Elementary+Lesson+Plans

**These lesson plans were created by the participants of a workshop at Arch Ford Educational Co-op during the summer of 2011.**
Lesson Title

Objective

Procedures

Technology Used

__**Compare and Contrast The Three Little Wolves and the Big Bad Pig and The True Story of the Three Little Pigs**__ In this lesson students will compare two stories, __The Three Little Wolves and the Big Bad Pig__ and __The True Story of the Three Little Pigs__. This lesson was designed to use within the media center for grades K-2. Teachers may adapt the lesson to use within their individual classroom. K.RL. 9 With prompting and support, students will compare and contrast the adventures and experiences of characters in familiar stories. 1.RL.9 Students will compare and contrast the adventures and experiences of characters in stories. 2.RL.9 Students will compare and contrast two or more versions of the same story by different authors or from different cultures. __The Three Little Wolves and the Big Bad Pig__ by Eugene Trivizas __The True Story of the Three Little Pigs__ by Jon Scieszka Smartboard or LCD Projector with computer access www.popplet.com Read aloud both texts, questioning and comparing as you share the stories. After reading both texts, use the Popplet website to guide students in creating a graphic organizer to comparing/contrasting the two stories. Teacher Observation
 * Overview**
 * Objectives**
 * 1) Students will describe the main idea and key details from text read aloud.
 * 2) Students will compare similarities and differences within the text read aloud.
 * Focus Standards**
 * Instructional Resources**
 * Procedures**
 * Assessment**

__**WildSelf Descriptive Writing**__ __**Objective:**__ **1.** Students will create a descriptive writing using effective technique, descriptive details, and clear event sequences. **2.** Students will share descriptive writing with appropriate facts, descriptive details, speaking clearly, and at an understandable pace.

__**Standard:**__ 3.W.3 3.SL. 4

__**Procedures:**__  Using the following website, __@http://buildyourwildself.com/__ , have students create a wild self following the prompts and print when finished. With completed pictures students will write a descriptive paragraph using effective technique, descriptive details, and clear event sequences based on their avatar. Once students have completed their writing, they can go into word and type up their completed story. These can then be shared with the class and displayed in the classroom.

__**Technology used:**__ Website: __[]__ Computer

Lesson Plan

**__ Grade __** : First **__Subject Area:__** Literacy/Technology

**__ Common Core Standard: __**

**__ 1.W.3 __** -Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal even order, and provide some sense of closure.

**__ 1.W.6- __** With guidance and support from adults, use a variety of digital tools to produce an publish writing, including in collaboration with peers.

**__ 1.RI.7 __** .- Use the illustrations and details in a text to describe its key ideas.

**__ Objectives: __**

The students will be able to create their own story using appropriate sequencing, temporal words, and a sense a closure using the website, www.storybird.com

**__ Resources/Materials: __**

www.storybird.com

Book- The True Story of the Three Little Pigs by Patricia Polacco

Sentence strips

Pocket chart

Activity sheet-Sequencing begging, middle, end

**__ Procedures: __**

__ Intro: __

To introduce this concept, I will read the story aloud. After reading, discuss the sequence of events. We will write the events on sentence strips and place the events in order in the pocket chart.

__ Activity: __

I will instruct the student to go to storybird.com. I have chosen 5-6 illustrations that we will create our own words using appropriately sequenced events with temporal words and a sense of closure.

__ Extension: __

Place a story book without words in a reading center and the students will create their own story using the illustrations. They will use appropriate sequence, temporal words, and a sense of closure.

__ Closure: __

To review the concepts learned today, the students will present their story to the class demonstrating appropriate sequence, temporal words, and a sense of closure.

__ Assessment: __

To assure that the students have learned what is intended, I will provide an activity sheet that measures their ability to appropriately sequence events using temporal words, and a sense of closure. (www.havefunteaching.com)

=<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">**Writing a Letter** =

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">**Overview** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In this lesson students will become familiar with the format of writing a letter. The students will also practice using commas in the greeting and closing of a letter. The teacher can read one of many books that are available to introduce/expose students to letter formats (i.e. Best Vacation Ever, A Letter to Amy, Dear Mrs. LaRue, I Wanna Iguana, First Year Letters, Dear Mr. Blueberry).

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">**Standard** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2.L.2 Use commas in greetings and closings of letters <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">**Instructional Resources** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The Book of Your Choice <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Use Smartboard and <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; vertical-align: baseline;">__Read Write Think Letter Generator t__ <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">o Introduce/Model writing a letter

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">**Procedures** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Read aloud the book that you chose. While reading the book aloud, draw attention to and discuss the format of the letters (specifically commas in greetings and closings). As a class, go step-by-step through the Letter Generator lesson provided above.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">**Assessment** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Teacher observation

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;">**Extension** <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">As the students become familiar with the format of a letter, let them begin writing letters on their own; eventually doing an independent letter on Letter Generator. It may be helpful to have the students write down their address for “homework” the night before they begin their independent letter.


 * Thunder Cake Lesson Plan**

Second Grade


 * Objective:** The Students will use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters.


 * Procedures**: The students will read the story Thunder Cake by Patricia Polacco. The students will create a story map that answers the following questions: 1. What does the character look like? 2. How does the character act? 3. How do other characters react to this character?


 * Technology Used**: @http://www.readwritethink.org/files/resources/interactives/storymap/index.html


 * Reading Standard:** 2.RL.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.


 * Closing:** Students will present their story map to the class.

This lesson can be used with Common Core Grade 2 Unit 6 Taking Care of Ourselves

. <span style="font-family: "Tahoma","sans-serif";">Lesson Title: A Colorful Time with Rhythm and Rhyme (Kindergarten-Unit 1) <span style="font-family: "Tahoma","sans-serif";">Objective: RF.K.2(a) Recognize and produce rhyming words <span style="font-family: "Tahoma","sans-serif";"> RL.K.5 Recognize common types of texts (storybooks, poems, etc.) <span style="font-family: "Tahoma","sans-serif";"> SL.K.1 Participate in collaborative conversations with diverse partners about <span style="font-family: "Tahoma","sans-serif";"> Kindergarten topics and texts with peers and adults in small and <span style="font-family: "Tahoma","sans-serif";"> larger groups. <span style="font-family: "Tahoma","sans-serif";"> W.K.1 Use a combination of drawing, dictating, and writing to compose <span style="font-family: "Tahoma","sans-serif";"> opinion pieces in which they tell a reader the topic or the name of <span style="font-family: "Tahoma","sans-serif";"> the book they are writing about and state an opinion or preference <span style="font-family: "Tahoma","sans-serif";"> about the topic or book (e.g., “My favorite type of text is…”) <span style="font-family: "Tahoma","sans-serif";"> L.K.5 With guidance and support from adults, explore word relationships <span style="font-family: "Tahoma","sans-serif";"> and nuances in word meanings. <span style="font-family: "Tahoma","sans-serif";">Procedures: __<span style="font-family: "Tahoma","sans-serif";">Circle Time __ <span style="font-family: "Tahoma","sans-serif";">Shared Reading: Read __Orange is a Carrot__; identify rhyming words (RF.K.2) and guide <span style="font-family: "Tahoma","sans-serif";"> students in using tagxedo to create “rhyming word tags” for the <span style="font-family: "Tahoma","sans-serif";"> rhyming words: orange (carrot shape), yellow (pear shape), purple <span style="font-family: "Tahoma","sans-serif";"> (plum shape), brown (bear shape), green (garden shape), blue <span style="font-family: "Tahoma","sans-serif";"> (cloud shape), black (witches’ hat shape), red (pie shape) <span style="font-family: "Tahoma","sans-serif";">*The shapes in parentheses are just suggestions…can come up with different ideas! <span style="font-family: "Tahoma","sans-serif";">“Orange is a Carrot” <span style="font-family: "Tahoma","sans-serif";">Orange is a carrot <span style="font-family: "Tahoma","sans-serif";">Yellow is a pear <span style="font-family: "Tahoma","sans-serif";">Purple is a plum <span style="font-family: "Tahoma","sans-serif";">Brown is a bear <span style="font-family: "Tahoma","sans-serif";">Green is the grass <span style="font-family: "Tahoma","sans-serif";">Blue is the sky <span style="font-family: "Tahoma","sans-serif";">Black is a witches’ hat <span style="font-family: "Tahoma","sans-serif";">Red is cherry pie! __<span style="font-family: "Tahoma","sans-serif";">Read Aloud Time __ <span style="font-family: "Tahoma","sans-serif";">Read __If Kisses Were Colors__. Compare/contrast two different types of test read today— <span style="font-family: "Tahoma","sans-serif";">Poem and Storybook. (RL.K.5) <span style="font-family: "Tahoma","sans-serif";">Activity: “Assignment Clock”—students get their blank clock and make appointments <span style="font-family: "Tahoma","sans-serif";">for 3, 6, 9 and 12 so they get to talk with 4 other students and discuss which type of <span style="font-family: "Tahoma","sans-serif";">text…poem or storybook…was their favorite and why. (SL.K.1) __<span style="font-family: "Tahoma","sans-serif";">Journal Writing __ <span style="font-family: "Tahoma","sans-serif";">Draw a picture of your favorite type of text and write why it is your favorite type. <span style="font-family: "Tahoma","sans-serif";">(W.K.1) __<span style="font-family: "Tahoma","sans-serif";">Science __ <span style="font-family: "Tahoma","sans-serif";">Activity: Review texts that were read today. Lead the students in “Carousel Questioning.” <span style="font-family: "Tahoma","sans-serif";">8 blank posters/sheets of butcher paper are located around the room that have a color word at <span style="font-family: "Tahoma","sans-serif";">the top. Divide students into 8 groups and give each group a different color marker/colored <span style="font-family: "Tahoma","sans-serif";">pencil. Have each group stand by a blank “color word poster.” Explain that they will have <span style="font-family: "Tahoma","sans-serif";">3 minutes to draw/write a different object that is the color on their poster. (Teacher sets <span style="font-family: "Tahoma","sans-serif";">timer and plays “rhyming color songs” quietly while kids work together. When the music <span style="font-family: "Tahoma","sans-serif";">stops, the kids rotate to the next poster. Continue the “carousel” until all groups have <span style="font-family: "Tahoma","sans-serif";">contributed ideas to every color poster.

__<span style="font-family: "Tahoma","sans-serif";">Book Innovation __ <span style="font-family: "Tahoma","sans-serif";">The teacher will use the student-produced color posters to model the use of Storybird to locate various colored objects and create an innovation of the poem, “Orange is a Carrot.” __<span style="font-family: "Tahoma","sans-serif";">Learning Centers __ <span style="font-family: "Tahoma","sans-serif";">The “rhyming word tags” that were created will be using in the reading center. (matching <span style="font-family: "Tahoma","sans-serif";">rhyming word with correct object in pocket chart, retelling) <span style="font-family: "Tahoma","sans-serif";">The innovation of “Orange is a Carrot” will be added to the class library. <span style="font-family: "Tahoma","sans-serif";">Students can use Tagxedo to create other rhyming word or vocabulary tags and they can use Storybird to create their own stories in the computer center.