The Frog and Toad are Friends Written and Illustrated by Arnold Lobel Literature Unit Plan

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1 The Frog and Toad are Friends Written and Illustrated by Arnold Lobel Literature Unit Plan Level: 1 st /2 nd Grade Subject: Language Arts, Other Developed by: Lea Corcoran The Frog and Toad are Friends This book is a compilation of short stories about Arnold Lobel s beloved characters Frog and Toad. Although this book was first published in 1970, the universal themes within are still relevant for children today. The stories are written in a manner that is perfect for developing readers to strengthen their reading skills. Each story depicts Frog and Toad in different situations, and the theme of friendship is continually developed through each of the stories. Children can see that even though Frog and Toad are different, they can still be very good friends. They care for one another and demonstrate their feelings through acts of kindness and unselfishness. Lobel s writing also includes a level of humor to which children can relate. Arnold Lobel During his lifetime, Arnold Lobel wrote and illustrated numerous books. He attended art school, and first began drawing pictures for children s books based on ideas from the cartoons his own children watched. Several of his works have won literary awards; such as the Caldecott and Newberry Honors. Lobel grew up in New York, where he lived with his grandparents. As a child, he loved checking books out from the library. He often used to tell stories, and then illustrate them, to entertain his classmates when he was a young boy. Lobel married and raised two children in New York. Summary of Unit The purpose of this unit is to help developing readers further their skills in reading, writing, comprehension, and communication. Students will be introduced to new vocabulary, learn how to use story maps, and complete Venn diagrams. They will also have the opportunity to further develop their letter writing skills. On top of the academic elements, students will discuss the importance of friendships and ways to strengthen those relationships. The unit will conclude with a student produced event entitled The Frog and Toad Festival.

2 This unit also provides an opportunity for several interdisciplinary connections. Students will learn new information in regards to science, math, visual art, and even performing arts. Included in each lesson is an exercise that relates to another subject area. Along side this unit, students will begin studying frogs and toads in science. Desired Understandings/Objectives Students will demonstrate developing comprehension skills by: Summarizing the basic sequence of events that occur in the story Making text-to-self connections Using story illustrations to enhance comprehension Writing or drawing a response to text Student will demonstrate an understanding of fiction by: Identifying which aspects of the story are true or fanciful Creating their own fictional scenes or stories Student will demonstrate an understanding of the theme of friendship by: Completing a friendship collage Writing about a friend Writing about Frog s and Toad s actions Writing a letter to a friend Participating in daily discussions about friendship and Frog and Toad s relationship Student will demonstrate an understanding of the elements of a story by: Completing a story map Writing a story of their own Students will demonstrate developing reading skills by: Reading in class independently and as a group Responding to what they have read both verbally and in writing Indentifying new vocabulary Students will demonstrate an understanding of how to write a letter by: Writing a letter to a friend Sending an to the teacher *completing an additional post card activity Student will demonstrate an understanding of similarities and differences by: Identifying frogs and toads Describing the actions and preferences of frogs and toads Answering questions about Frog and Toad Students will demonstrate an understanding of physical attributes by: Identifying the missing button

3 Sorting buttons on a Venn Diagram Describing the characters in the book Methods of Assessment Group discussion Private dialogue with teacher Written work to be turned in Letter, daily writing, completed story map New vocabulary words used correctly in sentences composed in writing workshop journal Artistic interpretations will be evaluated for concept understanding Final portfolio evaluation Preparing for the Unit In preparation for this unit, students will have already begun to study frogs and toads in their science class. They will have learned basic letter writing skills, as well as the basic parts of a story. Students will have prior experience using graphic organizers, including Venn diagrams. To begin the literature unit, the teacher will lead a discussion about friendship. Students will be asked such questions as: What makes a good friend? What are some ways to show someone that you are their friend? Who can be a friend? After the discussion has begun, the teacher and students will begin to compile a list of attributes and actions of friends that will be posted in the room throughout the unit. The teacher will then read the students the poem Friendship by Risa Jordan. The students will be asked to respond to what they have just heard and possibly add to their friendship list. After this, the students will be introduced to the book The Frog and Toad are Friends. They will be told about the author and take a picture walk through the book. The students will be asked to make predictions about the stories and Frog and Toad s friendship. Reading and Responding Each day of this unit will be structured around a story in the book. The activities for each story will be varied to accommodate different learning styles. Upon completion of this book, students may begin reading the next book in the series: Frog and Toad Together. Students will begin each day by creating sentences with the previous day s new vocabulary words, and recording them in their writing workshop notebook. Day 1 Activities Spring The teacher will introduce the theme of friendship through a poem. Students will then help to create a list about what they think makes a good friend. The teacher will read the story to the students, and students will later have the opportunity to reread the story independently. Students

4 will create a collage about what they feel represents a good friend. These collages will all be joined together to create a large classroom friendship collage. *Students will also create and display a frog or toad that they have selected during science class. This will be colored in or decorated in any way the student wants Day 2 Activities The Story Prior to reading, teacher will lead a discussion on the elements of a story. Students will read The Story in small groups, and then as a class. Together, the students and teacher will complete story maps. Students will then illustrate a scene of their choosing from the story map. Day 3 Activities - A Lost Button Students will each be given a button, and while the story is being read they will have to determine if their button is the same as the one Toad lost. For a math activity, students will categorize and list attributes of various buttons, as well as use a Venn diagram to sort and organize the buttons. Upon completion of the day, students will attach their buttons to a drawing of a coat that represents the one that Toad gave Frog. A writing activity that addresses how Frog and Toad helped each other will also be included. Day 4 Activities A Swim This story will be read out loud by the students. Afterwords, the class will discuss and identify at least 4 different emotions that Toad feels in the story. Students will then write about a time when they felt one of Toad s emotions. In science, students will discuss whether or not both Frog and Toad would have gone swimming, and what the similarities and differences are between the activities of both creatures. Day 5 Activities The Letter This lesson is explained in detail at the end of the unit plan. It includes a discussion of what a letter s purpose is, why Frog sent Toad a letter, and an activity that requires each student to write a letter to a friend. This lesson focuses on strengthening friendships, as well as on further developing letter writing and communication skills. *Possible Day 6-10 Activities from Frog and Toad Together If students are enthusiastic about reading and the characters at the end of the first week, this unit will continue to include the next of Lobel s series. The List Learn how to make a list and discuss why people might want to make lists The Garden Story map, science of how a garden grows Cookie Partner reading activities, nutrition lesson, learning about recipes Dragons and Giants Discuss bravery, why this is an exciting story, write about a time you or someone you knew was brave The Dream Discuss the different types of dreams, write about what you think about Toad s dream or your own dreams

5 Exploring Word Wall New vocabulary words will be recorded on a unit focused word wall. At the completion of the unit, the words will be transferred to the existing classroom word wall. Some words from the book to be included are: Envelope Lizard Sew Shiver Shutter Snail Sparrow Tea Toad Wail Vocabulary activities Discuss blends and compound words as they appear in the book For morning work, students will create sentences in their writing workshop journal that contain the previous day s new vocabulary words. This is a daily, 10 minute activity. Students will record new words in their personal spelling dictionaries Students will create visual representations for new words learned related to the stories, extended activities, and science lessons. All creations will be posted in the unit display. All new words will be listed on the unit word wall, and later transferred to the existing word wall. Visual Representations There will be a unit display that celebrates this book. The display will include artwork, examples used in each lesson, and author information and photos, as well lists of recommended books, poems, and songs that compliment this unit. Each student will choose a toad or frog to be colored and cut out. These will be displayed throughout the room. Friendship collage each student will create a small collage that demonstrates their beliefs about friendship. All of the collages will be joined together to create a large collage on the bulletin board. The kids will also come up with a title for their classroom friendship collage As the science unit progresses, information about each species will be posted in the science learning center. Daily theme board each day s story and lesson theme will be displayed on the bulletin board in the classroom meeting area. Each day s discussion ideas or activities will also be posted in this area. Some of the items that will be displayed: completed graphic organizers, student created lists, examples of collages, a large illustration of a coat in which children will attach buttons when reading The Lost Button, and a letter that I have written to my students.

6 Extending Related Books Frog and Toad Series Frog and Toad Together Frog and Toad All Year Days with Frog and Toad More Arnold Lobel Books Owl at Home A Zoo for Mister Muster Small Pig Mouse Soup Grasshopper on the Road Non-fiction Reading Frogs and Toads Frogs Swallow with Their Eyes Frogs, Toads and Tadpoles, Too Toad! Fantastic Frogs! Internet Resources These sites were used to generate ideas for this unit. They contain lesson plans, author biographies, science and math activities to coincide with the unit, artistic activities, related activities that can be included, and certain standards that may be addressed. home.att.net/~cattonn/frog.html Interdisciplinary connections Science During this unit, students will simultaneously study frogs and toads. They will learn about their habitats, differences, similarities, and what they eat. They will learn interesting facts about frogs and toads that either agree or disagree with what is written in Lobel s stories.

7 Math While reading The Lost Button, students will practice recognizing attributes, classification, and basic math skills Technology Students will use the computer to print frog and toad coloring pages and view basic scientific information about both species. They will also learn about sending letters when they read the story The Letter Art Opportunities for artistic expression will be included in each day s activities. Students will decorate their own frog or toad, illustrate writing assignments, create a classroom collage, and help to organize everything in the unit on the unit wall Drama The final activity will be a student produced show that highlights the stories from Frog and Toad are Friends. Students may also create their own original Frog and Toad skits that include Lobel s friendship theme. Wrap-Up Activities Unit Portfolio Student work from each day will be organized in a portfolio. Larger artistic projects will be photographed by the teacher so that they may be included in the portfolio. Students will then have the opportunity to decorate the cover and write a closing statement about the unit. Word Wall New words from the unit will be moved from the unit word wall to the existing year-round word wall. Students will record all new words in their personal spelling dictionaries. The Frog and Toad Festival The conclusion of the unit will be student produced dramatizations of the stories in the Frog and Toad are Friends. Small groups of students will be allowed to choose a story, create posters and other visual aids about their story, and turn the short story into a skit. All creative activities will be determined by the students. They may create flyers, tickets, backstage passes, props, or anything else that they can imagine. The skits will be performed in an activity entitled The Frog and Toad Festival. Not only will the skits be performed, but other activities and snacks related to the story will be part of the day.

8 The Letter Day 5 of Frog and Toad are Friends Literature Unit A Letter to a Friend Developed by Lea Corcoran Reading/Language Arts & Writing Workshop combined lesson 1 st Grade Time: 1 hour 30 minutes, 1 day Topic: Lesson based on the story The Letter from Frog and Toad are Friends Summary of The Letter In this chapter, Frog finds Toad waiting for the mail. Toad explains that this is the saddest time of day for him because he has never received any mail. Frog decides to cheer Toad up by sending him a letter. Together, they wait for the letter that Frog has sent Toad. Ironically, since this story was written in 1970, Lobel had Frog choose his friend the snail to deliver the letter to Toad. A reference to snail mail may make some sense to children, and encourage a new discussion. This story encourages students to further consider friendship and the kind acts that friends do for one another. Lesson at a Glance In this lesson, children draw upon their own past experiences to more fully understand the story s theme. They consider what it means to be a friend, various emotions, and the kinds of behaviors that strengthen relationships. The Letter is also a great opportunity to introduce or practice student letter writing skills. Students will discuss why people write letters and the structure of a basic letter. Along with the teacher, students will compose a letter from Toad to Frog. Independently, students will write a letter to a friend. They will practice writing and editing as they compose a rough draft and a final copy. This lesson will be extended to include an exercise in sending an . Materials Needed: The book Frog and Toad are Friends Easel, paper, and markers Enlarged reproduction of Frog s letter to Toad Drawing/Writing worksheet Pencils, markers, crayons Teacher s letter from a friend Time Needed: 10 minutes for pre-reading activities 20 minutes for reading the story 45 minutes for writing workshop activities Pre-Instructional Planning

9 15 minutes for closing activity Arrangements needed: Classroom teacher allots the time for the lesson to be completed Students will listen to and discuss the story in their morning meeting area Written and artistic components will be completed at student desk clusters Providing for Individual Difference: Reading will be done first by the teacher, and then cooperatively by having individual students read aloud Both writing and drawing are part of the final activity to address multiple intelligences Discussion activities take place prior to reading, during reading, and at the closing to address multiple intelligences Visual representations will be used to address multiple intelligences Allow student choice in both written and artistic exercises Minnesota Standards: I. Reading and Literature A. Word Recognition, Analysis, and Fluency 2. Match spoken words with print. 6. Use letter sounds, word patterns and parts of simple compound words to decode unfamiliar words when reading 10. Read aloud grade-appropriate text with accuracy and emerging fluency B. Vocabulary Expansion 4. Use context to predict and infer word meanings C. Comprehension 1. Demonstrate literal and inferential comprehension by asking and answering questions about narrative and informational text 2. Recall and use prior learning and preview text to prepare for reading 4. Make predictions of outcomes and verify from texts 7. Use story illustrations to enhance comprehension 8. Write or draw a response that shows comprehension of a story that has been Read 9. Relate texts to prior knowledge and experiences D. Literature 1. Read from and listen to texts representing a variety of genres (such as poetry, folk tales, drama, fantasy, realistic fiction, informational and biographical texts) from America, as well as from other countries. II. Writing A. Types of Writing 1. Write in a variety of modes to express meaning, including: narrative, informative, poetic B. Elements of Composition 1. Write simple sentences using a process and strategies to plan, compose, revise and edit

10 C. Spelling, Grammar, and Usage Standard: The student will demonstrate emerging knowledge of punctuation, spelling, and capitalization. E. Handwriting and Word Processing Standard: The student will improve his/her handwriting III. Speaking, Listening and Viewing A. Speaking and Listening 2. Follow two- or three- step oral instructions 4. Communicate needs, feelings and ideas to peers and adults in complete sentences 7. Ask and respond to questions Objectives/Desired Understandings Students will demonstrate developing comprehension skills by: Making text-to-self connections Student will demonstrate an understanding of the theme of friendship by: Writing about a friend Responding to questions about friendship Students will demonstrate an understanding of how to write a letter by: Writing a letter to a friend Sending an to the teacher *completing an additional post card activity Assessment Observe and evaluate student comprehension through verbal responses to questions asked Observe student reading skills through group reading of the story Observe and evaluate student understandings and personal connections through written exercise Observe and evaluate student understandings and personal connections through discussion Assess student knowledge and post activity ideas during lesson wrap-up

11 Implementation of the Lesson INTRODUCTION Introduce and Motivate/Before Reading (10 minutes) This portion of lesson should be extended if necessary. Students will be read a letter that the teacher has received from a friend. The teacher will then ask questions such as: Why do people send letters? Who sends letters? What can you write in a letter? Have you ever received a letter? How did that make you feel? A short list of student responses and ideas will be developed on the easel so that all students can see it as it is created, and while the story is being read. This can also be done as a web, with the word letter being the center. * If time allows, the teacher and students will take a quick picture walk through the story and make a few predictions LESSON ACTIVITIES: Explore and Enable Reading and Responding to the Literature During Reading (20 minutes) Teacher reads the story out loud to the students The students take turns reading aloud as the story is reread The teacher stops the reading periodically to ask questions about the story After you read/activity (45 minutes) Students and teacher will discuss the letter Frog sent Toad while viewing the enlarged copy. They will go over both the content and the structure of the letter. The writing assignment is then discussed and letter topics are suggested by both the students and the teacher. Students return to their desks and compose a letter to a friend in their writing workshop notebook. The teacher moves throughout to help students and let them know when they are ready to write their final draft. Students may draw a picture on the bottom of their letter when they complete the final letter. This picture could be of the student and their friend, a scene from the story, or anything else representing friendship. *Final drafts may be completed during the free choice time, afternoon work time, or during the next writing workshop if necessary. Extending the Lesson

12 In the students technology resource hour, they will learn how to send a letter as an . All students will send a short to the teacher. Students can create their own letter to Frog about the letter he sent to Toad. Students can write postcards to Frog and Toad, other classmates, or their teacher. Cooperation between classrooms can even allow students to send postcards to students in another class or school. LESSON CONCLUSION Reflect and Rethink (5 minutes) Gather together in the meeting area to talk about the story again. Discuss how Toad felt in the beginning, and how he felt at the end Ask about the letter Frog sent to Toad Why did Frog write the letter? What does that tell us about Frog? Why are Frog and Toad happy at the end? Review the opening list about why people write letters, who writes letters, and what can you put in a letter. Add new ideas to the list. Wrap-Up Activity (10 minutes) Together, teacher and students will create a response letter from Toad to Frog on the easel. This letter, along with the recreation of Frog s letter, will be displayed in the classroom until the end of the unit. This will be a short letter, similar to the letter that Frog sent Toad Post Instructional Review Suggestions for Revision Determine through the wrap-up activity whether or not additional activities relating to the story should be implemented over the following days or weeks. Possible additional activities include: Additional letter writing activities related to the story or book Activities related to the theme of friendship Activities related to the emotions of Toad and Frog Review student work and determine whether or not student letter writing skills are continuing to strengthen. Determine if review, additional activities, or changes should be made in order to further the development of these skills. Evaluate the various stages of the lesson and determine what areas need attention. This will be done by asking the questions: Did the students stay focused in each of the lesson activities? Was there enough time allotted to complete each activity?

13 Did each student have the opportunity to be heard? Did each student have the opportunity to learn new vocabulary? Did each student have the opportunity to develop their reading comprehension skills? Did each student have the opportunity to further develop their writing and communication skills? Keep notes about the lesson strengths and weaknesses to be used in future lesson development.

14 (Final Draft of Letter Form)

15 (found on page 62 of Frog and Toad are Friends)

16

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