Every Picture Tells A Story
February13
Note: This week’s lesson can be found in:
- Carrol, J.A., Gladhart, M.A., & Petersen, D.L. (1997). Character building: literature-based theme units. Carthage, IL: Teaching and Learning Company.
- I have simply modified the authors’ lesson plan to fit my district’s SIOP lesson plan format. It’s a good source for books to teach core values and has plans to extend books in the bibliography with cross-curricular activities.
Grade/Class/Subject:
- K-2/Harrison/Media Skills
Unit/Theme:
- Responsibility
Standards (AASL):
- 1.1.2 Use prior and background knowledge as context for new learning.
Content Objectives (Dearborn Public Schools Department of Media Services, K-12 Information Literacy Media Curriculum, 2004):
- Students can explain how or why they chose a particular book (p. 7).
Language Objectives (Michigan Department of Education, K-8 GLCE English Language Arts, v. 12.05, http://www.michigan.gov/mde/0,1607,7-140-28753_33232-103089–,00.html):
- R.NT.[01].03 identify problem/solution, sequence of events, and sense of story (beginning, middle, and end).
Key Vocabulary:
- Review:
Listen
Respond
New:
Responsibility
Supplementary Materials:
- Brown, Marc Tolon. Arthur’s underwear. Boston, Mass.: Little, Brown, 1999. E/BRO
- DePaola, Tomie. Strega Nona: an original tale. New York: Aladdin Paperbacks, 1975. E/DEP
- Rohmann, Eric. My friend Rabbit. Brookfield, Ct.: Roaring Brook Press, 2002. (Personal copy)
- Rosenthal, Amy Krouse, and Tom Lichtenheld. Duck! Rabbit!. San Francisco: Chronicle Books, 2009. E/ROS
Preparation:
- Adaptation of content
- Links to background
- Links to past learning
- Strategies incorporated
Scaffolding:
- Modeling
- Guided practice
- Comprehensible input
Group Options:
- Whole class
Integration of Processes:
- Reading
- Speaking
- Listening
Application:
- Meaningful
- Linked to objectives
- Promotes engagement
Assessment:
- Group
- Oral
Lesson Sequence
Transition:
- Discuss the responsibility that comes with a job.
Anticipatory Set:
- What happens when someone doesn’t do their job well? Also, discuss the importance of following directions carefully.
Instruction/Check for Understanding:
- Read to the part of the story in which Big Anthony discovers the magic spell.
- Discuss why Strega Nona wants to keep her magic spell a secret.
- What could happen is someone discovers the magic spell?
- What will Big Anthony do?
- What could happen if he does?
- Read to the point in the story in which Big Anthony uses the magic spell and finds out what happens.
- Why does Big Anthony want to try the magic spell?
- What should he do when he does find out?
- How does Big Anthony fell when the townspeople cheer him?
- Finish the story.
- What punishment does Strega Nona give Big Anthony?
- What lesson does Big Anthony learn?
Checking for Understanding:
- Media specialist will lead the class in discussing:
- What values do students recognize in this story?
• What other stories are similar to this one?
• How are the stories different
• What real-life incidents touch on the same issues?
If there’s time:
- Read one or more of the other books listed. Depending on the length of the discussion, reading “Strega Nona” can take 20-25 minutes.
Preview for Next Week:
- Tell students we will read books by Dr. Seuss next week.
“My friend Rabbit” has not been much of a hit with kids. However, “Duck! Rabbit!” does well as a read aloud (especially when read with a Valley Girl accent for the text that support the “Rabbit” argument.