Lesson Plan - The Littles 5 1s6y3j

Lesson #5

Book Study: The Little’s

Date

Dec 3, 2014

Subject/Grade Level

Language Arts/ Grade 2

Time Duration

60 minutes

Unit

Teacher

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes: Specific Learning Outcomes:

1. Explore thoughts, ideas, feelings and experiences 2. Comprehend and respond personally and critically to oral, print and other media texts 3. Students will listen, speak, read, write, view and represent to manage ideas and information 1.1 Discover and Explore -Talk about how new ideas and information have changed previous understanding 2.1 Use Strategies and Cues -Use knowledge of the organizational structures of print and stories, such as book covers, titles, pictures, and typical beginnings, to construct and confirm meaning -Connect personal experiences and knowledge of words, sentences and story patterns from previous reading experiences to construct and confirm meaning 3.1 Plan and Focus -Relate personal knowledge to ideas and information in oral, print and other media texts

LEARNING OBJECTIVES Students will: 1. Write in their journals a time they were brave to help them make a personal connection to the story

ASSESSMENTS Observations:

Key Questions: Products/Performance s:

 Are the students talking about new ideas and information that has changed their previous understanding of the story?  Are the students able to think of a brave moment?  Are they able to make personal connections to the book?  When was there a time you were really brave?  Did you feel the same way that Lucy was feeling when she attacked the cat?  The students journal writing

LEARNING RESOURCES CONSULTED  The Little’s, by John Peterson

MATERIALS AND EQUIPMENT 

PROCEDURE Prior to lesson Attention Grabber Assessment of Prior Knowledge Expectations for Learning and Behaviour

Advance Organizer/Agenda

Check who the helping hands are Introduction Read chapters 8-9.

Time 10 min

Review the predictions from the day before.

5 min

Students will sit criss crossed and listen at the carpet. Praise the students who came to the carpet quickly and are sitting quietly. Warn students that if they do not listen, they will get one warning to either find a new spot or come sit at the front with you. If they move and still do not listen, they chose to come sit next to you. Write on the board: The date, The Little’s, I was brave when . . .

Transition to Body

Learning Activity #1

Teacher Notes: Assessments/ Differentiation

Consolidation of Learning:

From Students: To Students Transition To Next Lesson Sponge Activity/Activities

After reading chapter 9, talk to students about how brave Lucy was. Body Discussion: through the whole book Lucy talks about how scared she is of cats, and even said she would lock her self in her room until the mice went away. It took a lot of bravery to save Mr. Little. Have the students close their eyes and think about a time when they were really, really brave. Give the student one of your own examples to get them thinking. Then pull popsicle sticks and ask those students what they there brave moment was. Students will then be asked to write their bravest moment in their journals. Try to get 5 sentences in 20 minutes. Remind students, for COMICS, they can outline their speech bubble or action bubble in marker. Ask students to put a thumb up if they understand what they are supposed to do, a side ways thumb if they are unsure and a down wards thumb if they do not know. Have the students wait at the carpet if they are struggling to think of things. Ask the helping hands to hand out the journals and then dismiss students by table groups. Assessment: Are students able to think of times when they were brave? Can they make a connection to the book? Are they writing in complete sentences Differentiation: Allow students to make a quick sketch first before they start drawing. If students struggle with spelling or thinking of ideas provide them with one-on-one help. Closure Give students a 2 minute warning at 7 minutes. Have students put their journals away and meet back at the carpet Have two students share what they wrote and make predications. Record them on the smart board. At the carpet, ask students to raise their thumbs if this helped them understand the book better, a side ways thumb if their unsure and a down wards thumb if it did not Provide praise and for students while they work. Put your journals away and stand at your desk and you will be dismissed to recess.

Time

30 min

Time 7 min

Work on their comics from the day before. If a large number of students get this done have them complete the “I like” cards

Reflections from the lesson

The first comment a student had after I finished chapter 9 was “Lucy was very brave when she attacked the cat,” this was a great transition. When thinking of a brave moment as a class, I was going to work with students in a small group who could not think of one. Instead, my TA helped provide examples, like when the school went swimming, which really helped the students who could not think of anything. I could have also had students turn to a friend and try to think of ideas on the carpet.