I will be using the picture book Flotsam. One of the main themes in the text that I want to emphasize is the idea of expressing curiosity. Since the book is all illustrations with no text I also want to emphasize the importance of using illustrations to convey meaning. The GLCES that I plan to use are:
S.DS.02.01 Engage in substantive conversation
—remaining focused on subject matter
—with interchanges building on prior responses
—in the context of book discussions, peer conferencing, or other interactions.
R.NT.02.04 Identify and explain how authors/illustrators use literary devices
—illustrations to depict major story events
—title
—comparisons (metaphor/simile) to reveal characters’ thoughts and actions.
My lesson is going to flow with doing an introduction of rules of discussion and what I plan to do during the lesson. Then I am going to read Flotsam and stop during critical illustrations for understanding and ask certain discussion questions. After the reading I am going to re cap certain ideas that came up while reading and put these ideas up on the board. Discussion is going to partake before and after the reading, so the discussion will be as a whole class on the carpet circle. Then I am going to have the students return to there seats for the next activity. Next, I am going to have the students make their own illustrations of what their curiosity of what under the sea looks like. Having them make this illustrations is the other assessment for this lesson.
I will be using "The Berenstain Bears and the Trouble with Friends" with the theme being about friendship. The first graders have been talking about friendship and anti-bullying in their class so the MSU intern wanted to keep consistent with this theme, so I have chosen this book.
ReplyDeleteThe GLCE I will focus on is R.NT.01.04 identify how authors/ illustrators use literary devices including illustrations to support story elements and transitional words including before, after, now, and finally to indicate a sequence of events and sense of story.
I plan on involving the whole class in a group discussion about the book's illustrations and how it impacts the story. They have never really talked about illustrations in first grade, so I hope to explore this literary element with the whole class. As far as assessment goes, I hope to have them compare the story with and without the illustrations by writing the differences down. I am thinking about having them simply list/bullet point the main differences they notice as they are also working on summaries right now, and I think less writing will be more appealing to them.
I would really like to engage them in a fun activity before this lesson. Something having to do with how illustrations impact stories, so if anyone has suggestions I would be appreciative!
Lisa..A good idea for illustrations impacting stories is a simple paper book from the K level. For example, they say I Can then on each page with an illustration it would say I Can Catch and the picture is someone catching a ball. My children often use the pictures to read the story instead of the words, which often trips them up because they may say soccer ball instead of ball.
ReplyDeleteOr you could print a page from your book without the words and ask your children to predict what they think is happening. Then when you read your story once you're on that page explain what the illustration means to the text.
For my lesson I plan on reading, 'Oh Say Can You Say?', by Dr. Seuss. Dr. Seuss' birthday is March 2nd and the Kindergarten classroom celebrates him as author of the month-therefore I chose this book! The GLCE I plan on focusing on is R.WS.00.02 recognize that words are composed of sounds blended together and carry meaning. This book focuses on a variety of tongue twisters. I plan on reading the story slowly to prevent myself from a tongue twister and demonstrate careful reading. I plan on discussing how the tongue twisters were groups of words starting with the same letters making it difficult to say the words in a sentence. I then plan on involving the whole class by trying to read aloud a tongue twister made up of sight words.
During centers I plan on having a center for all of the children to visit during their rotations to create a tongue twister based off of their name. I will explain that they can use real words or words that they make up and that I will write the tongue twister and they can make an illustration to help explain their tongue twister to friends. These will then be compiled into a classroom 'Oh Say Can You Say' book!