Meghan Johnson. Dr. Linville. Authors Craft Unit: Eric Carle

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1 Meghan Johnson Dr. Linville Authors Craft Unit: Eric Carle

2 Lesson 1: Beginning, Middle, and the End of Mentor Text of Instructional Strategy Personal Objective NCSCOS Materials Before During I chose the book, The Very Hungry Catepillar by Eric Carle, because of many reasons. First of all, the book is age appropriate. Secondly, it is broken up easily for children to tell what happened in the beginning of the book, the middle and the end. There isn t a lot that happens in this book so it is easy for children to break the book up into those three categories. I chose teaching the strategy of beginning, middle, and end, because in first grade they are starting to become writers and readers. Knowing what the beginning, middle, and the end of a book are is extremely important in writing and reading stories. This is a basic craft that students from an early age should know. Students should be able to know the difference between the beginning, middle, and end of a story. They should be able to use a graphic organizer to help comprehend text. Competency Goal 2 The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed Read and comprehend both fiction and nonfiction text appropriate for grade one using: prior knowledge. summary. questions. graphic organizers. The Very Hungry Catepillar By Eric Carle Crayons Paper Pencil Graphic Organizer The teacher will write on the board in bold letters, BEGINNING, MIDDLE, and END. The teacher will ask the students what they know about these three words when it comes to a story. The teacher will then read the book, The Very Hungry Caterpillar by: Eric Carle. First the class will be split up into homogenous groups. Then the teacher will pass out a graphic organizer. The graphic organizer is split up into three categorizes, beginning, middle, end. Students will be asked to work together as a group to fill in the graphic organizer. The teacher will walk around and help each group.

3 After Assessment Once each group had completed their graphic organizers the teacher will have the class come back together and fill it in all together. The teacher will have a blank graphic organizer on the overhead projector and she will have the students help her fill it in. Then each student will be asked to pull out his or her writing journal. In their writing journal each student will need to turn to a story they have written in it. Once they have found a story they have written they will be asked to circle the beginning, middle, and end of the story. Students will be assessed on their graphic organizers. See rubric below. The teacher will also walk around and visually assess students while they are circling their stories to make sure that each student understands the concept of the beginning, middle and end of a story. Rubric: Score Graphic Organizer Team Work Each section of the organizer had the correct information in it. Students work together as a team. Student contributed to their team. Each section had things that were correct, but there was some incorrect placement of events. Student worked with their team, but was not actively involved. Events were not put in the correct location, but student did have events of the story. Student did not work with the team, but did fill out the graphic organizer. Graphic organizer was not filed out OR no events were written on the organizer. Student did not work with team and didn t fill out graphic organizer. Score of 6-5: Student grasped the concept and worked well with their group. Score of 4: Student grasped the concept but did not master it. Student had some trouble working with their group. Score 3 and below: Student did not grasp the concept and did not work well with group.

4 Lesson 2: Sequencing, Sequencing, You are so Fun! of Mentor Text of Instructional Strategy Personal Objective NCSCOS Materials Before During After Assessment I chose the book, Papa, Please Get Me the Moon, because it had a simple story line that students would be able to follow easily. It is great to teach sequencing, because the story is so easy to follow. Student will easily be able to put the story in order of the events that happen. I chose to teach sequencing, because just like, the beginning, middle, and end, it is the substance of a story. It show children that stories have structure and that they go in order of events. This will help students become better writes and also help better their comprehension of a story. I want to make sure that I teach this topic in a way that is engaging for my students. I want my students to learn about sequencing and it is the order of events in a story. Competency Goal 2 The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed Predict and explain what will happen next in stories Papa, Please Get Me the Moon By: Eric Cale Pictures of the story Crayons Pencil paper The teacher will start out by showing the cover of the book, Papa, Please Get Me the Moon. The teacher will then ask the students if they can guess what will happen in this book. Once the students have guess the teacher will write the word, sequence on the board and as students if they know what the word means. The teacher will then explain that a sequence was the order of a story and that each student will try and figure out the sequence of this story. The teacher will break the students up into groups. Each group is given 9 different pages of the story. The pages are all mixed up and the students have to put them in order on how they think the story will go. Once students have completed this, the teacher will read the story. After the story has been read the students will then have time to go back and put the story in the correct sequence. The teacher will pass out a piece of paper that is broke up into four different boxes. Students will be asked to draw and write their own story. They will write this story as a sequence. Each box is numbered. The story will begin in the number 1 box and end in the number 4 box. Each student will be assessed on how he or she worked in their

5 team and how they did with sequencing the story. Also on how well they did on making up their own sequence. See rubric below. Rubric: Score Sequencing and teamwork Creating Sequences Student could work with their team and come up with their own sequence before the story was read. Student created their own sequence and had each part of the story in the correct blocks. Student could come up with a sequence, but didn t want to work with their team. Student created their own sequence, but had trouble putting them in the correct box. Student couldn t come up with a sequence and let the team to do it. Student created a story, but had trouble doing it in sequence. Student was not involved at all. Student could not create their own story or put it in a sequence. Score of 6-5: Student grasped the concept and worked well with their group. Score of 4: Student grasped the concept but did not master it. Student had some trouble working with their group. Score 3 and below: Student did not grasp the concept and did not work well with group.

6 of Mentor Text of Instructional Strategy Personal Objective NCSCOS Materials Before During After Lesson 3: Lets Add Details! I chose the book, The Very Hungry Caterpillar because it is full of describing words. The title itself has two describing words in it. It shows children that if you use describing words it will make a story that much better. I chose to teach my students how to add details, because it is what makes a story engaging. Students need to be able to move on from writing simple sentences and stories. They need to be creative and venture out in their writing and try new words. I want to make sure that teach this topic in a way that is engaging for my students. I want my students to know how to use describing words and be able to bulk up their writing. Competency Goal 4 The learner will apply strategies and skills to create oral, written, and visual texts Use words that describe, name characters and settings (who, where), and tell action and events (what happened, what did do) in simple texts. The Very Hungry Caterpillar By: Eric Carle Paper Crayons Pencil Writing Journal The teacher will start out the lesson by reading, The Hungry Caterpillar. As the teacher will reading the story she will enunciate words that are describing. After the teacher has read the book, she will ask students to tell her what are some describing words. As the students tell her words the teacher will write the words on the board. The teacher will then ask students to draw a butterfly and their setting. The teacher will tell students to not let anyone see their butterfly picture. Then students will be asked to write one sentence that describes their butterfly and their setting. The teacher will tell students that their sentences need to be filled with describing words. Then the teacher will pair students up and each student will read their descriptions of their pair s butterfly. After they have read the description they will be asked to draw it. Once each pair has completed this they can flip over the original drawing and compare. After the activity, the class will come back together and talk about how it is important to use describing words when writing. Then students will be asked to go in their writing journals and find any story they want. They will be asked to pick one or two sentences from that story and try to add describing words to

7 Assessment them to make them that much better. Students will be assessed on their butterfly picture drawings and sentences. See rubric below. Rubric: Score Pictures Student drew a picture of a butterfly and wrote two sentences about it. The sentences had at least 3 different describing words in it. Student drew the picture of the butterfly. The student wrote two sentences about it. The sentences had at least 2 describing words in it. Student drew the picture of the butterfly. Student wrote two sentences, but had no describing words in it. Student drew the picture of the butterfly, but did not write a sentence. Score 3: Student mastered the concept of describing words. Score 2: Student grasped the concept, but has trouble coming up with multiple describing words. Score 1-0: Student did not grasp the concept of describing words and needs more help.

8 Lesson 4: Lets Create Our Own Ending! of Mentor Text of Instructional Strategy Personal Objective NCSCOS Materials Before During After Assessment I chose the story, The Grouchy Ladybug because it has a simple story line that is easy for children to follow. It is full of describing words and is engaging for students to read. The story is one that children can be creative and write their own ending to the story. I chose to teach the craft of creating their own ending, because it helps student be creative. It lets students think outside the box and create something that can have no wrong answer. It helps them become actively engaged in the story and they will want to know more. I want to teach this lesson in a way that is fun and engaging for my students. I want my students to learn how to create an ending to a story and I want them to be able to be creative. Competency Goal 2 The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed Predict and explain what will happen next in stories. The Grouchy Ladybug By: Eric Carle Paper Pencil Crayons The teacher will read the story, The Grouchy Ladybug. The teacher will stop a little over half way through the book. Once the teacher has stopped the teacher will have ask the class to think about what they think will happen next. The teacher will pass out paper and have students write what they think will happen next. The teacher will write on the board, What will happen to the grouchy ladybug? The teacher will then walk around and help each student. Students can draw a pictures first and then write their story if needed. Once each student has completed the ending to the story, they will share a partner at their table. Then the teacher will ask if there is anyone who wants to share their ending with the rest of the class. Once everyone has gotten a chance to share the teacher will read the ending to the story. Students will be assessed on their endings to their story. See rubric below. Rubric: Score

9 Completion Ending Student came up with his or her own ending. Student came up with an ending that related to the story. Student came up with their own ending, but had some trouble doing it. They needed some guidance. Student came up with an ending that related to the story, but needed guidance doing it. Student came up with their own ending by drawing it, but was not able to express their thoughts through words. Student came up with an ending, but it didn t relate to the storyline at all. Student did not come up with any type of ending. Student didn t come up with an ending. Score of 6-5: Student grasped the concept and worked well with their group. Score of 4: Student grasped the concept but did not master it. Student had some trouble working with their group. Score 3 and below: Student did not grasp the concept and did not work well with group.

10 Lesson 5: Lets Rhyme! of Mentor Text of Instructional Strategy Personal Objective NCSCOS Materials Before I chose the story, Brown Bear, Brown Bear, What Do You See? because it is a simple rhyming story. This story has simple rhyming words that makes learning how to use rhyming words very easy. It is also a circular text, which makes it easy to understand. I chose to teach the craft of rhyming, because it is fun for children to work with rhyming words. It lets them be creative. Its shows them that there are many different types of writing and stories and that they can venture out and try new things. I want to teach this lesson in a way that is fun for my students. I want my students to grasp the concept of rhyming words and I want them to have fun doing it. Competency Goal 1 The learner will develop and apply enabling strategies and skills to read and write Develop phonemic awareness and demonstrate knowledge of alphabetic principle: count syllables in a word. blend the phonemes of one-syllable words. segment the phonemes of one-syllable words. change the beginning, middle, and ending sounds to produce new words. create and state a series of rhyming words that may include consonant blends (e.g., flag, brag). Brown Bear, Brown Bear, What Do You See? By: Eric Carle Paper Pencil Crayons String The teacher will start out by having the class write down things that they see around the room. After students have written their list the teacher will read the story, Brown Bear, Brown Bear, What Do You See? Once the story has been read the teacher will go through the book and ask the class to help her find the rhyming words. The teacher will write down these words on the board. Then the teacher will write down words such cat then the class will work together to come up with rhyming words.

11 During After Once the class has heard the story and come up with rhyming words they will go back to their list of things they see. Then the teacher will have each student write their own, What Do You See? poem. The students can use their list of things they see to help them write their poem. Students can also use their journal or words book to help them look up words that will rhyme. Students can also draw a picture to go with their poems. Once each student has written their poem they will pair and share. If any student wants to share with the class they can do that as well. Then the teacher will make their poems into a book for the class. The book will be called, What We See! This book will go in the classroom library. Students will be assessed on poems. See rubric below. Assessment Rubric: Score Rhyming Student s poem Student s poem Student s poem had rhyming had rhyming had rhyming words and had words, but only words but only at least 3 sets of had 2 sets. had one set. rhyming words. Structure Student s poem followed the theme given by the teacher. Student s poem followed the theme, but needed guidance. Student s poem did not follow them, but they did have some type of poem. Student had no rhyming words in their poem. Student did not write a poem. Score of 6-5: Student grasped the concept and worked well with their group. Score of 4: Student grasped the concept but did not master it. Student had some trouble working with their group. Score 3 and below: Student did not grasp the concept and did not work well with group.

12 Annotated Bibliography Carle, EC, & Martin, BM. (2008). Brown bear, brown bear, what do you see?. Henry Holt and Co. BYR Paperbacks. This story is about a bear that sees many different things. The book is full of rhyming words that makes if fun and easy for children to read. The story also helps students learn how to rhyme with using their senses. Carle, EC. (1994). The very hungry caterpillar. Philomel. This is a story that starts out with an egg on a leaf and then the caterpillar comes out. The caterpillar is very hungry so he goes and eats everything in site. Then he eventually turns into a butterfly. This is a great book to teach students many different crafts such as, beginning, middle, end, and how to add details. Carle, EC. (1996). The grouchy ladybug. HarperCollins. This is a story about a ladybug that is not very happy. Throughout the entire story the ladybug is grouchy and isn t nice to anyone. At the end of the book the ladybug cheers up. This is a great story to teacher many different crafts. Students will enjoy this fun and engaging story. Carle, EC. (1991). Papa, please get me the moon. Simon & Schuster Children s Publishing; Min edition. This story is about a little girl that is looking out the window and sees the moon. She decides she wants it so she asks her dad if he can get it. He eventually gets it for her and then it disappears back into the sky. This story is great to teach many crafts such as sequencing. This is a great story for kids, because it lets them use their imagination.

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