What’s So Funny?
March19
What students see (this lesson has been updated a bit)
Grade/Class/Subject:
- K-3/Harrison/Media Skills
Unit/Theme:
- Literature Patterns, Humor
Standards
American Association of School Librarians, Standards for the 21st Century Learner:
- 1.2. Draw conclusions, make informed decisions, apply knowledge to new siutations, and create new knowledge.
Content Objectives
Dearborn Public Schools Department of Media Services, K-12 Information Literacy Media Curriculum, 2004:
- Content Standard #2: A student who has been educated in library media information skills evaluates information critically and competently.
Language Objectives
Michigan Department of Education, K-8 GLCE English Language Arts:
- Narrative Text: R.NT.[00].05 respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make meaning, and make connections.
Key Vocabulary:
- Search, Humor, Patterns
Supplementary Materials:
Henkes, Kevin. Julius the baby of the world. , which I love, but it’s not available as an ebook. So…
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:
- Review the words “pattern” and “patterns.” Review what patterns are (students usually give examples of shapes and colors). Discuss whether patterns can be in a story.
Anticipatory Set:
- Review the word “search,” especially when using an OPAC. Tell students librarians are often asked to recommend “funny books.” Ask them to define “funny.” (This will be hard.) Tie up discussion with the library word for “funny,” “humor,” and tell them that this is a word they should use when looking in the OPAC for a funny book.
Instruction/Check for Understanding:
- Review of the elements of print with “Julius, the baby of the world.” As the story progresses, point out the repetition and how this creates a pattern. How does the pattern help define Lily’s character?
- After reading the story discuss what made it funny. Point out that some members of the class thought the story was quite humorous and others didn’t agree. Stress that personal choice is part of what makes a book good for one person and not so much for another.
- If there’s time, read one or both of the “Sam” books.
Preview for Next Week:
- Tell students we will read books about Mothers next week.