|
Title
of this lesson: Life Cycle of Butterflies
Books: Monarch
Butterfly, Gail Gibbons
Comprehension Focus:
generating questions before reading
During Reading Format:
Book Club Groups
Before reading
We brainstormed list
of questions had about life cycle in general. Then students completed
sheet where I recorded one specific question for each of the four stages
(egg, caterpillar, chrysalis and butterfly.) Recorded on sheet I made.
(Another teacher had his students write their questions on sticky notes
* just one question per
child * and stuck
them to a large chart under the stage they referred to.) I have many very
capable readers, so the individual recording worked best for me. You might
have some students record questions on their own and others on a chart.
Students then were
given one of the informational books about the life cycle and instructed
to read (choral reading with their partner) up until a certain point (the
end of the life cycle part, marked with a paper clip.) They were to be
aware of answers to their questions as they read, but couldn*t write anything
down yet. After reading through the first time, partners wrote the answers
to their questions (if they found them) on the back of the paper (in the
respective box).
We got back together
to share unanswered questions and to add more info to answers they got.
Great opportunity for sharing since the different books had different
info.
Day2:
Comprehension Focus:
Locating specific information and taking notes (first experience with
this for the kids!)
During Reading Format
is the same as Day 1, same book club groups
We modeled together
what was expected, using the egg stage of the life cycle. I put a recording
sheet on the overhead and students went back to their books with their
partners to find information on the egg. I showed them how to record just
phrases. After doing lots of info from all the books on the egg, each
pair of students was given a stage (caterpillar, chrysalis or butterfly)
and was to reread just that part in their book, looking for specific information
to share. They recorded at least 3 facts on their sheet. We returned as
a group and combined all our info onto one big chart that we used throughout
the unit. Other groups were able to add info as well. This was great way
to get students to focus on specific facts and a good introduction to
note taking.
(Note: Some of my
readers needed adult support to accomplish this, so I had an adult with
them to guide them along.)
Other days:
Divided into groups
and each group had a poem about butterfly life cycle. They read it and
practiced it, then shared it with the rest of the group. It was a smashing
success! Students wanted copies of all the poems for their poetry folders.
We got into a discussion of similarities and differences between the poems,
along with figurative
language, rhyme, etc.
Read an old Weekly
Reader about migration.
Title of this lesson: Caterpillars
Books: Charlie and
the Caterpillar
The Caterpillar and
the Polliwog
The Caterpillow Fight
Day1 * focus: prediction
Format: 3 ring circus
(my struggling readers read Charlie small group b/c of the repetition
* I read main parts of story aloud, they read repetitive dialogue chorally.,
my middles did The Caterpillar and the Polliwog (partners), and my independents
had a choice)
I modeled using the
Caterpillow Fight. Read it aloud, up to the part I had paper clipped.
Then we predicted and I filled out a prediction sheet w/3 predictions
(I predict that _____ b/c _______) I modeled going back to the text or
pictures for support, and using my background knowledge. Talked about
how good readers make predictions before and during reading. Left one
blank to predict during reading. Continued reading, stopped to fill in
sheet. Read to end to confirm predictions. Stressed that being "right"
is not what counts, but supporting predictions is what is important here.
Students worked in respective groups, reading up to clipped part, making
predictions (I had them do one before reading anything). Then after filled
in sheet, read to end and discussed with partner (or group) if prediction
was correct. Returned to whole group to share predictions and if correct
* looked for multiple supports for different predictions.
Day2 * focus: character
feelings
Again modeled with
Caterpillow Fight. Reread aloud. "How do you think the little caterpillars
were feeling when the BIG caterpillar came in?" (You have to know
the book.) Why? Completed character feeling sheet by listing character,
how character. Was feeling and when/why. Did same for how BIG caterpillar
was feeling. Students worked in same format as day before to choose two
characters from their story and write about how they were feeling and
why. Encouraged use of words other than happy, sad, good, bad, mad and
nice. (Even went so far as to write them on paper and tear them up. The
kids loved it.) We returned to the group and listed all the feelings in
each book. Great way to tie into writing * will refer back to chart when
do mini-lesson on "showing, not telling."
"DOING THE BOOK" Charlie, the Caterpillar by Dom Deluise
MATERIALS
ratchet
xylophone and mallets
rubber band guitar
child*s party noisemaker
or finger cymbals
bell
sand blocks
PROCEDURES
Begin by teaching
the students each of the cue words (listed below). Once the students have
learned the words, assign the instrumental parts and have the remaining
students
dramatize the non-instrumental
parts. The whole class sings the song together. Have several practice
turns with the teacher randomly calling out words and the appropriate
students responding. When it seems as though the students are comfortable
with their parts, read Charlie, the Caterpillar aloud, incorporating the
instruments,
drama, and song.
CUE WORDS
giddada here
* turn ratchet handle one time
monkeys * alternating
mallets on xylophone, skipping from low C to high A on random notes
rabbits * pluck
rubber band guitar three times
mice * shake
party toy several times or play finger cymbals
birds * ring
hand held bells, arms moving from low level to high level to simulate
flight
snow fall *
gently rub sand blocks together, arms moving from high level to low level
to simulate falling snow
fun * raise
arms straight up, wiggle fingers and shake hands in a celebratory manner
looked to the left
* shade eyes and dramatically look to the left
looked to the right
* shade eyes and dramatically look to the right
went straight ahead
* sing the following ( this is an original song, feel free to make up
your own tune as you go along)
Oh well you look
to the left and then you look to the right,
You*ve got to know
all is clear, that there is nothing in sight,
And then you walk*Left,
Right, Left
And then you walk*Left,
Right, Left
You may also want
to add this in at the very end of the story to wrap the book up as a whole
class.
|
