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Literacy Skill(s):
Ø To recognize letters and words
Ø To identify classroom words
Ø To learn how to hold a pencil
Ø To identify the parts of a story
Ø To create a framework for organizing information & sequencing
Ø To strengthen listening and speaking skills
Ø To understand the process of creating a book
Ø To follow directions
Ø To evaluate an end product
Instructional Goals:
Ø Students will recognize letters and words
Ø Students will identify classroom words
Ø Students will learn how to hold a pencil
Ø Students will identify the parts of a story
Ø Students will create a framework for organizing information & sequencing
Ø Students will strengthen listening and speaking skills
Ø Students will understand the process of creating a book
Ø Students will follow directions
Ø Students will evaluate an end product
Learning Objectives:
Ø Students will continue to strengthen their ability to recognize letters and words
Ø Students will successfully recall and identify classroom words
Ø Students will successfully manipulate a pencil and gain dexterity in the writing process
Ø Students will successfully learn the “beginning, middle and end” parts of a story
Ø Students will successfully organizing information in sequencing order
Ø Students will continue to gain proficiency in listening to, recalling and communicating information
Ø Students will learn about the process of creating a book
Ø Students will successfully follow directions
Ø Students will learn the elementary tools for evaluating an end product
Motivational Goals:
Ø To generate interest in the writing process.
Ø To build the students’ confidence in their ability to communicate verbally and to view themselves as “thinkers and writers”
Ø To motivate the students to continue to use their literacy skills to read and organize information
Ø To encourage the students’ sense of mastery by stimulating the creative writing process
Ø To promote the students’ satisfaction in their drawing and writing accomplishments AND to have fun with words
Small glass fish bowl, paper strips
Projector, “notebook program” on writing tablet, computers, chart
Paper, pencils, crayons
Graphic organizer. (Snapshots sheet)
Graphic organizers (wksht 1 &2)
Graphic organizer. (Bridging sheet)
Graphic organizers (wksht 1 &2)
[Recording on chart differences in books]
Projector/computer program (&/or smartboard!)
Paper, cardboard, rubber cement, thread, needle
Video (digital) camera
[Wear] hats, [eat] cake
Rubric
Introduction: DAY 1
Ø Students will each be given a strip of paper with a direction:
Draw a circle, a flower, two boxes, two boys, a tree, etc.
Ø Library Teacher presents these directions to the whole group and reads them, asking each child to identify his/hers.
Ø Students draw their “item” on paper provided.
Ø Library Teacher takes each completed picture, keeping them in the order received.
Ø Each students “adds” his/her “segment” of a story, as the Library Teacher “reveals” each picture (illustrations)
Ø Students discuss the creation of the story, listing the event, sequentially, identifying the key elements.
Ø The teacher explains the “task” step-by-step, to make a book of their story preparing them for what’s to follow.
Body: DAY 2 – Summary of previous day’s work
Ø Teacher Librarian types the story right in front of their eyes and prints it out.
Ø Teacher Librarian reads several books
Ø They “pair up” the text with the picture and experiment with placement on each page.
Ø Teacher Librarian demonstrates how she will paste and bind the book together
Ø Summary of day’s work
Conclusion:
Day 3 -- Summarize AND celebrate the “unit” I am a story teller!
Ø Students will practice reading the book to each other
Ø Students will listen to their story read aloud, enjoy the presentation, modeling appropriate behavior
Ø Students will evaluate the finished product
Ø Summary of major events, challenges faced and achievements
Ø Students will share and summarize their experiences writing and creating
