Continuation of Moving Toward Acceptance Through Picture Books
Differentiating Instruction
Is this particular classroom there is 4 below grade level students who struggle. They will be able to participate in the whole lesson from start to finish, but need to be given extra time or accommodations.
-When at the rug for read aloud, see if you can have them answer a discussion question after another student had already answered part of the question. This way they will be build off what someone else said, and not feel nervous or pressured to answer a full question.
-While doing the “pick and match” worksheet, have these 4 students sit at the back table with you and work as a group, while the rest of the class works independently.
Student Learning Objective
SLO 2: Students will join teacher on the rug for a read aloud of Weslandia by Paul Fleischman. Teacher and students will discuss story title, cover of book, and/or first illustration. Students will be asked to “Think about the authors message as I read and how it relates back to what we just discussed”. Teacher will ask questions through out the book as well as discussing and pointing out vocabulary that will be highlighted with transparent colored tape.
SLO 3: After finishing the book students should be able to to summarize and relate the book back to the starting lesson and state how they are similar.
SLO 4: Students will return to their desks to fill out a “pick and match” worksheet of the vocabulary from the book independently using knowledge learned through the read aloud. After completed, the worksheet will be corrected as a class with a Thinglink. They will then go to Quizet to practice the new vocabulary with the digital flashcards.
Assessment
I will assess the students pick and match worksheet by seeing how many they had correct before correcting.
Materials/resources needed for Lesson 1
- Weslandia Book
- Pencils
- Mix and Match Vocabulary Worksheet
- Chromebooks for Quizlet
- Smart Board for Thinglink
Lesson Development
Part2 Weslandia Read Aloud
- Students will move silently (showing self-control) from their desks to the rug.
- Teacher introduces and reads book Weslandia by Paul Fleischman, with illustrations by Kevin Hawkesand engages the class with question through discussion. Teacher should not ask to many question on each page, it will deter attention form the story. Teacher should have children try to guess what the highlighted vocabulary means, before telling them the true meaning.
Beginning
When teacher introduces book they should discuss the story title, cover of book, and/or first illustration
- Ask students to think about the author’s message as you read
- Ask does Wesley fit in
- Ask them to guess what the highlighted vocabulary word means first before telling them
- Ask students to think about how Wesley uses his plant to create “things”
- Review the pictures as you discuss natural resources (relate to Native Americans – they use plants/trees/rocks for shelter, tools, baskets/animals for clothing and food)
- Ask what makes Wesley different/same as the other boys
Closure
After the teacher is finished reading the they should:
- Ask students to summarize the main idea of the book, focusing on which the author thinks are more important: the things that make people unique and different (as they wrote in their journals) or the things that everyone shares in common (from the class discussion)
- Shift the focus of the discussion to to life at the school. Do most students treat each other based in how they are different or how they are the same?
- Ask the students how are previous lessons on “Social Issues” and vocab (bullying, fitting in, community) relate back to this story or the 3 main questions they discussed and write about.
Part 3 Weslandia Vocabulary “Pick and Match” Worksheet
- Students will move silently (showing self-control) from the rug to their desks.
- Students will be given the directions to complete the “pick and match” worksheet of the vocabulary from the book independently, using knowledge learned through the read aloud. (See attached worksheet)
- At this time the 4 lower level students should go to the back table to sit with the teacher and work as a group, while the rest of the class works independently.
- Once both independent and group work is done, regroup and correct worksheet as a class using the Westlandia Thinglink
- Have students use a different colored writing utensil (red pen/crayon) to correct with
Closure
- After students have completed corrections, have them go to Quizet to practice the new vocabulary with the digital flashcards.
Continuation of Moving Toward Acceptance Through Picture Books
Differentiating Instruction
Is this particular classroom there is 4 below grade level students who struggle. They will be able to participate in the whole lesson from start to finish, but need to be given extra time or accommodations.
-When at the rug for read aloud, see if you can have them answer a discussion question after another student had already answered part of the question. This way they will be build off what someone else said, and not feel nervous or pressured to answer a full question.
-While doing the “pick and match” worksheet, have these 4 students sit at the back table with you and work as a group, while the rest of the class works independently.
Student Learning Objective
SLO 2: Students will join teacher on the rug for a read aloud of Weslandia by Paul Fleischman. Teacher and students will discuss story title, cover of book, and/or first illustration. Students will be asked to “Think about the authors message as I read and how it relates back to what we just discussed”. Teacher will ask questions through out the book as well as discussing and pointing out vocabulary that will be highlighted with transparent colored tape.
SLO 3: After finishing the book students should be able to to summarize and relate the book back to the starting lesson and state how they are similar.
SLO 4: Students will return to their desks to fill out a “pick and match” worksheet of the vocabulary from the book independently using knowledge learned through the read aloud. After completed, the worksheet will be corrected as a class with a Thinglink. They will then go to Quizet to practice the new vocabulary with the digital flashcards.
Assessment
I will assess the students pick and match worksheet by seeing how many they had correct before correcting.
Materials/resources needed for Lesson 1
- Weslandia Book
- Pencils
- Mix and Match Vocabulary Worksheet
- Chromebooks for Quizlet
- Smart Board for Thinglink
Lesson Development
Part2 Weslandia Read Aloud
- Students will move silently (showing self-control) from their desks to the rug.
- Teacher introduces and reads book Weslandia by Paul Fleischman, with illustrations by Kevin Hawkesand engages the class with question through discussion. Teacher should not ask to many question on each page, it will deter attention form the story. Teacher should have children try to guess what the highlighted vocabulary means, before telling them the true meaning.
Beginning
When teacher introduces book they should discuss the story title, cover of book, and/or first illustration
- Discuss Natural Resources (plants/soil/sun/air/animals)
- Resourcefulness (creativity/imagination/inventiveness)
- Civilization (people/culture/tradition/customs/nation/country)
Initiation
When reading the book, the teacher should:
- Ask students to think about the author’s message as you read
- Ask does Wesley fit in
- Ask them to guess what the highlighted vocabulary word means first before telling them
- Ask students to think about how Wesley uses his plant to create “things”
- Review the pictures as you discuss natural resources (relate to Native Americans – they use plants/trees/rocks for shelter, tools, baskets/animals for clothing and food)
- Ask what makes Wesley different/same as the other boys
Closure
After the teacher is finished reading the they should:
- Ask students to summarize the main idea of the book, focusing on which the author thinks are more important: the things that make people unique and different (as they wrote in their journals) or the things that everyone shares in common (from the class discussion)
- Shift the focus of the discussion to to life at the school. Do most students treat each other based in how they are different or how they are the same?
- Ask the students how are previous lessons on “Social Issues” and vocab (bullying, fitting in, community) relate back to this story or the 3 main questions they discussed and write about.
Part 3 Weslandia Vocabulary “Pick and Match” Worksheet
- Students will move silently (showing self-control) from the rug to their desks.
- Students will be given the directions to complete the “pick and match” worksheet of the vocabulary from the book independently, using knowledge learned through the read aloud. (See attached worksheet)
Weslandia Vocab by Will Bergeron on Scribd
- At this time the 4 lower level students should go to the back table to sit with the teacher and work as a group, while the rest of the class works independently.
- Once both independent and group work is done, regroup and correct worksheet as a class using the Westlandia Thinglink
- Have students use a different colored writing utensil (red pen/crayon) to correct with
Closure
- After students have completed corrections, have them go to Quizet to practice the new vocabulary with the digital flashcards.
- Link for digital flashcards on Quizlet - https://quizlet.com/17689301/flashcards