCSS.ELA-LITERACY.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
Conceptual Framework:
Content: Demonstrates understanding of the central concepts and structures of the discipline by having an engaging extension activity,
Pedagogy: Incorporates student motivation for learning by finding ways to motivate and engage students throughout the lesson.
Diversity: Selects age-appropriate content by understanding child development and the stages of understanding.
Assessment: Uses assessment strategies to monitor student progress to modify teaching and learning by being able to explain how they determined students understood the Common Core Standard.
Materials Needed:
- Mirette on the High Wire by Emily Arnold McCully
- 40, 8 foot pieces of rope/yarn
- Tape
- A hula hoop
- Bean bags
- Frying Pan
Instructional Procedures:
Introduction/Attention-Getter:
While leading the students into the gym, in order to keep them in line and quiet, we will pretend that we are “secret agents” (this requires students to place their hand at their sides on the wall and remain completely silent as “we don’t want anyone to know that we are here”)
Main Part of Lesson:
We will first lead the students into the gym and have them gather around the center circle. Once they are quiet and reply to our claps, we will begin by going over some vocabulary words to listen for (devoured, vagabond, and wavering). We will then begin reading Mirette on the High Wire. While reading, there are some French words used (such as Monsieur) where we will pause and review this vocabulary and any of the other vocabulary words where they are throughout the text. Once we have finished the book we will review the words, as well as the setting of the book, and interesting events in the book.
Engaging Extension Activity:
After reading Mirette on the High Wire, the gym will be set up with yarn taped to the floor of the gym. Each student will need to choose their “tight rope.” We will challenge them in different ways. For example, walk on the tightrope sideways, backwards, walk it while swinging a hula hoop around your waist, walk it with your eyes closed, and in the book the man walks the tightrope and kneels down and makes eggs on a frying pan in the middle of the rope, so we will have them try that as well). If their foot falls off the string, then they have fallen off of their tightrope. Students will also get a chance for free choice to practice what the tricks they want on their tightrope. At the end of the time for practice we will ask if there are any students who wish to share a tightrope talent of theirs.
Closure:
After all tightrope walking is said and done, students will have to pick up their strings and pieces of tape and meet me at center circle. We will discuss what was easy, and what was more difficult. We will also discuss if we would be brave enough to walk a tightrope as Mirette was.
How will you know whether students understand the Common Core Standard?
Students will have to compare their experiences on their tightropes to Mirette’s experiences on her tightrope. They will be required to recall major events in the story and then compare and contrast their experiences. The students will have to discuss what worked and was easy for them to do, and what was slightly harder or really difficult for them.
What will you do if students did not understand the Common Core Standard?
If students are having a hard time with this, we can scaffold the questions and guide them to forming an answer. We will rephrase questions should there be confusion.
Management Considerations:
- Make sure that students are not rough housing while on ropes.
- There is one person to each rope. They have their own rope and they must remain on their own rope.
- Make sure to lay ground-rules before anyone gets anywhere near a rope on the ground (this includes no rough-housing, one person per rope, you stay near your rope and don’t interfere with anyone else’s tricks, we are respectful when others share their talents on the rope, and we don’t put anyone down—only encouragement).
- Establish signals for students to watch for in order for them to listen (may need to have a whistle depending on noise level).
Lesson Plan--Week 6
Common Core Standard(s): CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
Conceptual Framework:
Content: Demonstrates relevance to lives of learners by assisting students in making connections to their own lives when introducing material.
Pedagogy: Incorporates teaching strategies to strengthen students’ 21st century skills by encouraging creativity.
Diversity: Creates a learning environment that allows students to be socially and academically successful by making an effort to engage all students in the lesson.
Assessment: Uses a variety of assessments that are appropriate for the learning outcomes being evaluated by having students produce a final product to share
Materials Needed:
· The Adventures of Beekle: The Unimaginary Friend by Dan Santat
· Scissors
· Crayons
· Colored pencils
· Construction paper
· Glue sticks
Instructional Procedures:
Introduction/Attention-Getter: While leading the students into the gym, in order to keep them in line and quiet, we will pretend that we are “secret agents” (this requires students to place their hand at their sides on the wall and remain completely silent as “we don’t want anyone to know that we are here”)
Main Part of Lesson: After leading the students into the gym, we will have them gather in the center circle and sit where they can see us. Once they are quiet and reply to our claps, we will begin reading The Adventures of Beekle: The Unimaginary Friend.
Engaging Extension Activity: When done reading, we will lead the students over to the tables on one side of the gym where we will have the art materials set up. We will then explain to the students that they will be creating their own imaginary friend out of the materials provided. They can choose to cut and paste or draw their character, or do a little bit of both. They will be required to name their new imaginary friends and explain what they like to do, what they like to eat, etc.
Closure: We will arrange the students in a circle so they can all see each other and then, one at a time, we will have the students share their artwork to the entire group. While doing this we will make sure the rest of the children in the circle are being quiet and respectful.
How will you know whether students understand the Common Core Standard?
When we have the students arranged in a circle to share their artwork we will also ask them how the illustrations and wording of the text influenced how they designed their character.
What will you do if students did not understand the Common Core Standard?
If students are having a hard time with this, we can scaffold the questions and guide them to forming an answer. We will rephrase questions should there be confusion.
Management Considerations: Safety with the scissors and not fighting over supplies.
Briefly introduce ourselves and what our plans are for book club.
Get to know the kids—There will be two separate age groups for this as our club is quite large (but is composed of kindergarteners and 1st+ graders):
- Kindergarteners: This activity requires a big ball to pass around a circle. We will come up with a topic first (for example “Favorite animal”) and we pass the ball around the circle and when they have the ball the student has to say their name and favorite animal. Students will be required to pass the ball until every student has had a chance to answer the question at hand. We will continue this and transition into topics like “favorite book” or “favorite movie” to get a taste to see what the students like as far as content goes.
- 1st+ Graders: We will bring M&M’s, and each student in the group can take up to 6 M&M’s. Do not tell them anything to begin with other than that they can take up to 6 M&M’s and not to eat them yet. Once students are quietly sitting in a circle, explain that each different color represents a different fact to share about yourself. Here are the categories and topics that correlate:
o Red: What is the best book you have ever read?
o Blue: What is your favorite thing to do on the weekends?
o Yellow: What is your favorite movie?
o Green: If you could time travel, what year would you want to go to?
o Brown: WILD CARD! Tell us something interesting about yourself!
o Orange: What do you want to be when you grow up?
Students will each share their (most likely six, because which student would take less than 6 M&M’s when given the chance?J) facts about themselves.
We will ask the students to brainstorm a list of expectations for themselves. With some guidance, they will hopefully hit on all the bases that we have for our expectations. If they do not, then we will add the important ones to their list. This way they feel they have some power over how they conduct themselves. We will also lay some ground rules as far as bathroom procedure, and attention getters.
If we have more time we can…
- If we are able to go outside, we can play outdoor games such as “Human rock, paper, scissors,” “Red Light, Green Light,” or “Everybody’s It.”
- If we are unable to go outside, we will play indoor games such as “Telephone,” “Heads-up, Seven Up,” “Poison Dart Frog,” or “Who did it?”
Lesson Plan--Week 2
Common Core Standard(s):
CSS.ELA-LITERACY.RL.1.9 “Compare and contrast the adventures and experiences of characters in stories.”
Conceptual Framework:
Content: Demonstrates understanding of the central concepts and structures of the discipline by having an engaging extension activity.
Pedagogy: Differentiates instructional strategies encouraging the development of conceptual understanding, modifying material as needed based on student needs
Diversity: Selects age-appropriate content by understanding child development and the stages of understanding
Assessment: Uses a variety of assessments that are appropriate for the learning outcomes being evaluated by asking students questions while reading or engaging in the activity
Materials Needed:
· The Three Little Pigs’ Sledding Adventure written by Stephen Krensky and illustrated by Michele Shortley
· Rolling Things Kit provided by Jan Marx.
Instructional Procedures:
Introduction/Attention-Getter: While leading the students into the gym, in order to keep them in line and quiet, we will pretend that we are “secret agents” (this requires students to place their hand at their sides on the wall and remain completely silent as “we don’t want anyone to know that we are here”)
Main Part of Lesson: We will sit the group down in the gym and have them position themselves to where they can see the book. Once they are quiet, one instructor will begin reading from the big book while the other sets up the Rolling Things Kit on the other side of the gym. While reading from the book one instructor will pause on certain pages and ask the students what they predict will happen next.
Engaging Extension Activity: Once we are done reading the book, we will bring the students over to where the kit is set up on the other side of the gym and explain the concepts of the activity. We will show the students the three possible cars that they will be testing and how to use the ramp that is set up. Once they understand the activity, we will have the students run around the gym and when they hear us clap four times to get in a group of four.
Then we will have the students start a game of tag with one student pretending to be the wolf. One instructor will be supervising the group while the other pulls groups of two students at a time to complete the activity with the kit.
The activity with the kit will require students to place a block at the end of the ramp and then measure how far the block moves when struck by each of the cars. The students will be able to change the height of the ramp and note how that affects how far the block moves. Each group of students will have a tape measure and worksheet to write down their results. (Pictures of Activity set-up provided below)
Closure: We will host a discussion once all groups have rotated through about what they observed with respect to the height of the ramp and the distance that the crash block traveled.
How will you know whether students understand the Common Core Standard?
We will question the students on how the book relates to the activities that they are completing.
What will you do if students did not understand the Common Core Standard?
Ask similar alternative questions or clarifying the original question.
Management Considerations:
The pairing of students may cause disagreements. If so, we will bring the teacher aids into help resolve conflicts.
Lesson Plan--Week 3
Common Core Standard(s): CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
Conceptual Framework:
Content: Demonstrates relevance to lives of learners by assisting students in making connections to their own lives when introducing material.
Pedagogy: Uses a variety of classroom management techniques to promote a positive environment by finding ways “to catch them being good.”
Diversity: Creates a learning environment that allows students to be socially and academically successful by making an effort to engage all students in the lesson
Assessment: Uses a variety of assessments that are appropriate for the learning outcomes being evaluated by monitoring student understanding and adjust instruction as necessary
Materials Needed: Rolling Things Kit, and A Big Guy Took My Ball by Mo Willems.
Instructional Procedures:
Introduction/Attention-Getter: While leading the students into the gym, in order to keep them in line and quiet, we will pretend that we are “secret agents” (this requires students to place their hand at their sides on the wall and remain completely silent as “we don’t want anyone to know that we are here”)
Main Part of Lesson: For the first half of the hour we will finish up our lesson from last week. Next, we will have the students gather in the gym center circle and sit down where they can see the book. If allowable, we could also bring the students into a smaller classroom for easier management of the reading circle. We will then read A Big Guy Took My Ball by Mo Willems. Afterwards, we will discuss if the students have ever experienced a similar experience as well as if they think elephant and piggy approached the situation in a correct manner and how the story might have been different if they had decided not to play with the whale.
Engaging Extension Activity: We did not finish our lesson last week so we will finish it this week. We will pick one of the groups of four that did not get to participate in both of the activities to go with Ms. Robertson to her activity. I will take the rest of the students to continue playing the tag game of wolf and pig. We will continue the rotation until all of the groups have participated in both activities.
The activity with the kit will require students to place a block at the end of the ramp and then measure how far the block moves when struck by each of the cars. The students will be able to change the height of the ramp and note how that affects how far the block moves. Each group of students will have a tape measure and worksheet to write down their results.
Closure:
How will you know whether students understand the Common Core Standard?
We will assess this based on the completeness of the students’ answers.
What will you do if students did not understand the Common Core Standard?
If they do not understand we will rephrase the questions in a simpler manner.
Management Considerations:
Hopefully the students will remember their groups from last week. If not, we will separate the students into groups of who have participated in both activities and who have not. From the group of who have not gone, we will then assign them into groups of four.
Lesson Plan--Week 4
Common Core Standard(s): CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson
Conceptual Framework:
Content: Demonstrates understanding of the central concepts and structures of the discipline by having an engaging extension activity.
Pedagogy: Employs effective communication techniques to enhance student understanding by speaking at a level that students in the class understand.
Diversity: Chooses content that reflects student interests and/or experiences, when possible, choosing content that is meaningful for students, promoting engagement.
Assessment: Uses a variety of assessments that are appropriate for the learning outcomes being evaluated by having students produce a final product to share.
Materials Needed:
Elmer the Elephant by David McKee, scissors, glue sticks, elephant shape cut-outs, and different colors of construction paper.
Instructional Procedures:
Introduction/Attention-Getter: While leading the students into the gym, in order to keep them in line and quiet, we will pretend that we are “secret agents” (this requires students to place their hand at their sides on the wall and remain completely silent as “we don’t want anyone to know that we are here”)
Main Part of Lesson: We will first lead the students into the gym and have them gather around the center circle. Once they are quiet and reply to our claps, we will begin reading Elmer the Elephant. At the end, we will ask the students what lesson they learned from the book.
Engaging Extension Activity: Once we are done reading and discussing, we will lead the students back into the lunchroom so they will have tables to work on. Before we hand out the supplies we will go over a brief safety lesson on working with scissors. We will give each student an elephant shape cut-out, a pair of scissors, 5 pages of different colored paper. and a glue stick. The students will be responsible for cutting out squares of different colors to paste on their elephant cut-out.
Closure:
How will you know whether students understand the Common Core Standard?
We will know this depending on how the students respond to the discussion that we have after the book.
What will you do if students did not understand the Common Core Standard?
If they do not, we will rephrase the questions or explain more.
Management Considerations:
We will need to consider that some students might act up while handling the scissors and that we may need to remove them from the group.
Lesson Plan--Week 5
Common Core Standard(s):
CCSS.ELA-LITERACY.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
Conceptual Framework:
Content: Demonstrates understanding of the central concepts and structures of the discipline by having an engaging extension activity,
Pedagogy: Incorporates student motivation for learning by finding ways to motivate and engage students throughout the lesson.
Diversity: Selects age-appropriate content by understanding child development and the stages of understanding.
Assessment: Uses assessment strategies to monitor student progress to modify teaching and learning by being able to explain how they determined students understood the Common Core Standard.
Materials Needed:
- Mirette on the High Wire by Emily Arnold McCully
- 40, 8 foot pieces of rope/yarn
- Tape
- A hula hoop
- Bean bags
- Frying Pan
Instructional Procedures:
Introduction/Attention-Getter:
While leading the students into the gym, in order to keep them in line and quiet, we will pretend that we are “secret agents” (this requires students to place their hand at their sides on the wall and remain completely silent as “we don’t want anyone to know that we are here”)
Main Part of Lesson:
We will first lead the students into the gym and have them gather around the center circle. Once they are quiet and reply to our claps, we will begin by going over some vocabulary words to listen for (devoured, vagabond, and wavering). We will then begin reading Mirette on the High Wire. While reading, there are some French words used (such as Monsieur) where we will pause and review this vocabulary and any of the other vocabulary words where they are throughout the text. Once we have finished the book we will review the words, as well as the setting of the book, and interesting events in the book.
Engaging Extension Activity:
After reading Mirette on the High Wire, the gym will be set up with yarn taped to the floor of the gym. Each student will need to choose their “tight rope.” We will challenge them in different ways. For example, walk on the tightrope sideways, backwards, walk it while swinging a hula hoop around your waist, walk it with your eyes closed, and in the book the man walks the tightrope and kneels down and makes eggs on a frying pan in the middle of the rope, so we will have them try that as well). If their foot falls off the string, then they have fallen off of their tightrope. Students will also get a chance for free choice to practice what the tricks they want on their tightrope. At the end of the time for practice we will ask if there are any students who wish to share a tightrope talent of theirs.
Closure:
After all tightrope walking is said and done, students will have to pick up their strings and pieces of tape and meet me at center circle. We will discuss what was easy, and what was more difficult. We will also discuss if we would be brave enough to walk a tightrope as Mirette was.
How will you know whether students understand the Common Core Standard?
Students will have to compare their experiences on their tightropes to Mirette’s experiences on her tightrope. They will be required to recall major events in the story and then compare and contrast their experiences. The students will have to discuss what worked and was easy for them to do, and what was slightly harder or really difficult for them.
What will you do if students did not understand the Common Core Standard?
If students are having a hard time with this, we can scaffold the questions and guide them to forming an answer. We will rephrase questions should there be confusion.
Management Considerations:
- Make sure that students are not rough housing while on ropes.
- There is one person to each rope. They have their own rope and they must remain on their own rope.
- Make sure to lay ground-rules before anyone gets anywhere near a rope on the ground (this includes no rough-housing, one person per rope, you stay near your rope and don’t interfere with anyone else’s tricks, we are respectful when others share their talents on the rope, and we don’t put anyone down—only encouragement).
- Establish signals for students to watch for in order for them to listen (may need to have a whistle depending on noise level).
Lesson Plan--Week 6
Common Core Standard(s): CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
Conceptual Framework:
Content: Demonstrates relevance to lives of learners by assisting students in making connections to their own lives when introducing material.
Pedagogy: Incorporates teaching strategies to strengthen students’ 21st century skills by encouraging creativity.
Diversity: Creates a learning environment that allows students to be socially and academically successful by making an effort to engage all students in the lesson.
Assessment: Uses a variety of assessments that are appropriate for the learning outcomes being evaluated by having students produce a final product to share
Materials Needed:
· The Adventures of Beekle: The Unimaginary Friend by Dan Santat
· Scissors
· Crayons
· Colored pencils
· Construction paper
· Glue sticks
Instructional Procedures:
Introduction/Attention-Getter: While leading the students into the gym, in order to keep them in line and quiet, we will pretend that we are “secret agents” (this requires students to place their hand at their sides on the wall and remain completely silent as “we don’t want anyone to know that we are here”)
Main Part of Lesson: After leading the students into the gym, we will have them gather in the center circle and sit where they can see us. Once they are quiet and reply to our claps, we will begin reading The Adventures of Beekle: The Unimaginary Friend.
Engaging Extension Activity: When done reading, we will lead the students over to the tables on one side of the gym where we will have the art materials set up. We will then explain to the students that they will be creating their own imaginary friend out of the materials provided. They can choose to cut and paste or draw their character, or do a little bit of both. They will be required to name their new imaginary friends and explain what they like to do, what they like to eat, etc.
Closure: We will arrange the students in a circle so they can all see each other and then, one at a time, we will have the students share their artwork to the entire group. While doing this we will make sure the rest of the children in the circle are being quiet and respectful.
How will you know whether students understand the Common Core Standard?
When we have the students arranged in a circle to share their artwork we will also ask them how the illustrations and wording of the text influenced how they designed their character.
What will you do if students did not understand the Common Core Standard?
If students are having a hard time with this, we can scaffold the questions and guide them to forming an answer. We will rephrase questions should there be confusion.
Management Considerations: Safety with the scissors and not fighting over supplies.