Madame Pince and the School Library

For libraries and librarians just west of Hogwarts

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.
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by posted under Lesson Plan | 1 Comment »    
One Comment to

“Every Picture Tells A Story”

  1. February 23rd, 2011 at 11:29 am       Connie Harrison Says:

    “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.


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