Lesson plans and activities are based on a 2nd-4th grade range.
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This lesson is two parts. One deals with creating a collage in the way that David Diaz would, and the second part is learning about comparing and contrasting while integrating the material that was talked about in the book "Smoky Night" written by Eve Bunting and Illustrated by David Diaz. "Smoky Night is a story about cats -- and people -- who couldn't get along until a night of rioting brings them together". (Bunting, E., & Diaz, D. (1994). Smoky night. San Diego: Harcourt Brace.)
The art project makes children think in the way that David Diaz did while he created his illustrations and graphic designs in the book "Smoky Night". This project introduces children to an art form that they have most likely never dealt with before.
As the teacher reads the book to the students she will have them point out similarities and differences between the people in the story. She will also have them look at the similarities and differences between the cats. Students should draw pictures of themselves and bring pictures of themselves to school. They will also each select a historical figure. The purpose of this lesson is for students to learn about comparing and contrasting. They should do research on their person and print out pictures of them. They will also be encouraged to draw a picture of themselves and their historical figure together. What is the setting of the picture? When is the picture taking place? After the students have done a compare and contrast of themselves and their figure they will collage all the images and drawings in the style David Diaz did in "Smoky Night".
CCSS.ELA-Literacy.RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
CCSS.ELA-Literacy.RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.
CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-Literacy.RL.3.7: Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
CCSS.ELA-Literacy.RIT3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Art P.4.3.-use their senses to discover similarities and differences in art.
Art P.3.2. –recognize art as an expression of culture.
CCSS.ELA-Literacy.RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.
CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-Literacy.RL.3.7: Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
CCSS.ELA-Literacy.RIT3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Art P.4.3.-use their senses to discover similarities and differences in art.
Art P.3.2. –recognize art as an expression of culture.
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I would integrate the two lessons above to form a lesson on family diversity and history.
· TLW be introduced to the idea of non-traditional families and what they are.
· TLW look at different types and sets of parents and participate in a discussion about them.
· TLW be shown examples of non-traditional families and learn that all families are different, but no less loving or acceptable.
· TLW gain a greater tolerance of non-traditional families and communities and show that tolerance and respect in the classroom.
SS P.1.3 – identify the attributes of a family group (local, national, and global)
SS P. 2.1 – demonstrate an understanding that families have historic roots.
SS P.2.3. – recognize that families (local, national, and global) have varied traditions,
rituals, and celebrations.
SS P. 2.1 – demonstrate an understanding that families have historic roots.
SS P.2.3. – recognize that families (local, national, and global) have varied traditions,
rituals, and celebrations.
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The goal of this lesson is:
For students to examine and understand gender roles and recognize gender stereotyping.
To expand students’ perceptions of activities/roles for boys and girls.
For students to see that both girls and boys like and can do many things.
For students to understand ally behavior
Reading: Compare what is presented in a text with relevant prior knowledge and beliefs, making
explicit what is new or surprising
Speaking and Listening: Confirm understanding of information presented orally or through
media by restating key elements and asking and answering questions about key details.
Social Studies: provide for the study of people, places, and environments
explicit what is new or surprising
Speaking and Listening: Confirm understanding of information presented orally or through
media by restating key elements and asking and answering questions about key details.
Social Studies: provide for the study of people, places, and environments
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Grade 3: To get students started thinking about veterinarians and animals read the story "The Best Cat in the World". This lesson has children think about the technology that veterinarians use. The will also have to come up with their own invention to try to help animals and veterinarians.
This story also focuses on losing a pet and trying to cope with that.
Science
NS.6.3- Life Science
NS.6.5- Science and Technology
NS.6.7- Science as a human endeavor
English
NS.12.3- Evaluation Strategies
NS.12.4- Communication Skills
Technology
NS.12.2- Social, Ethical, and Human Issues
NS.6.3- Life Science
NS.6.5- Science and Technology
NS.6.7- Science as a human endeavor
English
NS.12.3- Evaluation Strategies
NS.12.4- Communication Skills
Technology
NS.12.2- Social, Ethical, and Human Issues
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Grade 4: To get students started thinking about cost of a new pet read the story "The Best Cat in the World". In this lesson students have to calculate the cost of owning a pet for one year. They must also be able to manipulate that number and explain how they got their answer.
English
NS.12.5- Communication Strategies
Math
NS.5.2- Operations
NS.5.3- Compute
NS.12.5- Communication Strategies
Math
NS.5.2- Operations
NS.5.3- Compute
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"What My Family Celebrates Booklet" lesson.
The teacher will introduce an array of books about different holidays that are celebrated throughout the winter. Two of the books in the collection will be "December" by Eve Bunting and illustrated by David Diaz, and "A Sweet Passover" Written by Leslea Newman and illustrated by David Slonim. The class will have a group discussion about holidays around the world and learn about different traditions. Students then in pairs or small groups will discuss their favorite holiday as the teacher hands out the holiday booklet. Students will then draw on the pages the holiday they selected, the foods they eat, the games they play, songs they sing, decorations they hang, gifts they give, and things they do. Classmates will then share their books with the class. Identifying similarities and differences in the holidays they selected.
SS P.2.1.- demonstrate that families have historic roots.
SS P.2.3.- recognize that families (local, national, and global) have varied traditions, rituals, and celebrations.
Art P.3.2 - recognize art as an expression of culture.
Art P.4.2.- share their art with others.
SS P.2.3.- recognize that families (local, national, and global) have varied traditions, rituals, and celebrations.
Art P.3.2 - recognize art as an expression of culture.
Art P.4.2.- share their art with others.
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This lesson focuses on overcoming fears. Using the lesson plan linked above as a guideline the teacher will read the book "Miss Tutu's Star" as a class and then discuss fears. The students will relate the main characters fear in the story to themselves and fears that they might have. The class will then discuss how the main character in the story overcame her fear. In a discussion lead by the teacher the students will brainstorm ideas about overcoming fears. The children will then choose one of their fears and write ways that they can overcome it. Students will also form a class list of words of phrases to "FIGHT FEAR". They will use these words when they are feeling anxious or fearful (ex. before a test). The list will be hung up in the classroom for all the students to reference back to.
Students will also be talking about courage. Teachers can use the first page of the "Courage Lesson" and read the book to talk about how the main character used courage to perform on stage.
This activities can also be incorporated into a lesson on bullying. Having the courage to stand up for yourself and for others.
Read the book together "Just One Flick of the Finger". Have the students discuss what is wrong about what the main character in this story did and come up with ideas as to how to combat bullying.
Grade 2 - Healthful Living
1.03 Demonstrate how to express emotions and feelings in a positive manner, without hurting oneself or others.
3.02 Recognize and respond appropriately to the feelings of others.
Grade 3 - Healthful Living
3.03 Demonstrate how to effectively and respectfully express opinions that differ from others.
1.03 Demonstrate how to express emotions and feelings in a positive manner, without hurting oneself or others.
3.02 Recognize and respond appropriately to the feelings of others.
Grade 3 - Healthful Living
3.03 Demonstrate how to effectively and respectfully express opinions that differ from others.
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This lesson can touch on many subjects such as poetry, language arts, vocabulary, art, and social studies.
Language arts and poetry:
Use the poem in "The Pot that Juan Built" to teach or review poetic devices such alliteration, metaphor, repetition, and onomatopoeia. For example:
- alliteration: Give the example “that flickered and flared.”
- metaphor: Give the example “sausage of clay.”
- repetition: Point out how the lines of the poem are repeated on each page.
- onomatopoeia: Give the example “crackling flames so sizzling hot.”
Social studies
Have students locate Mexico on an atlas map. Point out that Mexico shares a border with the United States. Then have students use the map to find the following: The state of Chihuahua in the north Sierra Madre Mountains, Mata Ortiz, Palanganas River. Suggest that students work in groups and use facts from the book to make a timeline of events in Juan Quezada’s life. Students might also want to illustrate the different events.
Art:
Have students create a low chart of the steps that Juan Quezada took to create his pottery.
Group Work or Stations
The book is easily divided into four parts.
1. The poem
2. The narrative
3. The Afterword
4. The Illustrations
Divide students into four groups or create stations that has an activity based on each of the four parts.
For example: In the poetry group students can write their own verse using the same technique that is used by the author.
CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
CCSS.ELA-Literacy.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
CCSS.ELA-Literacy.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)