Mr. Popper's Penguins Lesson

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Mr. Popper's Penguins Lesson Powered By Docstoc
					Megan Dunne
February 7, 2012
Lesson Plan: Set 1
Grade 3
                              Mr. Popper’s Penguins
                         By: Richard and Florence Atwater

                                Interactive Read Aloud

Rationale:
    Mr. Popper’s Penguins is a great book for early chapter-book readers. It is also a
      great book to read both aloud and independently. The book is humorous and
      inspiring. In addition, there are pictures throughout the book to give readers an
      idea of what the characters and settings look like.
    Creating charts for characters in the book gives students a simple way to keep
      track of all the characters’ actions and characteristics.


Standards:
       RL.3.3: Describe characters in a story (e.g., their traits, motivations, or
         feelings) and explain how their actions contribute to the sequence of events.

Objective:
       Students will participate in an interactive read aloud.
       Students will be able to describe characters as they are introduced.
       Students will use their reading notebook to keep track of characters.

Procedures:
      Engagement:
       Call students to the rug by section.
       Tell them to bring their reading notebook and a pencil.
       Say: “Today we are going to start reading Mr. Popper’s Penguins.
         Throughout this book we are going to be meeting a lot of different characters.
         It is important to be able to keep track of all the characters’ actions and
         characteristics.”
      Mentor:
       Say: “So I’m going to show you a neat and organized way to keep track of all
         the characters.”
       Move the easel toward the rug.
       Grab a marker.
       Write the word CHARACTER on top.
       Say: “Everyone open their reading notebooks to a clean sheet of paper. On the
         top you will write the name of the character that we are first introduced to.
         Then, as we go on and learn more about that character, you will list words or
         phrases that describe the character. Then, when we are introduced to a new
         character you will make a new page and write that characters name on the top
           and do the same thing. If we come across that same character later in the
           book, you can go back to that character’s page and add more describing words
           and phrases.”
       Write these words/phrases on the easel:
               o Funny
               o Has a wife and kids
               o Loves penguins
               o Black hair
       Say: “These are just some examples of words/phrases that you can write to
           describe the characters. Write whatever you think is important to the feature
           of the character.
       Ask if there are any questions.
       Say: “We are now going to begin reading Mr. Popper’s Penguins.
      Guided Practice:
       Begin reading chapter one of Mr. Popper’s Penguins.
       We are introduced to the first character, Mr. Popper on page 3.
       Once you finish reading page 3, write “Mr. Popper” on the easel.
       Tell students to do same thing.
       We immediately learn that he is a house painter and that he is untidy.
       Ask: “What have we already learned about Mr. Popper?”
       Call on a student and write down their responses (if correct).
       Say: “Does everyone understand how to do this?”
       Make sure that all students understand.
      Independent Application:
       Say: “Now that we have learned this strategy, you will be using it for the rest
           of this book.”
       Continue to read the book up until chapter three.
       Stop when introduced to a new character to allow time for students to write
           the character’s name.
       Have them write the characteristics independently.
Materials:
       The book, Mr. Popper’s Penguins
       Easel
       Marker
       Students’ reading notebooks
       Pencil for each student
Assessments:
       While reading the book aloud, make sure students are writing the names of the
           characters and some distinctive features about each one.
       When students are discussing the characters in their reading groups, assess the
           students on how well they are able to distinguish the characters and their
           features.
Future Connections:
       This strategy can be used for any book and is a great way for students to
           organize their thoughts.
   The book, Mr. Popper’s Penguins is a great book for students who are just
    getting use to reading chapter books. They will be reading chapter books for
    the rest of their academic career.
                                 Reading Mini-Lesson
Rationale:
       Good readers ask themselves questions before, during and after they read.
           Good questioning is necessary in order to comprehend well. By using sticky
           notes every time they have a question, students are better able to understand
           what they are reading. The sticky notes remind students exactly where they
           had that question in the text so that they can go back to it.

Standards:
       RL.3.1: Ask and answer questions to demonstrate understanding of a text,
         referring explicitly to the text as the basis for the answers.

Objective:
       Students will be able to use sticky notes to ask themselves questions while
           they read.
       Students will learn what types of questioning is useful to become good
           readers.

Procedures:
      Engagement:
       Call students to the rug by section.
       Instruct them to bring their book, sticky notes and a pencil.
       Say: “Do you ever have questions while you read? Are there things that you
         wonder about by just keep reading without thinking about them too much?”
       Allow some answers.
       Say: “That’s great. That is what good readers do. When they come across
         something they do not understand, they question it.”
       Say: “Good readers ask themselves questions before, during and after they
         read.”
       Say: “Let’s write down some questions that you could ask yourself before you
         begin reading”.
       Walk over to white board.
       Call on some students for ideas.
       Write:
             o What clues does the title give me about the story?
             o Why am I reading this?
             o What do I already know about this book?
       Say: “These are just a few questions you can ask yourself before you even
         read a book.
       Say: “Let’s write down some questions you can ask yourself while you are
         reading.”
       Write:
             o Why did _____ do this?
             o What does _______ look like?
             o What does ______ mean?
  Say: “While you are reading, you should be asking yourself specific questions
   about the book you are reading. If you do not understand something you
   should write it down right away.
 Say: “Lastly, let’s write down some questions you can ask yourself after you
   are done reading”.
 Write:
       o Do I understand what I just read?
       o What is the main idea?
       o Do I need to reread so that I understand?
Mentor:
 Say: “All of these questions can be used with any book and you may ask
   yourself other questions too. These are just examples”.
 Say: “Now, we’re going to start reading Mr. Popper’s Penguins.
 Get out sticky notes.
 Say: “I’m going to read aloud. As I read, I am going to think out loud and
   write down any questions I have on a sticky note. Then I am going to put that
   sticky note right on that page”.
 Begin reading out loud.
 In the second paragraph, the word “calcimine” appears.
 After finishing that sentences say out loud: “I do not know what calcimine
   means”.
 Write, “what does calcimine mean?” on the sticky note, saying it out loud as I
   write it.
 Say: “Now when I am in our reading groups we can talk about what calcimine
   means and how it fits into the story”.
 Explain that some questions, like “Do I understand what I just read” does not
   need to be written on a sticky note. These are question that you ask yourself to
   make sure you understand what you are about to read or what you just read.
   The questions you write on the sticky notes are questions pertaining to the
   book and usually occur while reading the book.
Guided Practice:
 Say: “Now I’m going to keep reading and I want you guys to write a question
   on the sticky note the minute a question comes to you.”
 Pass out sticky notes.
 Continue reading slowly so that the students have enough time to write any
   questions they have.
 After finishing the chapter, ask: “Can someone share a question they wrote on
   their sticky note?”
 Call on two or three students.
 Say: “This is a great strategy to use while reading any book. Write any
   questions you have and then we will talk about them during our reading
   groups”.
       Independent Application:
        Say: “We just finished reading chapter one. Now, I want you to read chapter
          two on your own. Any time you have any question, write it on a sticky note
          and put it right on that page”.
        Direct students back to their seats by row.
        Say: “I’m leaving these questions on the board so that you can use these to get
          some ideas.”
        Ask: “Does everybody understand what the instructions are?”
        Address any questions students may have.

Materials:
       The book, Mr. Popper’s Penguins
       Whiteboard
       Marker
       Sticky notes
       Pencil

Assessments:
       Students will be assessed during reading groups to make sure they are writing
         questions on sticky notes.
       Also, walk around during the independent time to make sure that students are
         staying on task and asking themselves questions to make sure they understand
         everything.
Future Connections:
       This is a skill good readers need. They will be using this skill their whole life.
         Once people become good readers, this skill becomes internalized, but young
         children need this to be modeled for them.
                                 Writing Mini-Lesson
Rationale:
       Being able to express opinions through writing is an essential building block
           for young students. Students need to learn how to provide reasons as to why
           they feel they way they do about a topic. After reading Mr. Popper’s
           Penguins, students will have opinions about the book and they will learn how
           to express them through writing.

Standards:
       W.3.1: Write opinion pieces on topics or texts, supporting a point of view with
         reasons.

Objective: (This lesson would be done AFTER finishing the book).
       Students will be able to begin to write an opinion piece about Mr. Popper’s
          Penguins.
       Students will list their feelings about the book and provide reasons as to why
          they feel that way.
       Students will look back through the text to find their reasons.

Procedures:
      Engagement:
       Call students to the rug by section.
       Tell them to bring their writer’s notebook and a pencil with them.
       Ask: “So how many of you liked Mr. Popper’s Penguins?
       Wait for students’ replies.
       Ask: “Those of you who like it, can you tell me WHY you like it?
       Call on two or three students.
       Ask: “Those of you who didn’t like it that much, can you tell me WHY you
         didn’t like it?”
       Call on two or three students.
       Say: “Everything you guys are saying are opinions. Everyone has them, and
         they are all different.”
       Say: “There is a type of writing that is based on opinions. It is called an
         opinion piece.”
       Say: “There are a lot of steps to completing this type of writing and today we
         are only going to begin listing what we feel and why we feel that way.”
       Say: “Everybody is entitled to their own opinions but they should have
         reasons for what they believe. When you write your papers you should explain
         your reasons so that the reader can understand why you feel that way.”
      Mentor:
       Say: “I have my own opinions about Mr. Popper’s Penguins”.
       Move the easel close to the rug.
       Get two different color markers.
       Write on the easel: “I think Mr. Popper’s Penguins was a great book
         because…” in one color.
  Say: “My opinion of the book was that it was a great book. However, I cannot
   just say that. I need a reason for thinking it was a great book.”
 Write a number 1 under the opinion and write, “Mr. Popper and the penguins
   do funny things” in the other color.
 Write a number 2 under the opinion.
 Say: “This is just one reason I think this is a great book. Another reason I
   think this is a great book is because the pictures are very detailed”.
 Write next to the number 2: “the pictures are very detailed”.
 Say: “I can go on and on about this book and why I think it’s great. However,
   some of you may not think it’s great, and that is okay.”
Guided Practice:
 Say: “Now you are going to start your own lists”.
 Say: “Open your writer’s notebook and set it up like I did. Write on the top
   whether or not you liked the book. Then add “because” to the end of it. Next,
   add three dots. After that, number your page 1-5.”
 Say: “I want you to write at least 5 reasons why you liked or did not like the
   book. You can look through the book to do this and make sure you give good
   reasons. If you want, you can put the page number next to your reason so you
   can explain it better, and find it later”.
 Walk around the carpet while students are doing this and help students if
   needed.
 Assist students who seem like they are stuck and cannot find reasons as to
   why they feel the way they do.
Independent Application:
 Instruct students to go back to their desks by their rows.
 Say: “Now you are going to take this list and write it in paragraph form. Start
   it off by saying whether or not you liked the book. Then, say one reason at a
   time. When you say a reason, give more details about it.”
 Say: “For example, I would say: I like Mr. Popper’s Penguins because Mr.
   Popper and the penguins did funny things. An example of this is on page 35
   when Captain Cook pecked the service man and threw stuff at him as he ran
   out the door”.
 Say: “This is a rough draft. We will go through many stages of editing and
   drafting. It is ok if you feel like this draft is messy or incomplete”.
 Allow time for students to write independently.
 Walk around while students work and try to pass by every student and ask if
   they need help.
 Remind them this is just a draft every so often so they do not stress about
   writing a new type of piece.

Materials:
 The book, Mr. Popper’s Penguins
 Easel
 Students’ writers’ notebooks
 Easel
          Two different colored markers
          Pencil for each student

Assessments:
       After the writing time is up, collect their drafts. Assess it based on their
         reasons. Make sure they have at least five solid reasons and they are able to
         back it up using the book as an example.
       Re-address any problems the next day during writing.

Future Connections:
       This is an important skill that students will need throughout their whole life.
         They will always need to back up their opinions and be able to support it with
         specific examples from the text they are reading. They will be writing their
         opinions about many things in future grades, and they will need to know why
         they think the things they do and how they can explain that to their audience.

				
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