LESSON PLANS

BASIC example of a lesson plan:

Example of a Lesson Plan

Objective: (overall plan… what you want to get the kids involved in doing…

(ie, Core Curriculum: engage students with the rhyme of There was An Old Lady Who Swallwed a Fly)

Audience: Grade level / Grade level

Materials needed: The book, props, etc

Procedure:

1.      Introduction (Attn – hook: question, artifact, quote, or quote from the book that has to do with the theme of the book, author personal facts, )

2.      Steps –

3.      Closure – (what did you learn today, what are you going to tell your family what you did today in the after school program, share what they did, how is the person in the book like you, etc)

The following lesson plans were utilized in an after school program by the author and classmates:

Snowflake Lesson Plan

Objective:  The children will be introduced to poetry,  concentrating first on rhyming words and then on content.  The main poem to be used was to be provided by another student, with additional supporting literature.  The children will engage in answering questions, retelling stories, identifying rhythm, and describing major events in the poem(s).  Photographs of snowflakes will be used to help demonstrate differences and allow the children to gain understanding of the subject matter.  By actively participating in art projects, the children will create snowflakes, understanding the meaning of symmetry, uniqueness, etc.  For physical stimulation, the children will also have a "snowball" challenge in which they select a word written on a paper snowball and paste it onto a snowman with a corresponding rhyming word.

Audience:
Kindergarten through 2nd grade level

Subject:
Snow and snowflakes.  Reading.  Science (crystals and seasons).  Visual arts creation
Materials Needed:
Poem, photographs of snowflakes, construction paper, scissors, crayons, poster boards with snowmen painted and a "rhyming word," and "snowball words."

Procedure:
HOOK:  Show a teaspoon of snow.  Ask students "How many snowflakes does it make to make one teaspoon of snow? (answer:  50-200, depending on the size of the snowflake).  All snowflakes are different (use photographs of snowflakes) some are big, some are little, some have points, some don't... what is one thing that is the same about all snowflakes?  (answer: they are cold)

STEPS:

1. Introduce all poems are different - many have rhymes
2. What is a rhyme
3. Examples of rhymes from students
4. Read poem
5. Discuss poem
6. Make and color snowflakes (if time allows, children color their unfolded/cut paper)
1. demonstrate how to fold paper
2. Assist children
3. Demonstrate where not to cut and how to safely cut
4. Assist children
5. Demonstrate how to carefully unfold
6. Assist children
7. Everyone shows snowflakes
7. Snowball challenge - rhyming snowball words to corresponding snow men in teams
8. Return to original poem
9. Challenge students to create their own poem about winter
10. Discuss favorite and least favorite part about winter

CLOSURE:

Ask children does anyone have a snowflake that looks like any other child's snowflake?  Why not? When you go home, can you count all of the snowmen you see?  Can you count all of the snowflakes that are used to make those snowmen?  Who can remember how many snowflakes are in a teaspoon of snow?  When you go home, if you ask your family how many snowflakes are in a teaspoon of snow, who do you think will be closest to the right answer?

LESSON PLAN

Poetry – “The Mountain” by Kathleen Delicato  

I. Objective               

Use the poem The Mountain, by Kathleen Delicato and integrate a story which was supposed to be provided (and was not) by classmate.  She was also assigned to provide additional notes which will include which of the Common Core Standards will be addressed.   

II. Audience

Grade Level(s): 3^rd – 5th

III. Materials

Poem, Climbing Wall and associated safety gear which Irving Elementary already owns, index cards with words written on each

IV. Procedure

HOOK:  Instructor climbs wall, placing word cards above various holds while other instructor’s engage children.

Question group:  “Who would like a chance to climb?”  “Has anyone ever gone rock climbing at a gym or out doors?”  “What’s the worst part of climbing and the best part of climbing?”  “For those who have never climbed, what emotions do you think you’ll experience?”   (Looking for answers related to fear or pain, as this is apparently the theme of the story which will be provided!)

Step 1:  Engage children to tell when they had to have courage or to endure discomfort to succeed in a task.  

Step 2   Read poem – tie in that the author is a climber and has had the experience of being afraid as she climbed, as well as enduring the pain involved of reaching her goal.  Engage children in real life experiences 

Step 3.  Discuss words on the wall – define and ask the children to listen for those words in the Read-Aloud:  “The Mountain”

Step 4. Following Read-Aloud, the children will be encouraged and allowed to use climbing wall, and each will grab one or two words (depending upon the number of climbers).  Using these words from “The Mountain,” create their own story about climbing.  (While children wait their turn, each can determine which word they hope to get, practice reading it, learn to spell it and know what it means.  Additionally, offer encouragement to children climbing and listen to instructions so they can succeed.)

Step 5.  As a group, make up a story of how it feels to climb, using the words on the wall.  Write it down so we can print the story with each participants’ name listed as a co-author.

CLOSURE:

1.  What will you tell your friends and family about today’s Book Club?

LESSON PLAN

I. Objective

Use Everybody Needs A Rock by Bird Baylor with pictures by Peter Parnall to address reading aloud, listening skills, how art enhances reading, friendship, confidence, and individualism. This lesson will be addressing Common Core Standard for Literature, Grades 3- 5, Reading # 1,2,3, and 7, Speaking & Listening #2 & 6, Knowledge of Language, #3 and Language Standards, #4.

II. Audience

Grade Level(s): 3^rd – 5^th (appropriate for 2^nd – 8^th, with adaptations)

III. Materials

Everybody Needs A Rock, obsidian, various large, flat rocks, Sharpies, and field guides

IV. Procedure

HOOK: “I have the remainders of a volcano in my pocket. I almost always have it with me because it reminds me of a lot of important lessons. Who can guess what it is?

Student participation is encouraged. When the answer “a rock” is given, ask “but what my rock – the remainder of a volcano – look and feel like?” Most of the time, children will answer with descriptions of rough, lava rock. Encourage thought development (why would such a rock have holes in it? [air bubbles that were in the lava]) and encourage all to offer suggestions.

It is a rock! A rock that, because it once was lava from a volcano and then got cold really fast, turned into glass. The rock is called OBSIDIAN. (Show).

“The Native Americans in the northwestern area of the continent used obsidian. Who can tell me for what they might have used obsidian?” (tools, scrapers, arrowhead, spear heads, to cut hair/shave, cut meat, etc.).

Does anyone have a rock in their pocket? No? I I think you need to learn what the author Bird Baylor has to say about that!!

Step 1: Read-Aloud with Leslie Staven: Everybody Needs a Rock

Invite children to discuss artwork on each page. What is the familiar theme? Encourage the children label the rules (e.g., “Rule number one!”, etc.)

Many students like to search the drawings on the page and find hidden shapes.

Who is BIRD BAYLOR?? WHO IS PETER PARNALL?

Step 2: Instructor shows her favorite rocks. . Identify differences between sedimentary, igneous and metamorphic rocks. (Common Core Standard of Science: differentiate between rock types and mineral types and classify both by how they are formed”)

Step 3. Ask children if they have collections. (Encourage each child to participate) Ask if they ever collect rocks. What do they look for when they are looking at rocks. What can you do with rocks? (build things, skip on water, use in a slingshot, etc.) Who likes to rub a rock (worry stones), skip stones, build towers, etc.? Invite children to engage.

Step 4: Discuss rock towers and how they are symbols to others. Trail markers in Hyalite Canyon, religious symbols, artwork, left along the wagon train paths, etc.

BUILDING TOWERS: Split into groups of about five to six children, making sure each child has a rock. Tell the children that each team is to use their rocks to make a strong tower. Once all of their rocks are used, they can go to the rock collection (in the middle of the room) and get one rock to add to the tower and, once it is on the tower and secure, another, and so on. At the end of the time, who has the tower using the most rocks and standing tall?

Step 5: Cinquains: Explain origin and what a makes it a cinquain Two choices: By syllable (2, 4, 6, 8, 2) or words (1, 2, 3, 4, 1)

Produce cinquains about rocks.

Write cinquain on paper and then, using a Sharpie, write it on the rock of their choice. Ask the children where they will put their rock and of what it will make them think.

Closure:

Read cinquains aloud and ask each student where he/she will place his/her rock. 

 

LESSON PLAN

Poetry – The Crown on Your Head, by Nancy Tillman  

I. Objective

Use the poem The Crown on Your Head, by Nancy Tillman and discuss differences in poetry.  Common Core Standards to be addressed include (Lit. Standard 1) prompting and supporting students to answer questions about key details in text, (Lit. Standard 2) with prompting and support, retell familiar stories, including key details (e.g., Nursery Rhymes, “Hey Diddle Diddle”), (Lit. Standard 4) ask and answer questions about unknown words in text (“fireflies,” “steeple,” “dragonfly,” etc.), (Lit. Standard 5) recognize common types of texts, (Lit. Standard 6) name author and illustrator of a story and define the role of each in telling the story, and (Lit. Standard 7) describe the relationship between illustrations and the story in which they appear.

II. Audience

Grade Level(s): Kindergarten

III. Materials

Book, Photos to associate with new words as described above), paper and crayons

IV. Procedure

HOOK:  Showing photo of author with giraffe and showing teacher with a giraffe.  Discuss love of animals – a special talent. 

Question class:  

Has anyone seen a firefly?  (Show photo and discuss why they flash lights)

Steeple and chime – show photo and ask what is the tallest thing in the city?

Dragonfly – show photos and ask about colors and changing colors

Have you seen the crown on my head? 

Question group:  “Who has a crown on their head?” 

Step 1:  Read book, pointing out animals and crown.  Look for words we’ve learned and hold up hand.  Who is the author?  Mother?  Father?  Aunt?  Uncle?  Just an adult who loves and cares for you?

Step 2:   Following Read-Aloud, the children will be encouraged and allowed to share strengths and gifts.  Color a page that could be used in the book if you were the illustrator. 

CLOSURE:

Read secret page – have children feel their crowns glow.  



THE REST OF THE STORY:
The response assignment for the Read-Aloud at a local elementary school:

                It was such a wonderful, fulfilling and, frankly, exhilarating experience reading The Crown on Your Head, by Nancy Tillman, to a group of approximately 20 bright-eyed students.  The young students at Emily Dickinson were never distracted, excitedly participated, wanted to learn as much as they could about the new vocabulary words, asked appropriate questions, and, although there were bursts of excitement which manifested as spontaneous talking, or rising to their knees and leaning forward, the management of the class presented no difficulties as I made sure they understood the expectations.  With the attentive audience, I was able to really implement the skills I have as a reader.         

Sitting in the “teacher’s chair,” I chatted with students as they finished their snack and made their way to the carpet in anticipation of the reading.  Students asked about the poster board crown I had placed on the easel (had I made it, was it difficult to make, would they get to do anything with it, etc.), noticing the sparkling stickers of insects, rhinestones and the zebra and giraffe on it.  I began the lesson by introducing myself, asked about previous readers, and discussed the meaning and production of rhyming words (I would say a word and ask for a student to give me a rhyming word).  This not only introduced that another poem was about to be presented but allowed some of the initial wiggling and settling in to their places and established how I expected the students to respond when they wanted to share something with me.

In preparation, I selected some words which I felt could be new to the students and printed up 8.5x11 photos to help them learn the meaning (e.g., dragonfly, chime, steeple, firefly, nursery rhyme, dim, flicker, etc.) which I introduced by telling them that I loved to read but that, sometimes, there are words that I still don’t know so, before starting our story, I wanted to make sure there were no surprise words!  They were involved learners (and amazed to hear about fireflies!  One child asked if they blinked their lights on their bellies to communicate “like with Morse code.” I explained that, as a matter of fact, that was how friends found each other in the firefly world.  “George flies around the leaves of a tree and blinks, “Hey Emily!  Where are you?” and then, in the grass, Emily blinks back, “Hi George!  I’m down here.”  George blinks back the message to say “Why don’t we meet over by the tree trunk,” and Emily blinks back “OK!” and off they go!)!  We discussed the title of the book (they didn’t think anyone had a crown on today) and I talked about Nancy Tillman being both the author and illustrator, discussed what books she loved as a child and which one inspired her creativity (Harold and the Purple Crayon) as well as some similarities between the author and myself (including photographs of Tillman with a giraffe and me with a giraffe!) and how she had written the story to tell everyone about a secret.

I had practiced the poem well enough that it was easy to present, and promised the students that I would pause long enough for everyone to see the beautiful artwork before turning the page!   We had a mini-discussion about each illustration on each page and how it related to the text so, before returning to the story, I would paraphrase what we had just read.   There are four times in the story when the author gives directions to the reader (“blink your eyes three times,” “take a deep breath,” “whisper ‘I believe,’” and “place your hand on the top of your head”) and, because of reading it with expression, the entire class naturally responded without further prompting.  When asked if they believed they had a crown on their head, many still did not believe.  Reading the last secret page when the crown speaks directly to the audience and explains how it can be felt, most became believers, as discovered as they walked to the lunchroom asking each other if they wanted to feel their crowns!! 

Before introducing the activity, I told a true story about my now-adult son, showing the students photographs of him as he grew up.  I explained that he LOVED to jump and that he jumped all the time.  People asked me why I allowed him to jump and, as I explained to the class, I told them because it makes him happy and what did it hurt?  As he grew, I explained, he kept jumping.  And he also loved to run and throw things.  He hardly ever walked.  If he wasn’t jumping, he was running – and if he wasn’t running or jumping, he was throwing something…  so, when it came time to go to college, Montana State University PAID all the money it required to go to college if he would run and jump for the track team.  Come to find out, jumping was one of the many stars in my son’s crown and, today, when they go to Brick Breeden Field House, they’ll see his name on the RECORDS BOARD, because he set the record for the highest score anyone else had ever set in an event that involves a lot of running, jumping and throwing!  So, sometimes, the stars in our crown may seem silly at first and it won’t be until we are older that we learn about all the stars our crowns hold.

The activity was for each child to come to the front and tell the class about his or her “crown” (or special gift) and then select a cut out star (various papers to represent such gifts) and place it on the poster board crown.  Their response was honest and eager, helping one another when someone hesitated to state their “specialness.”

                The area of time management is my biggest problem because I love interacting with the students, hearing their voices, opinions, excitement and knowledge, that finishing a lesson in a timely manner is difficult.  If a hand is raised, I feel terrible about not calling on the child!  I learned from this experience that, happily, innocence still exists in children!  Additionally, and related to the topic of education, I learned that by speaking a bit softer than usual caused the students to be more attentive, that visual aids (even just a small photo!), very specifically connecting the story to their world and asking them a lot of questions make it not only an enjoyable but a truly learning, growing experience.  Finally, I learned that the technique I developed (specifically, each time I asked a question, they were to raise their hand if they knew the answer or put their hands on their thinking caps [head] if they “weren’t sure yet”) causes EVERY student to be involved and, more importantly, to continue thinking.