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									Laura Brummer

EDTP 521

Lesson Plan #3

"Muncha! Muncha! Muncha!"

By: Candace Fleming

Lesson: Journal Writing (Beyond)

Grade Level: 2nd grade

California Reading/Language Arts Content Standards:

Narrative Analysis of Grade-Level-Appropriate Text

3.2 Generate alternative endings to plots and identify the reason or reasons
for, and the impact of, the alternatives.

Writing Strategies

1.1 Group related ideas and maintain a consistent focus.

Objective: TLW create an alternative ending to the story, "Muncha!
Muncha! Muncha!" and write it in their journals. TLW use onomatopoeia
words throughout their journal entry. TLW also draw a picture that
represents their entry.

Materials: A copy of the book, "Muncha! Muncha! Muncha!," student
journals.

Anticipatory Set: TTW share a book with the students that includes
alternative endings. ("Milo and the Magical Stones" written and illustrated
by Marcus Pfister which has two endings would be an excellent book for this
age group).TTW read the story and each ending, and then facilitate a
discussion regarding how each ending is possible and how it changes the
story, etc.

Access Prior Knowledge: TTW ask the students to share experiences when
they have watched a movie or read a book and thought the ending would be
different. TTW will then discuss what their predictions were and how their
ideas for endings might have worked.

Input and Modeling:

TTW read the book one more time to the students, this time stopping before
the end. TTW then tell the students to create a new ending in their minds –
one that could have actually taken place but that really changes the story.
TTW ask the students to get out their individual journals and write their new
ending to the story.

The teacher will point out the Onomatopoeia words on the board (from
previous lesson, or written on board prior to start of lesson). TTW tell the
students to incorporate some of these words in their journal entry.

TLW begin writing their new endings, using the board and the book as
references.

Check for Understanding: TTW walk around the classroom observing the
students. TTW stop periodically and read what the students have written,
giving instruction and asking further questions where needed.

Guided Practice: TTW guide the students through this writing activity as
he/she offers support and suggestions when monitoring student progress.
TTW provide an example on the board if necessary.

Closure: After most students have completed their journal entries and
pictures, TTW ask for volunteers to share their new endings with the class.
TLW read their journal entry and show the class the corresponding picture
that they drew. The class will then discuss if the events at the beginning of
the story could lead up to this ending. They will also discuss any
onomatopoeia words included in the student’s entry.

Evaluation/Assessment: TTW assess learning by viewing each student's
journal entry and checking for comprehension, use of onomatopoeia, etc.

Individual Practice: Students will individually practice their ability to
create new endings to stories through this journal activity.

Special Adaptations:
ESL Students: TTW possibly form "Journal Teams." These teams would
consist of four students who are not comfortable with their writing skills and
need support from classmates. The team would work together to create an
alternative ending and would designate a writer, drawer, etc. The teacher
would not appoint students to these teams, but ask for volunteers. Those who
are struggling writers would hopefully take the opportunity to contribute
their ideas and have the support of their peers.

LD Students: Students with learning disabilities would also have the
opportunity to be a part of a "Journal Team" if necessary.

TLW benefit from having the chance to write and draw their thoughts - if
one is a struggle, TTW allow the student to focus most of their efforts on the
part of the activity that comes more naturally for the student.

Gate Students: TLW have the chance to be a part of a "Journal Team" and
serve as the leader in that group. A gate student can act as the writer
or illustrator in that group if needed.

Technology:

TLW have the opportunity to type their alternative endings on the computer
and print them. This will give the students an opportunity to practice word
processing skills and add excitement to the assignment (my students love to
type!). TTW use those endings to create a display or book to share with the
entire class.

								
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