Web viewMany students can also relate to the story about a boy and his pet as well as the ... story in the book ... questions on page 93 of student’s

HENRY AND MUDGE TOGETHER IN FALL

SECOND GRADE

READING:

Making Connections, Setting, Vocabulary

CHRISTINA STEELE

September 23, 2011

Department of Professional Studies in Education

Indiana University of Pennsylvania

TABLE OF CONTENTS

Table of Contents…………………………………………………………………………………………...1

Rationale and Background………………………………………………………………………………….2

Standards, Unit Goals, and Lesson Objectives………………….………………………………………..3-8

PA Academic Standards…………………………………………………………………………...3

Unit Goals………………………………………………………………………………………….4

Lessons Objectives………………………………………………………………………………5-8

Concepts…………………………………………………………………………………………………….9

Key Definitions…………………………………………………………………………………………....10

Integrated Planning Web…………………………………………………………………………………..11

Time Frame……………………………………………………………………………………………......12

Assessment Plan…………………………………………….…………………………………………13-15

List of Materials and Resources ………………………………………………………………………16-17

Introductory and Culminating Experiences……………………………………………………………….18

Daily Lessons Plans……………………………………………………………………………………19-43

Introductory Experience: Signs of Fall………………………………………………………..19-20

Lesson Plan 1 of 10: Introduction to Henry and Mudge……………………………………...21-22

Lesson Plan 2 of 10: Like Henry and Mudge ………………………………………………...23-24

Lesson Plan 3 of 10: When and Where………………………………………………………..25-26

Lesson Plan 4 of 10: Fall Fun………………………………………………………………...27-28

Lesson Plan 5 of 10: Leaf Collages …………………………………………………………..29-30

Lesson Plan 6 of 10: Under the Yellow Moon………………………………………………...31-32

Lesson Plan 7 of 10: The First Book………………………………………………………….33-34

Lesson Plan 8 of 10: Bedtime Thumps………………………………………………………...35-36

Lesson Plan 9 of 10: Review…Order It! ……………………………………………………...37-38

Lesson Plan 10 of 10: Test What You Know…………………………………………………..39-40

Culminating Experience: Nature Walk ……………………………………………………….41-43

1

RATIONALE AND BACKGROUND

The purpose of this unit is to help students develop skills necessary for them to become

successful writers and readers. The theme for the unit revolves around the fall season as it ties into the

unit reading story: Henry and Mudge Under the Yellow Moon, Chapter 1: Together in Fall. Students will

experience a variety of activities to help them grasp the concepts in the unit. Students will learn how to

identify clues in stories to help them determined their settings, they will write about particular settings,

they will compare settings, and they will picture and draw settings. The class will learn new vocabulary

words that are part of their story and will practice reading for fluency through a variety of experiences.

They will use strategies to help them understand, comprehend, and extend their reading story. In addition,

they will make connections between different texts as well as their own lives in order to better understand

what they read. During different activities, students will get to practice using their senses to help them

think about specific adjectives, nouns, and other words to describe their experiences. Learners will also be

introduced to skills that will be addressed in future units including comparing and contrasting ideas,

discussing character traits, sequencing events, creating mental pictures, illustrating stories and ideas, and

using different types of graphic organizers. The class will be motivated to learn how to use these skills

and strategies in order to help them improve their reading and writing skills and to enable them to be able

to share their thoughts and feelings about ideas with others in more effective ways. Many students can

also relate to the story about a boy and his pet as well as the experiences that take place in the

supplementary books that will be shared with them.

Students are familiar with importance of being able to read and write successfully in order to

convey their thoughts, feelings, and ideas about their lives and experiences. Skills that students are

working to improve include sentence writing using proper conventions, following directions, and

speaking with appropriate intonation and volume. Students are also still working to correct letter reversals

and misspellings of common words. They will therefore be given examples of proper letter formation and

a variety of word spellings through teacher writing models and supplementary texts. Available for use in

the unit is a White Board, supplementary stories and books that are on differentiated reading levels, a

curriculum, and a daily period of differentiated instruction to supplement and extend learning

experiences. There are four students that receive Title I support during the differentiated instruction but

there are no learning support or special needs students. There are many additional students, however, that

struggle greatly with reading and decoding words and need additional support and extension activities

inside the classroom. The reading curriculum provides numerous ideas and worksheets to help struggling

students, however, the majority of them do not relate to the story or skills they are working on. I have

therefore created many of my own using these resources as a model in order to help reinforce students’

ability to relate to their reading story and theme of fall. There is also a curriculum-supplied,

comprehensive test for each unit that must be used to formally assess their learning.

2

STANDARDS, UNIT GOALS, AND LESSON OBJECTIVES

PA Academic Standards

1.1.2.C: Use meaning and knowledge of words (e.g., synonyms, antonyms) across content areas to develop a speaking and reading vocabulary.

1.1.2.D: Demonstrate comprehension / understanding before reading, during reading, and after reading on grade level texts through strategies such as think aloud, retelling, summarizing, note taking, connecting to prior knowledge, supporting assertions about text with evidence from text, and non-linguistic representations.

1.1.2.E: Demonstrate accuracy and automaticity, in oral reading of grade level text.

1.3.2.C: Identify literary elements (characters, setting, and plot) in selected readings.

1.5.2.A: Write with a focus, with an understanding of topic and audience.

1.5.2.B: Develop content appropriate for the topic. • Gather and organize information, incorporating details relevant to the topic. • Write a series of related sentences or paragraphs with one central idea.

1.5.2.C: Organize writing in a logical order. • Include a recognizable beginning, middle, and end.

1.5.2.D: Write using a variety of sentence structures, adjectives, precise nouns, and action verbs.

1.5.2.F: Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly. Punctuate correctly. Use correct grammar and sentence formation.

1.6.2.A: Listen actively and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions.

4.1.3.A: Differentiate between the living and non-living components in an environment.

7.3.3.A: Identify the human characteristics of places and regions using the following criteria: Culture

3

Unit Goals

By the completion of this unit…

Affective

1. TLW be able to make connections between their own lives and experiences and what they read and write about.

2. TLW relate to their story based on fall experiences.

Cognitive

3. TLW make connections to texts based on setting, events, and characters.

4. TLW compare texts based on setting, events, and characters.

5. TLW recognize and use new vocabulary in sentences.

6. TLW use more descriptive words in their writing.

Psychomotor

7. TLW read fluently.

8. TLW write neatly and decrease letter reversals.

9. TLW participate in activities that require movement.

4

Lesson Objectives

Introductory Experience: Signs of Fall

TLW identify adjectives in order to help them begin varying their sentences (PA Academic Standard 1.5.2.D; UG 6; Cognitive Domain).

PI: With the class, TLW create a list of words that remind them of fall and will distinguish between nouns and adjectives (Large Group, Informal Assessment).

TLW create a list of adjectives that remind them of fall in order to begin thinking about content to include in a paragraph about the season (PA Academic Standard 1.5.2.B;UG 2, 6; Affective, Cognitive Domains).

PI: TLW write down adjectives that make them think of the fall season in order to begin organizing details to include in their paragraphs (Individual, Informal Assessment).

Lesson Plan 1 of 10: Introduction to Henry and Mudge

TLW practice skills to help them understand text before, during, and after reading (PA Academic Standard 1.1.2.D; UG 1, 3; Affective, Cognitive Domains).

PI: TLW view a PowerPoint about story elements and vocabulary and look at the illustrations in their reading books to make predictions about what their upcoming story will be about (Large Group, Informal Assessment).

TLW listen actively and respond to prompts as their reading story is introduced (PA Academic Standard 1.6.2.A; UG 1, 3, 5; Affective, Cognitive Domains).

PI: Using prompts, TLW will listen and then respond to the story overview with questions, ideas, information, or opinions about what they think will happen (Large Group, Informal Assessment).

Lesson 2 of 10: Like Henry and Mudge

TLW use prior knowledge through writing to connect to and understand their story (PA Academic Standard 1.1.2.D; UG 1, 3, 8; Affective, Cognitive, Psychomotor Domains).

PI: TLW use their September journals to write about games they like to play in order to connect these experiences with doing things with friends (Individual, Informal Assessment).

TLW listen actively as their reading story is presented to them (PA Academic Standard 1.6.2.A; UG 3; Cognitive Domain).

PI: Students will listen and respond to the story reading with comments, questions, and opinions (Large Group, Informal Assessment).

Lesson Plan 3 of 10: When and Where

TLW identify the setting of stories in order to become more familiar with narrative elements (PA Academic Standard 1.3.2.C; UG 3, 4; Cognitive Domain).

PI: With the class, TLW identify the setting from short stories and their reading story by using clues from the text (Large Group, Informal Assessment).

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TLW demonstrate oral reading fluency by reading out loud (PA Academic Standard 1.1.2.E; UG 3, 7; Cognitive, Psychomotor Domains).

PI: As a class, learners will read the first chapter of Henry and Mudge Under the Yellow Moon chorally and fluently (Large Group, Informal Assessment).

Lesson Plan 4 of 10: Fall Fun

TLW write complete sentences using appropriate conventions of language (PA Academic Standard 1.5.2.F; UG 2, 6, 8; Affective, Cognitive, Psychomotor Domains).

PI: Learners will use capital letters and punctuation to write complete sentences to answer questions and write about the topic of fall (Individual, Informal Assessment).

TLW develop details and sentences that relate to and support a main idea (PA Academic Standard 1.5.2.B; UG 3, 6, 8;Cognitive, Psychomotor Domains).

PI: Students will complete activities about fall that require them to identify the main idea, provide details about the topic, and write supporting sentences using those details (Individual, Informal Assessment).

Lesson Plan 5 of 10: Leaf Collages

TLW practice identifying the setting by creating their own based on the season of fall (PA Academic Standard 1.3.2.C; UG 2, 3, 8; Affective, Cognitive, Psychomotor Domains).

PI: By thinking about what they might see on their nature walk, TLW create their own story about a self-created setting (Individual, Informal Assessment).

TLW write with a focus about a realistic fall setting to share with their classmates (PA Academic Standard 1.5.2.A; UG 2, 3, 8; Affective, Cognitive, Psychomotor Domains).

PI: Based on the collage they create, TLW write about a fall setting that they will share with their classmates (Individual, Informal Assessment).

Lesson Plan 6 of 10: Under the Yellow Moon


PI: With the class, TLW compare the settings from different stories they have read by using clues from the text and illustrations (Large Group, Informal Assessment).

TLW interview a classmate to learn about their culture (PA Academic Standard 7.3.3.A; UG 1, 8; Affective, Psychomotor Domains).

PI: Using an interview format sheet, students will be observed for participation in asking and responding to a classmate about how they celebrate Thanksgiving for a Social Science grade of O, S, or N (Small Group, Formal Assessment).

6

Lesson Plan 7 of 10: The First Book

TLW make connections between and to texts in order to help them understand what they read (PA Academic Standard1.1.2.D; UG 1, 3, 4, 8; Affective, Cognitive, Psychomotor Domains).

PI: By listening to and doing a reader’s theater of an additional story in the book series, TLW make connections between their reading story and the new story to help them understand them better (Large Group, Informal Assessment).


PI: Using open-ended prompts, TLW create and compare settings by using clues from the text and/or illustrations (Small Group, Informal Assessment).

Lesson Plan 8 of 10: Bedtime Thumps

TLW sequence events from a story to develop an understanding of organized writing (PA Academic Standard 1.5.2.C; UG 3, 4; Cognitive Domain).

PI: Learners will use pictures of objects to help them sequence the events from Henry and Mudge: Bedtime Thumps to help them understand the importance of organizing writing (Large Group, Informal Assessment).

TLW understand meanings of new words to increase their vocabulary (PA Academic Standard 1.1.2.C; UG 5, 8; Cognitive, Psychomotor Domains).

PI: After reviewing examples as a class, TLW complete sentences and descriptions using their vocabulary words (Individual, Informal Assessment).

Lesson Plan 9 of 10: Review…Order It!

TLW use different strategies to help them understand their reading story (PA Academic Standard 1.1.2.D; UG 3, 4; Cognitive Domain).

PI: Using a graphic organizer, learners will order the events from the story and will support their reasoning using page numbers (Individual and Large Group, Informal Assessment).

TLW use different strategies to help them understand their reading story (PA Academic Standard 1.1.2.D; UG 3, 4, 8; Cognitive, Psychomotor Domains).

PI: By creating a human Venn diagram with the class, TLW compare the characters from their reading story to review its events (Large Group, Informal Assessment).

Lesson Plan 10 of 10: Test What You Know

TLW demonstrate their comprehension of the story (PA Academic Standard 1.1.2.D; UG 1, 4, 5; Affective, Cognitive Domains).

PI: Based on numerous activities done throughout the previous two weeks, TLW answer multiple choice questions to exhibit their understanding and comprehension of the story and vocabulary for a total of 18 points (Individual, Formal Assessment).

7

TLW write sentences using the appropriate conventions (PA Academic Standard 1.5.2.F; UG 1, 3, 8; Affective, Cognitive, Psychomotor Domains).

PI: Using the review from the previous lesson, TLW answer questions about the story using complete sentences for total of 4 points (Individual, Formal Assessment).

Culminating Experience: Nature Walk

TLW use a variety of describing words and nouns to help them begin to vary their sentences (PA Academic Standard 1.5.2.D; UG 2, 6, 8; Cognitive, Psychomotor Domains).

PI: By recording observations about nature using their senses, TLW be prompted to write specific adjectives and nouns to describe what they observed while outdoors and compare the experience to the story characters’ experience (Large Group, Informal Assessment).

TLW differentiate between living and nonliving components in nature (PA Academic Standard 4.1.3.A; UG 1; Affective Domain).

PI: TLW use examples taken from nature to compare living and nonliving aspects of a wooded environment (Large Group, Informal Assessment).

8

CONCEPTS

1. By defining new words, students can increase their reading and writing vocabulary and fluency.

2. Comparing ideas will enable learners to make connections between ideas and build upon them.

3. Being able to make predictions, connect texts, and relate prior knowledge and experiences to stories helps students comprehend better.

4. Finding the setting of a story helps to make it more meaningful and more easily understood.

5. Understanding that order and sequencing in stories is important will help learners to better understand stories and will help them organize their own writing.

6. It is important to be able to use describing words to make writing more interesting.

7. It is necessary to write complete sentences, find main ideas, and write details so students can share their writing with others.

8. Using senses is important to help students be able to more fully describe their experiences.

9

KEY DEFINITIONS

adjective- a word that describes something

adventure- unusual or exciting experience

birdbath- bowl type basin for birds to drink from and wash in

bobcat- wild cat that is larger than a normal cat with a short tail and spots

chipmunks- small animals with stripes that live underground and look like squirrels

collage- artwork made of many different objects glued on one piece of paper, often overlapping

collie- large dog with long hair and a long, skinny snout used for sheep herding

curly- the opposite of straight

disaster- something that happens suddenly and causes loss and a large mess

floppy- soft and easily bendable

Frisbee- game played by throwing a plastic, round disk

hutch- a pen for animals

lump- a bump or swelling

manners- good behavior

noun- a word that represents a person, place, or a thing

phone booth- small, rectangle-shaped box with a pay phone

picked- to gather with your hands

policeman- someone who helps to keep order

prunes- dried plum, like a raisin

purr- sound cats make when they are happy

seasons- 4 times of the year determined by the tilt of the earth and the angle of the sun’s rays

setting- when and where a story takes place

shabby- worn looking, not taken care of

sniffing- smell by taking short breaths with your nose

south- a direction that is opposite of north

stray- an animal that does not belong to anyone

tap dance- done with shoes that make noise when they are tapped on the floor

unique- different

woods- forest, area of trees

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INTEGRATED PLANNING WEB

11

HENRY AND MUDGE TOGETHER IN FALL

INSTRUCTIONAL STRATEGIES

ACTIVITIES

CLASSROOM MANAGEMENT

Equal Pupil Response Sticks

Timing Activities: with timer and with

clock

Pupil Response Cues: clapping, snapping, other

gestures

“Give Me Five”

Reminder Posters

Weekly Helpers

“Learning Position”

Star Student HabitsRule/Habit Reminders

Goals and Expectations

Movement

Reading for Fluency

Comparing Texts

Relating/Connecting to

Stories

Story Elements: Title, Author/Illustrator, Characters, Setting

Visualization

Predicting

Traffic Light: 1-2-3

Interview to Learn About Thanksgiving

Customs

Illustrating

Using Graphic Organizers

Journal WritingPositive

Reinforcement

Pencil Cups

Identifying New Words in Context

Identifying and Using Descriptive

Words

Using Senses to Describe

Experiences

Relating the Fall Season to

Story

Practicing Fine Motor

Skills

Sequencings Events

Explicit and Implicit

Instruction

Learning Targets

Constructivist Learning

Through Scaffolding

Teacher Modelin

g

Choral Reading

Reader’s Theater

Using the Glossary to Find

Definitions of Vocabulary

Demonstrate Learning Through Assessment

Sequencing Events Using Pictures

Nature Walk: Using Senses and

Describing Words

Writing About Friendship

Leaf Collage

sVocabulary

Flashcards

List of Signs of Fall and Adjectives

Introductory/Vocabulary PowerPoint

Comparing the First Book and

Bedtime Thumps with Under the Yellow Moon

Using Story Clues to Visualize Settings

Human Venn

Diagram to

Compare Character

s

Story Element Code Sheet to

Compare Stories

Create and Descrie Settings Based on

Illustrations

Listen for Voice Inflection in Story

Readings

Compare Class Walk to Characters’ Walk

Compare Similar Stories to Reading

Story

Write About Fall Using Main Ideas and

Details

Use Title, Vocabulary Words, and Illustrations to Make Predictions

About Story

TIME FRAME

WEEK ONE

FridaySeptember 23,

2011

Introductory Experience:Signs of Fall

MondaySeptember 26,

2011

Lesson 1: Introduction to

Henry and Mudge

TuesdaySeptember 27,

2011

Lesson 2: Like Henry and

Mudge

WednesdaySeptember 28,

2011

Lesson 3: When and

Where

ThursdaySeptember 29,

2011

Lesson 4: Fall Fun

FridaySeptember 30,

2011

Lesson 5: Leaf Collages

The class will create a list of

nouns and adjectives that remind them of the fall season.

The story and its vocabulary will be introduced

using a PowerPoint. Students will

learn about the author,

illustrator, and genre and will

make predictions

about the story.

Learners will write in their

journals to help them relate to the characters, will use their vocabulary in sentences, and

will listen to the story.

By reading a variety of short stories, students

will practice using clues to

find the setting.

The class will practice finding the main idea

and detail sentences of

stories and will use these as a

model to draw a picture and write

about fall.

By using signs of fall to create

collages that will be used as settings to write about, students

will practice illustrating and writing with a

focus.

80 Minutes 80 Minutes 80 Minutes 80 Minutes 80 Minutes 80 MinutesWEEK TWO

FridayOctober 3, 2011

Lesson 6: Under the

Yellow Moon

MondayOctober 4, 2011

Lesson 7: The First Book

TuesdayOctober 5, 2011

Lesson 8:Bedtime Thumps

WednesdayOctober 6, 2011

Lesson 9:Review…Order

It!

ThursdayOctober 7, 2011

Lesson 10: Test What You

Know

FridayOctober 10,

2011

Culminating Experience:Nature Walk

Story elements will be

discussed. The rest of Under

the Yellow Moon will be read. Students

will interview a classmate about

a holiday.

The First Book will be read and

students will make

comparisons and discuss and review story

settings.

Bedtime Thumps will be read and

students will practice

ordering events and comparing

them to the previous stories.

To review, the class will use a

story map to order events and

will practice writing

complete sentences for

comprehension questions.

Learners will exhibit their

mastery of the main unit

objectives by taking a written

test to assess their

comprehension, story, and

vocabulary knowledge.

To tie up the unit, the class will practice using their senses and describing

words to share experiences

after taking a nature walk like

Henry and Mudge’s.

80 Minutes 80 Minutes 80 Minutes 80 Minutes 80 Minutes 80 MinutesASSESSMENT PLAN


12

Informal Assessments

(Large Group, Informal Assessment) Student’s understanding of the difference between nouns and adjectives will be observed as students provide words that make them think of fall.

(Individual, Informal Assessment) Student’s ability to think of adjectives will be determined by looking at their Signs of Fall handout.



(Large Group, Informal Assessment) Students will share their predictions about their upcoming story in order to demonstrate their level of understanding before reading it.

(Large Group, Informal Assessment) In sharing their predictions, questions, thoughts, or opinions about the upcoming story, students will demonstrate their ability to listen and respond appropriately to text.

Lesson 2 of 10: Like Henry and Mudge


(Individual, Informal Assessment) Student’s ability to connect prior knowledge to text will be observed through their participation in the class discussion about things you can do with friends.

(Large Group, Informal Assessment) In order to determine student’s ability to listen and respond, they will be observed for participation before, during, and after the story reading.



(Large Group, Informal Assessment) Student’s ability to identify the setting of stories using story clues will be observed through their participation and completion of the handouts.

(Large Group, Informal Assessment) In order to gauge students’ oral reading fluency, they will be observed for participation in tracking the print with their finger and reading audibly.



(Individual, Informal Assessment) TLW demonstrate their ability to write complete sentences using capital letters and punctuation by answering questions about the story, A Walk in the Woods as well as by completing main idea and detail handouts.

(Individual, Informal Assessment) Learner’s understanding of main ideas and details will be made evident by their completion of handouts in supplying these writing characteristics.



13

(Individual, Informal Assessment) Student’s understanding of setting will be made evident in their ability to use their collage as a setting to write about.

(Individual, Informal Assessment) Student’s ability to write with a focus will be determined by listening to their collage stories to check that they make sense and are about a particular setting as represented by their collages.



(Large Group, Informal Assessment) Student’s ability to correctly identify the setting of a story will be determined based on their participation in the class discussion about the stories discussed

Formal Assessments (Social Science)

(Small Group, Formal Assessment) Students will receive an O, S, or N Social Science grade based on their participation in learning about the culture of the people through conducting and participating in an interview about the Thanksgiving holiday.



(Large Group, Informal Assessment) Student’s participation in listening and interacting with the story will provide evidence of their ability to make connections between texts to enhance their comprehension and understanding.


(Small Group, Informal Assessment) Student’s completion of prompts from a packet while working with a small group will demonstrate their understanding of story settings.



(Large Group, Informal Assessment) Student’s understanding of sequencing will be observed based on their participation in holding up their event picture at the appropriate time to help order the events from the story read as a class.

(Individual, Informal Assessment) Student’s ability to use new words will be made evident by the completion of their vocabulary review pages.


Informal Assessments(Individual and Large Group, Informal Assessment) In order to gauge students’ abilities to use evidence from the text to understanding their story, they will supply the page number they have found particular events on to prove what order they belong in.

14

(Large Group, Informal Assessment) By placing themselves in the correct area based on the description they have about Henry or Mudge, their understanding of the story and ability to compare characters will be made evident.


Formal Assessments (Reading, Grammar)

(Individual, Formal Assessment) Students will answer multiple choice questions in order to demonstrate their ability to comprehend, understand, and remember events from a story for a total of 18 points.

(Individual, Formal Assessment) Students will write complete and accurate sentences using capital letters, punctuation, and parts of the inquiry sentence to answer story questions for a total of 4 points—2 for each sentence for accuracy and conventions.



(Large Group, Informal Assessment) Student’s ability to supply original sensory adjectives and specific nouns of what they observed outdoors will be determined by their participation in and recording of such examples as they are discussed as a class.

(Large Group, Informal Assessment) Based on their participation in a class discussion about similarities and differences between the items they brought back with them from the nature walk, learner’s understanding of the differences between living and nonliving things will be made evident.

LIST OF MATERIALS AND RESOURCES

Student Resources Beck, I. L., Farr, R. C., & Strickland, D. S. (2005). Get Up and Go! Harcourt trophies: A

15

Harcourt reading/language arts program. (Student ed., p. 84-93). New York: Harcourt. September Journals, page 20 Scissors, Glue, Coloring Utensils Lined Paper Test Folders

Teacher Resources Vocabulary Cards: picked, south, chipmunks, sniffing, woods; about, boy, fall, few, same Beck, I. L., Farr, R. C., & Strickland, D. S. (2005). Get Up and Go! Harcourt trophies: A

Harcourt reading/language arts program (Teacher's ed., p. 84L-93L). New York: Harcourt.

Manners, J. (2000). How the leaves got their colors. New York: Harcourt Brace. Lewis, K. (2003). Fall colors. New York: Harcourt. Diaz, B. (2005). A walk in the woods. Sounds of sunshine (pp. 22-28). New York: Harcourt. Rylant, C. (1988). Henry and Mudge under the yellow moon: The fourth book of their

adventures. New York: Bradbury Press. Rylant, C. (1987). Henry and Mudge: The first book of their adventures. New York:

Bradbury Press. Rylant, C. (1991). Henry and Mudge and the bedtime thumps: The ninth book of their

adventures. New York: Bradbury Press. Construction or White Paper (21) Elmer’s Glue String in Two Large Overlapping Circles on the Carpet Reader’s Theater Scripts (1 of each chapter from Henry and Mudge: The First Book) Description Cards from Story Event Pictures: country, comic book, fingernail clippers, polka dots, table, pink flamingo,

wishing well, peppermints/bowl, birdbath, starry night, moth, table, moth Reading Tests

Online Resources Miller, A. (n.d.). Harcourt for second grade teachers. Mrs. Miller's Class Page for the

Primary Grades. Retrieved September 25, 2011, from http://www.primarygrades classpage.com/Harcourt%20for%20Teachers%.

Audio-Visual Resources White Board PowerPoint Fall PowerPoint (file name: fall) Henry and Mudge PowerPoint (file name: henry) Setting PowerPoint (file name: setting)

Community Resources Signs of Fall, from home

Handouts Signs of Fall Handout (21) Vocabulary Flash Cards (21) Vocabulary Story, Homework (21) Let’s Try It Handout (21) Packet—A Walk in the Woods, Leaf Graphic Organizer, Fall Picture Handout (21) Story Map Handouts (21 of each) Interview Handout (21) Movie Strip Handout (21)

16

Setting Packets (21) Working With Words Handout (21) Vocabulary Packet (21) Story Map and Order Please Handout (21 of each) Story Question Page (21) Senses Handout (21)

INTRODUCTORY EXPERIENCE

To invoke interest in the story the class will be reading, they will begin thinking about the fall

season which is also the setting in which their story takes place. Students will also learn what a noun and

adjective is and will compare the difference between them. They will do this by thinking of signs of fall

and ways to describe them. They will then be informed that the signs of fall are all nouns—actual things 17

that they could touch or hold—and the descriptions are all adjectives that help explain what something

looks, feels, tastes, smells, or sounds like. They will write down some of their favorites on their own chart

to save as a reference of words to use when they write about the fall season during supplemental

activities. This activity will also prompt them to begin thinking about the setting by picturing some of the

things they see during the fall.

Please see Introductory Experience: Signs of Fall for further details.

CULMINATING EXPERIENCE

To wrap up the unit study on fall and settings and to make a final connection between their

experiences and the characters in the story, the class will take a nature walk through the woods. They will

use their senses to observe what they experience and will write down descriptions of these things to

practice using adjectives and nouns. They will then compare how their walk may have been similar or

different to Henry and Mudge’s.

Please see Culminating Experience: Nature Walk for further details.DAILY LESSON PLANS


I. HEADING

Christina SteeleSeptember 23, 2011

18

Reading: Nouns and Adjectives of FallSecond Grade – 21 Students80 minutes

II. RATIONALE AND BACKGROUND

The purpose of this lesson is to get students to begin thinking about fall because the theme extends and supplements their reading story, Henry and Mudge Under the Yellow Moon. Students will also learn about adjectives that deal with the fall season in order to prepare for their upcoming writing assignment—writing a paragraph about their favorite season.

The students are familiar with nouns. Students are also familiar with the definition of an adjective, but most are unable to recognize or supply examples.

III. LESSON OBJECTIVES

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to…

A) TLW identify adjectives in order to help them begin varying their sentences (PA Academic Standard 1.5.2.D; UG 6; Cognitive Domain).

PI: With the class, TLW create a list of words that remind them of fall and will distinguish between nouns and adjectives (Large Group, Informal Assessment).

B) TLW create a list of adjectives that remind them of fall in order to begin thinking about content to include in a paragraph about the season (PA Academic Standard 1.5.2.B;UG 2, 6; Affective, Cognitive Domains).

PI: TLW write down adjectives that make them think of the fall season in order to begin organizing details to include in their paragraphs (Individual, Informal Assessment).

IV. LIST OF MATERIALS/RESOURCES

White Board Manners, J. (2000). How the leaves got their colors. New York: Harcourt Brace.

- or - Lewis, K. (2003). Fall colors. New York: Harcourt. PowerPoint Chart (file name: fall) Signs of Fall Handout (21)

V. CONCEPTS

A) I can use describing words so I can make my writing more interesting.

VI. PROCEDURES

A) Introduction and Motivation1. Time Allowance: 3-5 minutes2. Before the lesson begins, the class will be reminded of what season they just entered

into (fall, Friday). Have them close their eyes and visualize or picture what they think of when they hear fall: smells, sounds, feels, colors, tastes, etc. Then explain that they

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will be creating a huge list of these words so they can use them later when they write about the things that fall brings.

B) Lesson Body1. The lesson will begin by introducing the story, How the Leaves Got There Colors by

Jane Manners or Fall Colors by Kathryn Lewis. Ask the class to be thinking about if they see some of the same colors that are in the book. After reading, ask the class some questions relating to the story to get them thinking about signs of fall.

2. Have the class think of some of the things they see in fall. Go around the room having each student share one word about fall. Then ask them to think of how they would describe it using one of their senses (sight, smell, touch, hear, taste): color, shape, size, sound, etc. Keep track of these words using the PowerPoint chart.

3. Prompt students to think of nouns for the signs of fall and adjectives for how to describe them so that afterwards, you can point out that one column is nouns and one column is adjectives.

4. Explain that everyone could probably think of many other signs, but that there wouldn’t be room to write them all, so those words can go on their own charts. Pass out the Signs of Fall handout. Be sure they are using nouns for their signs of fall and adjectives for their descriptions. Once they have filled in their charts, remind them to put their names on the back and collect them to keep for paragraph work later.

5. If time, have the class work with a partner to read A Walk In the Woods by Barbara Diaz. Explain that they will be looking to see if the two characters in the book see the same signs of fall they thought of. Once they’ve chosen a partner, have them come get a Sounds of Sunshine book to share. Write the title and page numbers on the board: A Walk In the Woods, pages 22-28.

6. Students will be supported through whole-group and direct instruction.

C) Lesson Closure1. The lesson will conclude by talking about the fall season. Ask questions such as:

What time of year does fall occur in? What is the weather like? What changes? What types of activities do you do? Have them compare the differences and similarities between one another and the stories they read.

VII. EVALUATION

A) Student Assessment1. Assessment Plan

a. (Large Group, Informal Assessment) Student’s understanding of the difference between nouns and adjectives will be observed as students provide words that make them think of fall.

b. (Individual, Informal Assessment) Student’s ability to think of adjectives will be determined by looking at their Signs of Fall handout.


I. HEADING

Christina SteeleSeptember 26, 2011Reading: Introduce Story and VocabularySecond Grade – 21 Students

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80 minutes


The purpose of this lesson is to introduce the reading story to the class. Students will also begin learning how to make predictions by looking at some of the literary elements of this realistic fiction book in order to gain an understanding of what it might be about.

The students are familiar with the process of putting their vocabulary flash cards together, however, they will need walked through it step-by-step until it becomes more routine. Students will likely struggle with making predictions about the story, thus provide some ideas and don’t critique their responses.



A) TLW practice skills to help them understand text before, during, and after reading (PA Academic Standard 1.1.2.D; UG 1, 3; Affective, Cognitive Domains).

PI: TLW view a PowerPoint about story elements and vocabulary and look at the illustrations in their reading books to make predictions about what their upcoming story will be about (Large Group, Informal Assessment).

B) TLW listen actively and respond to prompts as their reading story is introduced (PA Academic Standard 1.6.2.A; UG 1, 3, 5; Affective, Cognitive Domains).

PI: Using prompts, TLW will listen and then respond to the story overview with questions, ideas, information, or opinions about what they think will happen (Large Group, Informal Assessment).


White Board Lined Paper (21) PowerPoint (file name: henry) Reading Books, pages 84-93 (student provided) Vocabulary Cards: picked, south, chipmunks, sniffing, woods; about, boy, fall, few, same Vocabulary Flash Cards (21) Vocabulary Story, Homework (21) Resource: Mrs. Miller's Class Page for the Primary Grades (see Teacher Resources)

V. CONCEPTS

A) I can make predictions about a story to help me prepare for reading it.

VI. PROCEDURES

A) Introduction and Motivation1. Time Allowance: 3-5 minutes2. Before the lesson begins, inform the class that their next story’s title is Henry and

Mudge: Under the Yellow Moon. Pass out lined paper and have the class neatly write

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down the title of the book. Model the thinking process for making a prediction based on the title (about the moon, best friends, a dog and cat, etc.). Have them write down their own predictions about what the story might be about based only on the title.

3. Tell them that today, they are going to get to explore the story without reading it. They will learn a little bit about who wrote the book, look at the pictures, and talk about vocabulary words that they will need to know before they read it. Then, they will make their own predictions.

B) Lesson Body1. The lesson will begin by displaying the Henry and Mudge PowerPoint. Go through

each slide talking about the author, illustrator, and their vocabulary words. Remind them to be finding clues about what they story might be about so they can make predictions at the end of the discussion. Go through the slides until the vocabulary and meanings have been introduced. Then have them write down a prediction about the story based on their vocabulary words and the title.

2. Next, ask the class to take out their reading books and turn to page 84. Have them look at the illustrations only. Then have them make a final prediction using the title, vocabulary words, and illustrations. Have students that are in their learning positions share what they wrote if time.

3. Next display vocabulary words in the word chart, saying each out loud so students can hear how to pronounce them. Address the high frequency words by explaining that they are a different color. Then pass out vocabulary cards for the class to work on. Have them cut out one card and its match at a time so they don’t get mixed up. They will glue the word to the back of its definition and then take them home. Use the matching slide as a visual. These will go in their Take Home folders.

4. Students will be supported through whole-group and direct instruction.

C) Lesson Closure1. The lesson will conclude by having the class talk about their predictions. Did their

predictions get easier the more information they had? Was their final prediction more likely to be right than their first? Then let them know that as they read the story tomorrow, they will be able to check their predictions. Pass out a vocabulary story to each student and instruct them to take them home and read them to someone. This goes in their Take Home folder on the “Bring Back to School” side.

VII. EVALUATION


a. (Large Group, Informal Assessment) Students will share their predictions about their upcoming story in order to demonstrate their level of understanding before reading it.

b. (Large Group, Informal Assessment) In sharing their predictions, questions, thoughts, or opinions about the upcoming story, students will demonstrate their ability to listen and respond appropriately to text.

Lesson Plan 2 of 10: Like Henry and Mudge

I. HEADING

Christina SteeleSeptember 27, 2011Reading: Journal Writing, Vocabulary Review, Read StorySecond Grade – 21 Students

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80 minutes


The purpose of this lesson is to help students make a connection between their own lives and the story through journal writing and other prompts. They will also review their vocabulary and practice using it in a sentence and listen to and respond to the story.

The students are familiar with how to listen and follow along as the story is read. Students are not familiar with how to use a glossary and will need to be explicitly shown. Students will also likely not realize that the setting of a story includes both when and where.

III.LESSON OBJECTIVES


A) TLW use prior knowledge through writing to connect to and understand their story (PA Academic Standard 1.1.2.D; UG 1, 3, 8; Affective, Cognitive, Psychomotor Domains).

PI: TLW use their September journals to write about games they like to play in order to connect these experiences with doing things with friends (Individual, Informal Assessment).

B) TLW listen actively as their reading story is presented to them (PA Academic Standard 1.6.2.A; UG 3; Cognitive Domain).

PI: Students will listen and respond to the story reading with comments, questions, and opinions (Large Group, Informal Assessment).

IV.LIST OF MATERIALS/RESOURCES

White Board September Journal, page 20 (student provided in school folder) Reading Books, pages 84-93 (student provided) PowerPoint (file name: Henry)

V. CONCEPTS

A) I can read and relate to story characters to help me understand the story better.

VI.PROCEDURES

A) Introduction and Motivation1. Time allowance: 3-5 minutes2. Before the lesson begins, the class will be asked to take out their September Journals

and turn to page 20: Playing games is fun because. Instruct them to take a couple minutes to write at least three sentences about the question. After about three minutes, have the class provide some of the games they wrote about. Ask them if these games would be as fun without others to play with. Ask them to think about and answer who is their favorite person to play games with. Ask them what other types of friends they have such as pets, stuffed animals, or imaginary friends. Ask them to think about some other things they do with those friends. Tell them that the story they

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will read is about a pair of friends and that they will find out what types of things they like to do together. Say: I wonder if some of their favorite things are some of your favorite things, too.

B) Lesson Body1. The lesson will begin by having the class turn to page 84 in their reading books.

Remind of the predictions they made yesterday after looking at some of the pictures and the title. Today, they will get to find out today if their predictions were right.

2. Review the vocabulary using the PowerPoint (slides 14-22). Direct them to use their glossaries to help them answer the questions. They are not yet familiar with how to do this.

3. Once vocabulary has been reviewed, have the class go back to the carpet with their books and sit with their legs crossed. Read the story aloud having them look at the pictures and/or follow along with their own books. During reading, prompt the class to look at the illustrations to begin thinking about the setting of the story (when and where). Also have them think about whether their predictions were correct.

4. After reading, talk about the genre of the story again by asking the class if the setting could be a real place and time, if the characters could be real, and if the events in the story could actually happen. Ask them how they know by prompting them to think of similar events and places that they have seen in real life.

5. Students who are struggling will be supported through whole-group instruction

C) Lesson Closure1. The lesson will conclude by having the class make connections with the story. Ask

what types of things Henry and Mudge did differently and why. Ask if this could be good because they could learn from each other. Then ask them some things they like to do in the fall. Continue prompting students to make connections with the story and characters as time permits using the Think and Respond questions on page 93 of student’s books.

VII. EVALUATION


a. (Individual, Informal Assessment) Student’s ability to connect prior knowledge to text will be observed through their participation in the class discussion about things you can do with friends.

b. (Large Group, Informal Assessment) In order to determine student’s ability to listen and respond, they will be observed for participation before, during, and after the story reading.


I. HEADING

Christina SteeleSeptember 28, 2011Reading: Setting Second Grade – 21 Students

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80 minutes


The purpose of this lesson is for students to practice identifying and relating to the setting of realistic fiction. They will also review the definitions of their vocabulary words in order to gain a better understanding of the story and will reread the story to improve their fluency.

The students are familiar with the story as it was read to them the day before as they followed along in their own books. Students are also familiar with the vocabulary from the story as they have practiced and reviewed it over the past couple days. Be sure to address that the setting of a story includes both where the story takes place and when the story takes place.



A) TLW identify the setting of stories in order to become more familiar with narrative elements (PA Academic Standard 1.3.2.C; UG 3, 4; Cognitive Domain).

PI: With the class, TLW identify the setting from short stories and their reading story by using clues from the text (Large Group, Informal Assessment).

B) TLW demonstrate oral reading fluency by reading out loud (PA Academic Standard 1.1.2.E; UG 3, 7; Cognitive, Psychomotor Domains).

PI: As a class, learners will read the first chapter of Henry and Mudge Under the Yellow Moon chorally and fluently (Large Group, Informal Assessment).


White Board Setting PowerPoint (file name: setting) Let’s Try It Handout (21) Reading Books, pages 84-93 (student provided)

V. CONCEPTS

A) I can find the setting of a story so I can understand it better.

VI. PROCEDURES

A) Introduction and Motivation1. Time Allowance: 3-5 minutes2. Before the lesson begins, remind the class that they have talked a little about the

setting of their story. Use the PowerPoint (slide 1) to show the class that the setting is both when and where the story took place. Tell them they are going to learn some ways to be able to find the setting of any type of story and their reading story to double check their predictions from Monday.

B) Lesson Body

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1. The lesson will begin by using slide 2 of the PowerPoint to introduce students how they can use clues from the words to figure out the setting. Read the story aloud, then have them read along with you to practice fluency and choral reading. See if the class can help discover clues that might help them know when and where Sam took his trip (where: a farm; when: in the summer).

2. Next pass out Let’s Try It handouts and explain that they are now going to get the chance to see if they can find clues in the story to help them figure out the setting. Explain that knowing the setting of a story makes it a lot more interesting, and in case it doesn’t have pictures or illustrations, they can picture their own if they know the setting. Have them try the handout on their own by reminding them to circle or underline clues in the story and write them in the box. Then have students volunteer some clues they used to help them find out when (afternoon sun was shining) and where (sand, water, wave) the story took place to figure out the setting (a beach on a summer afternoon).

3. Then have the class take out their reading books and turn to their story on page 84. Have them read the story along with you while tracking the print with their fingers. Afterwards, talk more about the setting of the story. While reading, point out vocabulary words and ask for definitions.

4. Students who struggle will be supported by whole-group and direct instruction.

C) Lesson Closure1. The lesson will conclude by reminding them that that the genre of the story is

realistic fiction. Ask them what this means about the characters, setting, and events of the story (they didn’t actually happen, but could). Lastly, tell them that next week, they will learn how to use story clues to find out more about what the characters are like.

VII. EVALUATION


a. (Large Group, Informal Assessment) Student’s ability to identify the setting of stories using story clues will be observed through their participation and completion of the handouts.

b. (Large Group, Informal Assessment) In order to gauge students’ oral reading fluency, they will be observed for participation in tracking the print with their finger and reading audibly.


I. HEADING

Christina SteeleSeptember 29, 2011Reading: Main Idea and Details

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Second Grade – 21 Students80 minutes


The purpose of this lesson is to help students to begin writing about topics in paragraph form while thinking about main ideas and detail sentences. Students will also practice finding main ideas and details from a story that is similar to their own reading story and will compare the settings of the two stories. By completing questions about the story and answering with complete sentences, they will be practicing writing using appropriate conventions. This experience will help them gain a better understanding of setting, prepare for writing a paragraph in grammar, and give them a preview of comparing and contrasting ideas—a skill they will work on more in the following unit.

The students are familiar with how to write complete sentences, though often need reminded to begin with capital letters and end with appropriate punctuation. The students are also familiar with Henry and Mudge and its setting. Students may struggle with using the leaf graphic organizer.



A) TLW write complete sentences using appropriate conventions of language (PA Academic Standard 1.5.2.F; UG 2, 6, 8; Affective, Cognitive, Psychomotor Domains).

PI: Learners will use capital letters and punctuation to write complete sentences to answer questions and write about the topic of fall (Individual, Informal Assessment).

B) TLW develop details and sentences that relate to and support a main idea (PA Academic Standard 1.5.2.B; UG 3, 6, 8;Cognitive, Psychomotor Domains).

PI: Students will complete activities about fall that require them to identify the main idea, provide details about the topic, and write supporting sentences using those details (Individual, Informal Assessment).


White Board Main Idea and Detail Sentences PowerPoint (file name: fall, slide 2) Sounds of Sunshine: A walk in the woods by Barbara Diaz, pages 22-28 (11+) Packet—A Walk in the Woods, Leaf Graphic Organizer, Fall Picture Handout (21)

V. CONCEPTS

A) I can write complete sentences, find main ideas, and write details so I can share my writing with others.

VI. PROCEDURES

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A) Introduction and Motivation1. Time allowance: 3-5 minutes2. Before the lesson begins, show them the title page of A Walk in the Woods. Ask them

what they notice about it: who they think it will be about, if it will be similar to Henry and Mudge’s walk, if it will be in the same type of setting and time, etc. Tell them that they are going to practice reading the story with their partners and that they should be paying attention to these things so they can compare them with Henry and Mudge’s walk.

B) Lesson Body1. The lesson will begin by displaying the Main Idea and Detail Sentences PowerPoint

(slide 2). Have the class read the story aloud. Ask the class to raise their hands if they found the main idea of the short story about Henry and Mudge. Point to a random sentence and ask the class if they agree. Continue in this way until the first sentence is circled. Point out that it is always the first sentence. Then have volunteers identify supporting sentences. Provide nonsense answers for the question on the bottom of the slide until someone can provide the correct answer (the colors).

2. Pass out the Sounds of Sunshine books and have the class turn to page 22. Prompt them to think about the setting of this story compared to their reading story. Also have them think about the events and characters. Ask each set of partners to read A Walk in the Woods. As they are reading, pass out a packet to each. For the first page, they will answer some questions about the story. For the next page, they will think of their own detail sentences about fall as if they were going to write a story about it (ideas to be built upon during the following lesson). The final page asks them to draw a picture and write about it using what they practiced when completing the other pages: using complete sentences, main ideas, and detail sentences.

3. Students who struggle will be supported by scaffolding from their peers as well as being provided with models for what they will be expected to do.

C) Lesson Closure1. The lesson will conclude by having students share with the class some of the details

they wrote on the leaf organizer and the pictures they drew and wrote about. Then have them talk about the similarities and differences between the two stories they have read. They can also vote on which story they liked better by raising their hands.

VII. EVALUATION


a. (Individual, Informal Assessment) TLW demonstrate their ability to write complete sentences using capital letters and punctuation by answering questions about the story, A Walk in the Woods as well as by completing main idea and detail handouts.

b. (Individual, Informal Assessment) Learner’s understanding of main ideas and details will be made evident by their completion of handouts in supplying these writing characteristics.


I. HEADING

Christina SteeleSeptember 30, 2011Reading: Setting and Paragraph Writing

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The purpose of this lesson is to help students relate the fall setting from their stories to creating their own fall setting. This activity will also prepare them for the nature walk at the end of the unit.

The students are familiar with how to write complete sentences though they may need reminded of the necessary conventions (capital letters and end marks). They have been talking about the narrative element of setting, but will probably need to be prompted to remember that it includes both where and when.



A) TLW practice identifying the setting by creating their own based on the season of fall (PA Academic Standard 1.3.2.C; UG 2, 3, 8; Affective, Cognitive, Psychomotor Domains).

PI: By thinking about what they might see on their nature walk, TLW create their own story about a self-created setting (Individual, Informal Assessment).

B) TLW write with a focus about a realistic fall setting to share with their classmates (PA Academic Standard 1.5.2.A; UG 2, 3, 8; Affective, Cognitive, Psychomotor Domains).

PI: Based on the collage they create, TLW write about a fall setting that they will share with their classmates (Individual, Informal Assessment).


Signs of Fall Objects, in 5 groups (leaves, acorns, chestnuts, and student provided items) Construction Paper (21) Elmer’s Glue (for teacher) Coloring Utensils (student provided) Lined Paper (21)

V. CONCEPTS

A) I can create and write about my own setting so I can write my own stories.

VI.PROCEDURES

A) Introduction and Motivation1. Time Allowance: 3-5 minutes2. Before the lesson begins, ask the class to remind you of the setting of the chapter they

read from Henry and Mudge (daytime, fall, outside in the woods). Ask them to think about some of the settings they have may have seen that they think might be similar

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to this setting. Explain that today, they are going to get to create their own fall settings and write about them using the signs of fall that they have brought in.

B) Lesson Body1. The lesson will begin by having students go back in groups to get four signs of fall

and one piece of paper to bring back to their desks. They will organize their objects how they would like them to be placed, and you will go around and glue them as students are ready. Explain that once their objects have been glued, they may add to their collages by coloring or drawing addition objects. They may want to plan their collage design to model a particular setting they could easily write about. They will then get a piece of lined paper from the front of the room and write a story based on their collage using it as the setting of their short story. They should try to write at least 3 to 5 sentences.

2. For students who finish early, have them use the back of their lined paper to write details about the setting of their collages and stories (woods, stream, fantasyland, grandma’s woods, etc.). Remind them to think about when as part of the setting (fall, day, night, September).

3. Students struggling will be supported by working with their peers. Provide additional support and modeling as needed.

C) Lesson Closure1. The lesson will conclude by having students share their collages, settings, and stories

with the class or in their small groups. They can discuss why they decided their collages looked like the particular settings they chose or additional settings they could represent.

VII. EVALUATION


a. (Individual, Informal Assessment) Student’s understanding of setting will be made evident in their ability to use their collage as a setting to write about.

b. (Individual, Informal Assessment) Student’s ability to write with a focus will be determined by listening to their collage stories to check that they make sense and are about a particular setting as represented by their collages.


I. HEADING

Christina SteeleOctober 3, 2011Reading: Compare Story Elements, Read Ch. 3 and 4, Holiday Interview

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The purpose of this lesson is for students to become more familiar with story elements and to be able to compare them between stories. They will also learn about the customs of their classmates by interviewing them about how they celebrate the fall holiday, Thanksgiving.

The students are familiar with the first chapter in Henry and Mudge Under: the Yellow Moon. They are also familiar with how to determine the setting of a story, how to find the authors, and what the characters and title are.



A) TLW identify the setting of stories in order to become more familiar with narrative elements (PA Academic Standard 1.3.2.C; UG 3, 2; Cognitive Domain).

PI: With the class, TLW compare the settings from different stories they have read by using clues from the text and illustrations (Large Group, Informal Assessment).

B) TLW interview a classmate to learn about their culture (PA Academic Standard 7.3.3.A; UG 1, 8; Affective, Psychomotor Domains).

PI: Using an interview format sheet, students will be observed for participation in asking and responding to a classmate about how they celebrate Thanksgiving for a Social Science grade of O, S, or N (Small Group, Formal Assessment).


Reading Books (student provided) Story Elements Handouts (21 of each) Scissors, Glue (student provided) Interview Handout (21) Henry and Mudge Comparison Story, Homework (21)

V. CONCEPTS

A) I can compare the settings of stories to help me understand them better.B) I can conduct an interview so I can learn about my classmates.

VI. PROCEDURES

A) Introduction and Motivation1. Time Allowance: 3-5 minutes2. Before the lesson begins, ask the class what the two parts of a setting are (when and

where). Then ask them what they can use to help them figure out the setting (pictures, clues). Remind them that every story has a setting, characters, and events or a plot.

B) Lesson Body

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1. The lesson will begin by having the class compare the story elements from their past reading stories using the story map. Pass out one of each handout. Have the class take out their scissors only and cut out each story element card. Point out the code of the story elements on the handout and explain that there are three stories for which they will put the elements in the correct spaces according to the shapes and code. Remind them of the three stories they have read: The Mixed-Up Chameleon, Get Up and Go! and Henry and Mudge Under the Yellow Moon. Tell them to place the cards where they think they go and then they will check them together before they glue them.

2. Next, have the class come back to the reading carpet to listen to Henry and Mudge: Under the Yellow Moon. You may want to pass out books to each set of students before they come back to the carpet to share and follow along with while you read. Tell them the chapters they are going to listen to talk about the holidays that happen in the fall and what Henry and Mudge do during them. Ask if the class knows what two holidays—that are coming up in real life—occur in fall (Halloween and Thanksgiving). Then ask for some predictions about how Henry and Mudge will enjoy the holidays.

3. Ask them to pay attention to see if they can find some of the story elements as you read: title, author, characters, and setting. Read the chapters Under the Yellow Moon and Thanksgiving Guest. Then talk about the story elements and compare them and the chapter with the Together In Fall chapter.

4. Ask the class to then think about some of the ways they enjoy these holidays. Explain that they are going to get to be like reporters by interviewing a classmate about how they enjoy the Thanksgiving holiday. Pass out interview sheets and explain that they will choose one person to interview and vice versa answering the questions provided. (They do not have to write in complete sentences, but they may choose to.)

5. If time, have students share with small groups what they learned about their partner.6. Students struggling will be supported by whole group instruction.

C) Lesson Closure1. The lesson will conclude by asking the class if there were any similarities between

the things they or their classmates enjoy the holidays and how Henry and Mudge enjoy the holidays. Collect the interview sheets to check for completion. Then pass out the Henry and Mudge Comparison Stories and explain that they should read it a number of times to someone and have them sign it (Take Home folder to bring back).

VII. EVALUATION


a. (Large Group, Informal Assessment) Student’s ability to correctly identify the setting of a story will be determined based on their participation in the class discussion about the stories discussed

b. (Small Group, Formal Assessment) Students will receive an O, S, or N Social Science grade based on their participation in learning about the culture of their classmates through conducting and participating in an interview about the Thanksgiving holiday.


I. HEADING

Christina SteeleOctober 4, 2011Reading: Read Story, Setting Review

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The purpose of this lesson is to give students background information about the story they have been working with by reading one of its prequels. Students will also practice finding and creating story settings to help prepare them for their upcoming reading test. The class will also practice reading fluently by doing a reader’s theater.

The students are familiar with much of the vocabulary that will be found in the story as it is similar to their current reading story. They are also familiar with ways to help them find the setting of a story by looking for clues in the illustrations and text and putting them together to figure out when and where a story took place.



A) TLW make connections between and to texts in order to help them understand what they read (PA Academic Standard1.1.2.D; UG 1, 3, 4, 8; Affective, Cognitive, Psychomotor Domains).

PI: By listening to and doing a reader’s theater of an additional story in the book series, TLW make connections between their reading story and the new story to help them understand them better (Large Group, Informal Assessment).

B) TLW identify the setting of stories in order to become more familiar with narrative elements (PA Academic Standard 1.3.2.C; UG 3, 4; Cognitive Domain).

PI: Using open-ended prompts, TLW create and compare settings by using clues from the text and/or illustrations (Small Group, Informal Assessment).


Henry and Mudge: The First Book by Cynthia Rylant Movie Strip Handout (21) Coloring Utensils (student provided) Setting Packets (21) Reader’s Theater Scripts (1 of each chapter from Henry and Mudge: The First Chapter)

V. CONCEPTS

A) I can relate stories to each other so I can understand them better.B) I can find and create settings for stories so I can make them more interesting.

VI.PROCEDURES

A) Introduction and Motivation1. Time Allowance: 3-5 minutes2. Before the lesson begins, ask the class if they have wondered how Henry and Mudge

got to be such good friends. Ask them to raise their hand if they have a best friend that is a pet. Tell them that they may be able to relate some experiences they have

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been through with their pet to what Henry and Mudge went through in their very first adventure together written about in Henry and Mudge: The First Book by Cynthia Rylant.

B) Lesson Body1. The lesson will begin by having the class go back to the reading carpet and sitting in

their listening position. Read the first three chapters of the story to them pointing out parts that will help them remember settings from each chapter (when and where).

2. Afterwards, have students return to their desks and provide instructions for the movie strip handout as follows: they will draw three settings from the chapters read in each movie frame. Be sure they address when and where in their drawings. The settings are: daytime at home, daytime in a pet store or at home, daytime walking to school, nighttime in Henry’s bedroom. These may be discussed and displayed afterwards.

3. Then pass out setting packets and explain the directions for each activity. They will need to work together very well with their teammates in order to complete the packet by the end of class. Those who finish their entire packet with entertaining and meaningful answers will get a sticker the following day. Complete the first page as a class. Then have the class get into their centers using the grouping chart.

4. If time, finish the rest of the chapters in the book as a reader’s theater by breaking the class into 4 groups each with 5 students. Henry and Mudge usually don’t have parts, but the students can act out what they are doing to play their roles.

5. Students who struggle will be supported by whole-group instruction and models.

C) Lesson Closure1. The lesson will conclude by talking about some of the different types of settings the

class’ groups talked about. Then discuss when their favorite time for their settings was (past, present, future). Talk about the differences between settings from their packets and settings from Henry and Mudge.

VII. EVALUATION


a. (Large Group, Informal Assessment) Student’s participation in listening and interacting with the story will provide evidence of their ability to make connections between texts to enhance their comprehension and understanding.

b. (Small Group, Informal Assessment) Student’s completion of prompts from a packet while working with a small group will demonstrate their understanding of story settings.


I. HEADING

Christina SteeleOctober 5, 2011Reading: Read Story, Sequencing Events, Vocabulary Review

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The purpose of this lesson is to allow students to see a model of logical sequencing in writing by ordering the events from a story. They will also practice using their vocabulary words in different ways to add to their ever-expanding reading and writing vocabulary.

The students are familiar with their vocabulary words and should have been practicing with their flash cards throughout the past week. They are also familiar with who Henry and Mudge are and can compare story elements between the books they will have now read: Under the Yellow Moon, The First Book, and Bedtime Thumps.



A) TLW sequence events from a story to develop an understanding of organized writing (PA Academic Standard 1.5.2.C; UG 3, 4; Cognitive Domain).

PI: Learners will use pictures of objects to help them sequence the events from Henry and Mudge: Bedtime Thumps to help them understand the importance of organizing writing (Large Group, Informal Assessment).

B) TLW understand meanings of new words to increase their vocabulary (PA Academic Standard 1.1.2.C; UG 5, 8; Cognitive, Psychomotor Domains).

PI: After reviewing examples as a class, TLW complete sentences and descriptions using their vocabulary words (Individual, Informal Assessment).


White Board Henry and Mudge: Bedtime Thumps by Cynthia Rylant Event Pictures: Country, comic book, fingernail clippers, polka dots, table, pink

flamingo, wishing well, peppermints/bowl, birdbath, starry night, moth, table, moth Sequencing PowerPoint (file name: setting, slide 1) Working With Words Handout (21) Vocabulary Leaf PowerPoint (slide 2) Vocabulary Packet (21)

V. CONCEPTS

A) I can order events from a story to help me organize my own writing.B) I can define new words so I can increase my reading and writing vocabulary.

VI.PROCEDURES

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A) Introduction and Motivation1. Time Allowance: 3-5 minutes2. Before the lesson begins, ask the class if they have ever been afraid of anything at

night. If needed, provide some examples. Ask them if they think a huge dog like Mudge ever gets scared of anything…Henry. Then tell them that in this story, they will get to find out.

B) Lesson Body1. The lesson will begin by passing out event pictures. Explain that these represent

events that happen in the story and that you will need their help in telling the story since the pictures are too small for everyone to see. They can help by holding up the right picture when the even they think their object represents happens in the story.

2. Read the story, emphasizing points when students need to hold up certain pictures. Be sure they are not playing with them and that they are following along because they will also have to help retell the story without their pictures at the end.

3. After reading, pull up the setting PowerPoint (slide 1). Tell the class that you will read through each sentence and that they need to help put them in the correct order so they make sense. Have them look for the pattern that will emerge if they get it right. Once ordered, read through them in order and have the class hold up their pictures. Discuss how the story would have been different if these things would have happened in a different order, provided examples.

4. Next pass out the Working With Words Handout. Have the class write a sentence for each of the words. For those who finish early, have them complete the bottom by color-coding vowels and consonants.

5. Then pull up slide 2 on the setting PowerPoint. Pass out vocabulary review packets. Go through this page with them together. Then have them complete as many pages as they can before the end of class. Have them keep their packets and finish them later. If they finish them and bring them in the next day, they will get a homework sticker for it.

6. Students struggling will be supported by whole-group and direct instruction.

C) Lesson Closure1. The lesson will conclude by comparing some of the story elements from this story to

the other two stories the class has listened to so far. Ask them to compare the settings, the characters, and the events.

VII. EVALUATION


a. (Large Group, Informal Assessment) Student’s understanding of sequencing will be observed based on their participation in holding up their event picture at the appropriate time to help order the events from the story read as a class.

b. (Individual, Informal Assessment) Student’s ability to use new words will be made evident by the completion of their vocabulary review pages.


I. HEADING

Christina SteeleOctober 6, 2011Reading: Henry and Mudge Review, Story Map

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The purpose of this lesson is to introduce students to using a Venn diagram to compare and contrast ideas—a skill they work on more during the next unit. Students will also order the events from their reading story. Furthermore, they will practice answering questions with complete sentences—a skill that will be necessary for them on their reading test.

The students are familiar with how to write complete sentences; however they need clues from the questions to help them start their answers. They have also practiced ordering events of other stories throughout the week. Students are likely unfamiliar with the layout of a Venn diagram and will have to be walked through it—which will be accomplished through taking part in the human Venn diagram.



A) TLW use different strategies to help them understand their reading story (PA Academic Standard 1.1.2.D; UG 3, 4; Cognitive Domain).

PI: Using a graphic organizer, learners will order the events from the story and will support their reasoning using page numbers (Individual and Large Group, Informal Assessment).

B) TLW use different strategies to help them understand their reading story (PA Academic Standard 1.1.2.D; UG 3, 4, 8; Cognitive, Psychomotor Domains).

PI: By creating a human Venn diagram with the class, TLW compare the characters from their reading story to review its events (Large Group, Informal Assessment).


White Board Story Map and Order Please Handout (21 of each) Reading Books, pages 84-93 (student provided) String in Two Large Overlapping Circles on the Carpet Description Cards from Story (20) Story Question Page (21) Henry and Mudge Vocabulary Practice, Homework (21)

V. CONCEPTS

A) I can retell the story and order its events to help me understand it better.

VI.PROCEDURES

A) Introduction and Motivation1. Time Allowance: 3-5 minutes

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2. Before the lesson begins, ask the class if they have ever heard of a Venn diagram. Then ask if they have ever heard of a human pyramid. Inform them that they are going to get to combine both at the end of the lesson just so they pay close attention to the directions throughout the lesson.

B) Lesson Body1. The lesson will begin by asking the class if they remember the chapter they read

about Henry and Mudge taking a walk in the woods in the fall in the daytime since it’s been so long since they read it and really talked about it. Then tell them that their test will only be on that book and that chapter so you thought you’d be nice and let them review it in a couple of fun ways.

2. Pass out the Order, Please Handout and instruct the class to cut out each sentence and place it in order on their desks using their stories to check their work. Pull up slide 4. Call on quiet students to tell you what page number the sentences come from. Have them glue each sentence in order under Story Events as they are moved on the screen.

3. Once everyone has finished gluing and placed their handouts in their take-home folders to study, have them line up at the end of the carpet. Pass out one description card to each student until they are gone. If needed, give students more than one. Explain that they are going to place themselves in the correct parts of the circles based on who their cards tell about. Have the students with the boy and dog cards choose a circle (not the middle). Then have students calmly find the appropriate spot without talking. Explain that if they talk, you get to give their card to someone else and they have to stand outside the circles. If there is a leftover student, have them be the checker. Have each section stand alone in their respective areas and explain that the overlapping area means that this is something both sides/characters share.

4. Then complete the story questions page together with them, providing clues from the sentences as to how they should start their answers. Give the vocabulary practice for homework.

5. Students struggling will be supported by whole-group instruction and repetition.

C) Lesson Closure1. The lesson will conclude by talking about how different the boy and dog are. Ask the

class if this helped them to see some of the different ways they each enjoy the outdoors in fall. Then let them know that they will be getting to use the Venn diagram again next week to compare two very different friends.

VII. EVALUATION


a. (Individual and Large Group, Informal Assessment) In order to gauge students’ abilities to use evidence from the text to understanding their story, they will supply the page number they have found particular events on to prove what order they belong in.

b. (Large Group, Informal Assessment) By placing themselves in the correct area based on the description they have about Henry or Mudge, their understanding of the story and ability to compare characters will be made evident.


I. HEADING

Christina SteeleOctober 7, 2011

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Reading: Test of Story, Vocabulary, and SettingSecond Grade – 21 Students80 minutes


The purpose of this lesson is to evaluate how well students have been able to learn and apply strategies to help them understand, comprehend, and remember the story they read. They will also demonstrate their ability to learn new words and to be able to apply their meaning in new ways.

The students are familiar with the story as they have reviewed it and its events several times in a variety of different ways. They have also been taught a number of different strategies to help them understand and make sense of the story. Students are also familiar with the layout of the test as this is their third time taking this type of reading assessment. Students struggle with remembering to place their names on their papers as well as with finishing the open-ended sentences at the end of their test.



A) TLW demonstrate their comprehension of the story (PA Academic Standard 1.1.2.D; UG 1, 4, 5; Affective, Cognitive Domains).

PI: Based on numerous activities done throughout the previous two weeks, TLW answer multiple choice questions to exhibit their understanding and comprehension of the story and vocabulary for a total of 18 points (Individual, Formal Assessment).

B) TLW write sentences using the appropriate conventions (PA Academic Standard 1.5.2.F; UG 1, 3, 8; Affective, Cognitive, Psychomotor Domains).

PI: Using the review from the previous lesson, TLW answer questions about the story using complete sentences for total of 4 points (Individual, Formal Assessment).


Reading Tests (21) Test Folders (student’s number)

V. CONCEPTS

A) I can show that I have used strategies to help me understand my story.

VI.PROCEDURES

A) Introduction and Motivation1. Time Allowance: 3-5 minutes2. Before the lesson begins, explain that all the activities and hard work they have done

in the past two weeks will finally get to pay off. They are going to get the opportunity to show you how well they understood and enjoyed the story. If they don’t answer the questions correctly, then that shows that they didn’t enjoy the story—not

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everyone enjoys every story every time, but this one should have been fun for everyone in some way.

B) Lesson Body1. The lesson will begin by having a student pass out the test folders by calling student

numbers. Once folders are passed out, pass back test papers and instruct the class to place their names on them. Go over the directions and provide starters for the questions on the back directing students to write these in at this time.

2. Leave the sentence starters on the board and have students begin the test.3. If students finish, read them another Henry and Mudge story and tell them it will

probably be their last unless they ask to borrow one to keep inside the classroom.4. Students who run out of time may have more time to complete their test at recess.

C) Lesson Closure1. The lesson will conclude by asking the class to self evaluate. Ask them to think about

how they did. Ask them what some of their favorite activities were and which ones helped them remember and understand the story the best.

VII. EVALUATION


a. (Individual, Formal Assessment) Students will answer multiple choice questions in order to demonstrate their ability to comprehend, understand, and remember events from a story for a total of 18 points.

b. (Individual, Formal Assessment) Students will write complete and accurate sentences using capital letters, punctuation, and parts of the inquiry sentence to answer story questions for a total of 4 points—2 for each sentence for accuracy and conventions.


I. HEADING

Christina SteeleOctober 10, 2011

40

Reading: Using Specific Words to Describe ExperiencesSecond Grade – 21 Students80 minutes


The purpose of this lesson is for students to use their five senses to write down specific words and descriptions of what they observe and experience during a nature walk during the fall season in the woods. In addition, they will compare their walk in the fall in the woods with the walk that Henry and Mudge took from their reading story. They will also look at the difference between living and nonliving components in nature.

The students are familiar with the story of Henry and Mudge: Together in Fall as they have previously read it twice. A prior lesson provided them with the opportunity to practice using adjectives to describe signs of fall. They have also practiced using their senses and writing down observations made using each. They will likely need prompted to use specific descriptions and words to record what they experience outdoors. Some students may have a good understanding of living and nonliving things; however, many students may need further support in understanding that living things are things that are or have ever been alive—they often think if something died, it was not a living thing—and that nonliving things can move, too. Students will likely need support in staying focused while outdoors.



A) TLW use a variety of describing words and nouns to help them begin to vary their sentences (PA Academic Standard 1.5.2.D; UG 2, 6, 8; Cognitive, Psychomotor Domains).

PI: By recording observations about nature using their senses, TLW be prompted to write specific adjectives and nouns to describe what they observed while outdoors and compare the experience to the story characters’ experience (Large Group, Informal Assessment).

B) TLW differentiate between living and nonliving components in nature (PA Academic Standard 4.1.3.A; UG 1; Affective Domain).

PI: TLW use examples taken from nature to compare living and nonliving aspects of a wooded environment (Large Group, Informal Assessment).


White Board Five Senses PowerPoint (file name: fall, slide 8) Senses Journal Handout (21) Five Senses with lines PowerPoint (slide 9)

V. CONCEPTS

A) I will use my senses to experience nature so I can describe my observations.B) I will compare my experiences to Henry and Mudge’s so I can relate to my story better.

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VI. PROCEDURES

A) Introduction and Motivation1. Time Allowance: 3-5 minutes2. Before the lesson begins, show the class the senses PowerPoint (slide 8). Go over each

sense by having the class point to their body parts that are responsible for each and telling what each helps them do. Explain that after the nature walk, they will be writing down observations that they make with each sense. For example: for nose or smell, I would write things like cinnamon, cream cheese, and strawberry if I were in a bakery. Explain that they won’t be using their taste sense because they don’t know what types of things are poisonous.

B) Lesson Body1. The lesson will begin by explaining some other guidelines to the class and displaying

them on the board: stay on the path, don’t taste anything, don’t pick up any plants or critters, no running, stay with the group.

2. As you are walking, provide prompts to get the class to think about what makes something living or nonliving (grow, breathe, reproduce, excrete, respond to surroundings, and have similar basic needs like nourishment). Be sure to point out that dead things like insects or pets are classified as living things because they used to be alive as well as the fact that nonliving things can move, too. Provide a model of using your senses to tell if something is living or not by comparing a rock to a plant or animal.

3. As students are walking, have them gather leaves and acorns that have fallen on the ground. Be sure they know not to take things from the trees. Ask them to use their senses to observe different types of changes that nature is going through during this time of year.

4. After the walk, have the class compare some of the objects they brought back with them. Prompt them to begin using specific descriptions as they choose one object to share and why they chose it to bring back with them. Have them observe their objects using at least two different senses. Ask them to think about whether these objects are alive or dead, living or nonliving. Ask them to consider if they grow, breathe, reproduce, excrete, respond to surroundings, or need nourishment. Leaves would be nonliving since they are no longer attached to a tree, but the tree is living and the leaf used to be part of that. Compare a rock, acorn, leaves, feathers, birds, insects, etc. that students also saw to this idea. Compare their characteristics to see if they can determine those that are shared and those that are different. Then compare these characteristics to humans.

5. After each student has shared, pass out the sensory journal handouts and give the class a few moments to write down some of the observations they made using each of their senses. They should try to write down two descriptions for each and should not merely write that they saw a bird or felt the wind or heard an acorn fall but should describe what it sounded like, felt like, looked like, etc. based on the sensory activity they took part in during a previous lesson. Then have volunteers share some of the observations they wrote down and record them on the sensory sheet to check for understanding, model correct spelling, and to prompt for more specific descriptions.

6. Students who struggle will be supported by additional prompts in order to think of more specific descriptions.

C) Lesson Closure1. The lesson will conclude by comparing their walk to the walk that Henry and Mudge

took in their reading story. Discuss how the setting they observed during the walk is

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similar or different to the walk that Henry and Mudge took. Ask them to use specific descriptions to explain how.

VII. EVALUATION


a. (Large Group, Informal Assessment) Student’s ability to supply original sensory adjectives and specific nouns of what they observed outdoors will be determined by their participation in and recording of such examples as they are discussed as a class.

b. (Large Group, Informal Assessment) Based on their participation in a class discussion about similarities and differences between the items they brought back with them from the nature walk, learner’s understanding of the differences between living and nonliving things will be made evident.

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Documents

Web viewMany students can also relate to the story about a boy and his pet as well as the ... story in the book ... questions on page 93 of student’s