OBJECTIVES:
The student should be able to:
• Predict what will happen next in a story or text.
• Make simple inferences about information in text.
• Interact using improvisations.
• Demonstrate appropriate locomotor movements.
TIME: 50 minutes
MATERIALS
If You Give a Mouse a Cookie
Cards from story to put in order
Circular story cards for groups to act out
Worksheet on circular story
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
As students arrive begin eating a cookie. Describe how the cookie tastes and tell that I am now thirsty. Ask the students to tell what goes good with cookies? (milk). Open a carton and begin drinking the milk.
ACTIVITY:
Teaching Model: Display the book If You Give a Mouse a Cookie. The teacher will read the story to the students, stopping to allow for predictions along the way.
The teacher will teach about circle stories and then apply this concept to the book that was read.
Guided Practice: Using picture cards The teacher and students will put the cards in order to show the circular pattern of the story (See Appendix #1). NOTE: the cards will be arranged in a circular configuration to help students see the formation.
Independent Practice: Students will be put into groups and get a card that has a circle story on it
(Appendix #2). They will work in groups to come up with movements to act out their circle story.
Students will act out their circle story and the remainder of the class will try to guess what circular story they were trying to act out.
Students will write or draw a circular story on a worksheet. (Appendix #3)
The teacher will arrange students in a circle. The teacher will pass out a picture card to each student. The teacher and students will act out the steps of the circular story that was read.
Closure: Review characteristics of a circular story. Put students back in a circle and pass out cards displaying things that happen in a course of a day (ex. wake up, eat breakfast, get dressed, brush teeth, etc.). Have students act out a circular story about a school day. (Appendix #4) Give students a cookie as they leave (and chances are, they’ll probably ask for a glass of milk).
EVALUATION/ASSESSMENT:
Worksheet will be checked to ensure student understanding.
ART CONTENT/CONCEPTS:
Students will act by assuming roles and interacting in improvisations.
Designing by visualizing and arranging environments for classroom dramatizations.
Students will demonstrate appropriate skeletal alignment, body-part articulation, strength, flexibility, agility, and coordination in locomotor and non-locomotor axial movements
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Grade Level Expectations
(ELA-7-E1) Demonstrate understanding of information in texts using a variety of strategies, including: comparing and contrasting story elements, predicting what will happen next in a story or a text, and making simple inferences about information in texts
Standards and Benchmarks
(ELA-6-E2; ELA-7-E3) Identifies and reads award winning books.
(ELA-4-E5) Listens and observes for answers to specific questions-circular story
(ELA-7-E1; P-3-E) Retells story in order and recognizes story patterns
(ELA-5-E6; D-2-E) Interprets information in different formats (charts)
MODIFICATIONS | ACCOMODATIONS:
Mix ability levels when forming acting groups
Redirect any discipline problems
VARIATIONS | ENHANCEMENTS:
I will take a picture of the groups as they are performing. We could make this into a class book.
Visit Laura Numeroff web site.
TEACHER REFLECTION:
I chose to incorporate this lesson with my first grade students. They had a wonderful time doing this lesson. They were engaged from the beginning of the lesson to the end. When my students broke into groups, they took their job very serious. They went straight to work creating ways to act out the circular story they had picked. I feel that acting out the story, helped increase the level of their comprehension and their ability to sequence story details. Their behavior was excellent and they were very excited to participate. There was not one student that refused to participate. For the independent practice, I was concerned that the worksheet would be too high level. The homeroom teacher agreed. Surprisingly, they did very well on it. At the end of the lesson, she stated that her students would remember what a circular story was for many years to come.
REFERENCES:
DJ Inkers Clip Art
Frank Schaffer Publications- reproducible (copyrighted,not included in appendixes)
http://www.lauranumeroff.com/
http://www.kidsreads.com/series/series-mouse-author.asp
http://www.readwritethink.org/lessons/lesson_view.asp?id=292
DOWNLOAD APPENDIX 3
DOWNLOAD APPENDIX 4
DOWNLOAD APPENDIX 4 CONTINUED
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