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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