Stellaluna Lesson Plan

 

Name: Cynthia Celiz

 

Population: 1st grade

 

Subject/Content Area/Topic:

Language Arts: listening and putting the story in the correct sequence

      

Materials:

 

Objective:

 

Rationale:

 

(13)          Reading/literary response. The student responds to various texts. The student is expected to:

A)   listen to stories being read aloud

B)    participate actively (react, speculate, join in, read   along) when predictable and patterned selections are read aloud

(14)          Reading/text structures/literary concepts. The student recognizes characteristics of various types of texts. The student is expected to:

(B)  understand simple story structure

 

         

 

Focus:

The teacher will show the students a hand full of different types of toy insects.

The teacher will ask the students if they would eat insects.

The teacher would then ask if they think that all bats eat insects.

The teacher will let the students know that not all bats eat insects. The teacher will tell the students that she is about to read them a book about a little fruit bat.

The teacher will let the children know that just like they do not eat insects, the little fruit bat in the book does not either.

      

Instructional Input:

The teacher will show the students the cover of the book. The teacher will introduce Stellaluna, the little fruit bat to the class. As the teacher is reading, she will point out the important events that are taking place in the story. (eg: The teacher will pause when Stellaluna gets knocked down by the owl. The teacher will ask the students what they think is going to happen to Stellaluna next. The teacher will ask the students about how they think Stellaluna felt when she fell into the birdsí nest.  The teacher will ask them how they think Stellaluna felt after finding her mom at last. )

 

Guided Practice:

The teacher will discuss what happened in the book. The teacher will model the correct sequence of events for the students by putting the big sequence cards on the board. The teacher will check for the students understanding by deliberately placing some cards in the wrong sequence.  The teacher will go through each picture of their sequence cards and will question the students to make sure that the students understand what is happening in each card. The teacher will also give and write detailed instructions for how the students need to complete their assignment. (eg: First thing the students will do is write their first and last names and the date. Second the students will need to color their sequencing cards. Then, the students will cut out the sequencing cards. Last, the students will then put the cards in the correct order, and the teacher will staple their little Stellaluna booklets.)

 

Independent Practice:

       The students will color and cut out their Stellaluna sequencing cards.

          The students will use the teacherís example created during the discussion to guide them.

          The students will place the sequencing cards in the order that the events took place in the book.  

Closure:

The teacher will ask the students to find a partner to read their Stellaluna booklets with. The students will be asked to check and see that their partners have their booklets in the correct order. After sharing, as an extension, the teacher will ask the students how they think Stellaluna felt at the beginning of the story and how she felt at the end of the book.

 

 

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