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Life Lessons: Week 2

Objectives:
  • Describe characters, key events, and the setting in a story. (RL.1.3)
    Identify who is speaking in a story or fable.(RL.1.3)
    Distinguish between the information provided by the pictures or illustrations in a text and the information provided by the words.(RI.1.6)
    Using time cue words, providing some details, and ending with a sense of closure, write narratives that include at least two sequenced events. (W.1.3)
    With the help of an adult, revise narratives. (W.1.3)
    Produce complete sentences with correct past, present, or future verb tenses. (W.1.3)
    Use end punctuation for sentences: periods, question marks, and exclamation points. (L.1.2b)
    Relate the use of punctuation to the way a text should be read expressively. (L.1.2b)


    Assessment
    Product :
    Write a narrative about something you like to do with your friend. Give at least two details and provide some sense of closure. Follow the writing process.
    Write a story about shadows.
  • Key Questions (match Standard)
    1. Who is telling the story?
      Does your story have a beginning, middle, and end?
      Did you use correct punctuation?

  • Observable Student BehaviorsStudents are on task.
    Students are able to retell the beginning, middle, and end of their story.
    Students are using grade appropriate grammar.

Suggested Activities:
  • To introduce the relationship between punctuation and reading expression, use the book Yo! Yes? Show the students the cover of the book with its very simple title: Yo! Yes? Ask how someone would say those words. As you read the book with the students, have the boys read one page, and the girls the opposite page. As they focus on the illustrations and the way the author ends each sentence, they will know how to read the words, and a story will be created in their minds. Follow this reading with other books so that the children learn how important it is to read with the end punctuation in mind. Extension: Reading (reciting) poetry with punctuated lines such as “Sharing,” would be a way to extend this knowledge of punctuation and dramatic expression into other literary forms. Follow this activity with practice using different kinds of end punctuation. (RL.1.6, RF.1.4b, L.1.2b, RL.1.7)
  • Do an author study on Leo Lionni. Use the stories to identify characters, beginning, middle and end, setting, and major events in the story. A sample graphic organizer can be found here. Optional: Leo Lionni informational site
  • Read the poem “By myself” in “Honey, I love” by Eloise Greenfield. Create a class poem to complete the following sentence, “When I’m by myself, and I close my eyes, I’m a ….”, using metaphors/image to create an image for what each child feels like when they think of themselves.
  • After telling or reading the story of the Pilgrims and the First Thanksgiving, discuss the life lessons the Pilgrims learned.
  • Obtain a flashlight or overhead projector.
    • Ask volunteers to make hand shadows on the wall or board. Have children relate the shape of the shadow to the shape of their hands. Encourage them to move their hands and watch the shadows.
    • Have one child sit in front of a light source, such as an overhead projector. Ask another child to trace the outline of the shadow on a sheet of paper. Help children mount the silhouettes.
    • Allow children to look around the room for shadows. To get started, suggest shadows from desks, books, or people. Ask children to select and draw one of the shadows.

Additional Resources:
Leo Lionni author study: http://www.readwritethink.org/classroom-resources/lesson-plans/building-matrix-lionni-books-263.html?tab=1#tabs
Story train graphic organizer: http://printables.scholastic.com/printables/detail/?id=35537&Nty=0&_N=fff&Ntk=Printables_SI&query=graphic%20organizer%20story%20elements&N=0&No=0&Ntt=graphic+organizer+story+elements
Leo Lionni informational site: http://www.randomhouse.com/kids/lionni/aboutlionni.php