Literacy Mini-Lesson Title: LILLY’S PURPLE PLASTIC PURSE
Subject Areas: Literature Whole Group Mini Lesson
Grade: K-1
Time Needed for Lesson: 20 min
Teacher: Lynn Brubaker
Enduring Understandings:
Students will identify feelings within themselves such as happy, sad, angry and more. With the engagement of this lesson the goal is to teach students to make connections with the text, illustrations and phrases in the story that identify and suggest feelings.
Prior Knowledge Needed
Students will need to have knowledge of what feelings are such as to be happy, sad, to be angry and excited to successfully identify words and phrases in the story.
Lesson Objectives: Knowledge Students Will Construct as They Engage in This Lesson
1. Students will be able to: RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
2. What are feelings?
3. Show students pictures of different facial expression.
4. Allow students turn and talk to their friend, allow students, as a team, to identify and name as many facial expressions as they can in 3 minutes, then come back as a group and discuss students thoughts.
5. Ask students to think of other words that may describe feelings from other books we’ve read in class?
6. Create K/W/L as a class on the board identifying the facial expressions and appropriate word labels to name the expression such as a smile face and happy, place under the K column of the K/W/L. The expressions and words students do not know place under the W column of the K/W/L. As students begin to identify the unknown words and expressions move to the L column.
Assessment: Evidence of Student Understanding
1. At the following stopping points: page 5, 8, 12 and 13 allow students to name the feelings the illustration suggests in the art on these pages. An example of good evidence, from page 5, is the description of baby brother, Lilly and the parents looking in the door suggested feelings and continue this practice on the remaining stopping points.
Higher Order Thinking (H.O.T.): Engaging Students in Constructing Deep Understanding
1. Like Lilly buying her new purse and boots, I (Teacher) remember a time I was happy and excited about….and became upset when….(show facial and body language to show feelings to match language, words and expressions. )
2. Can anyone think of a time when they felt furious, happy or sad like Lilly? Discuss a few stories as a group.
3. As a class create a classroom graph of text and illustrations that suggest feelings. Continue to add to the classroom graph as students scaffold their learning and make the connections between text and illustrations that suggest feelings.
4. Create mini graphs for each student to track personal growth and scaffolded learning during guided reading and other reading lessons.
5. We’ve read many stories in our units to identify words and phrases that suggest feelings. Revisiting these stories, what feelings do the authors present for girls and for boys? Do boys and girls have the same feeling? Why or Why not?
LESSON SEQUENCE
Introduction: “Hooking” Students, Activating Prior Knowledge, Setting Lesson Goals, etc.
Prior to this lesson ask two students if they will help with a role play. Give students a scenario such as a student is excited about a new toy that student does not want to share with their friend at school. Allow students to create the role play while other students watch. Once role play is complete activate prior knowledge and connection to the world beyond the classroom by asking: How do you think the friend feels when the toy was not shared?
he student/owner of the new toy what feelings does he have about his new toy?
The toy was brought to school and the students did not pay attention in class so the teacher took the toy. How does the student feel about the teacher taking the toy? How does the teacher feel with the distraction?
Instructional Moves: Engaging Students in ACTIVELY Constructing Deep Understanding
Complete the L of the K/W/L with the following:
1. Teacher does before lesson: Create pictures of as many feelings as possible to scaffold a connection of text, illustrations and pictures to feeling to construct a deeper understanding of the lesson.
2. We do: Ask students to identify and create a list of which words, phrase or illustrations that helped them to make connections to Lilly’s feelings?
Example: especially happy, Sad, angry, furious,
3. You do: Once K/W/L is complete guide students thinking by saying “For the next few weeks, when you are reading during centers, D.E.A.R. or free time if you recognize a word, phrase or illustration that suggests feeling write in your journals. If you identify a new illustration, phrase or word but you do not know the feeling write that down also. Remember to write the name of the book and page number for reference. When we come together again in group we will share your findings with the class and explore the unknown new feelings.
4. Classroom management: Chose two students for role play approximately thirty minutes before lesson allowing students to have time to create the role play. This maybe during early morning while students are settling in for their day.
5. Have mini graphs and facial expressions pictures and words to match copied and ready to pass out to students after large graph is created together. Allow students to begin their graph by using examples that were created together.
6. Create a memory feelings game out of the pictures and words for students to play in the classroom during free time or indoor recess.
Closure: Engaging Students in NAMING IT So They Can CLAIM IT
1. During writing workshop today your topic is “I feel …..when I…”
Teacher example: I feel happy when I visit my son Jacob. My picture will be me and Jacob. Will I have frowns or smiles on the faces of my people?
2. Boys and Girls I’d like to introduce a matching memory game. This game has the pictures we used today and the words we used today. To begin all the cards must be face down and the goal is to match the picture to the word. Before you can take the cards and claim them as yours you must name the feeling or read the word on the card. If you’re correct the cards are yours if you name the feeling or word incorrectly your partner has an opportunity to steel the card with the correct response. If you’re both incorrect the cards go face down and continue to play.
3. Homework option: Ask students to write down expressions of feeling of people, the person’s name and event. This can be an ongoing assignment for more than one day. For example: Today I went to the grocery store and the man in front of me was angry because the people in front of him were very slow. I knew the man was angry because he had his arms folded in front of his chest and he continued to say “come on are you finished!” with an angry tone of voice.
Meeting the Needs of Diverse Learners: Intentional Choices You Made in Planning
To include diverse English language learners for this lesson I will find words from their native language and words from the English language along with the facial expressions to scaffold the students learning of the native language to English for recognition of word, phrases and illustrations that suggest feelings. I will find and ask for help and support from a person that speaks the same language, for example if the student speaks Spanish, I will ask the Spanish teacher for help, to develop the students’ zone of proximal development with identification from native language to the English language.
Meeting the Needs of Exceptional Learners: Possibilities for Accommodations &Modifications
The accommodations and modification to this lesson can be. Find LILLY’S PURPLE PLASTIC PURSE on CD, if it is not on an audio CD, create the audio CD myself and have multiply copies available for students that read below reading level or for students with exceptionalities. The activity above will be modified to the students IEP, for example if the student is unable to read. Pictures will be in place of the written text and the scaffolding of written text will take place with teacher support during guided reading or with additional outside staff support, the Special Education department or Learning Resource support.
Students with gifted and talented abilities to create higher order thinking allow students to compare and contrast other books to LILLY’S PURPLE PLASTIC PURSE. Identify the students strongest multiple intelligence, using Howard Gardner eight intelligence, and allow students to create a compare and contrast of books with feelings using words and phrases. For example if the students multiple intelligences is art, visual-spatial intelligence, allow student to create a drawing of the lesson to compare, contrast and identify feelings within themselves and their world around them. This activity will be in place of the original activity.
Materials/Resources Needed: Planning Ahead So You Can Be Fully Engaged with Students
Book: LILLY’S PURPLE PLASTIC PURSE
Graphs: Large for the whole group and individuals for the students
Words: All the words that will be used for the lesson printed and cut out. Remember to make Copies for students for individual use.
Pictures of feelings: copy and cut out all the pictures of feeling for group and individual use.
Supplies:
Scrap paper and paper for writing workshop
Pencils, crayons or makes for drawings
References & Resources
Henkes, K. (1996). LILLY’S PURPLE PLASTIC PURSE. New York, NY: Greenwillow Books
Subject Areas: Literature Whole Group Mini Lesson
Grade: K-1
Time Needed for Lesson: 20 min
Teacher: Lynn Brubaker
Enduring Understandings:
Students will identify feelings within themselves such as happy, sad, angry and more. With the engagement of this lesson the goal is to teach students to make connections with the text, illustrations and phrases in the story that identify and suggest feelings.
Prior Knowledge Needed
Students will need to have knowledge of what feelings are such as to be happy, sad, to be angry and excited to successfully identify words and phrases in the story.
Lesson Objectives: Knowledge Students Will Construct as They Engage in This Lesson
1. Students will be able to: RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
2. What are feelings?
3. Show students pictures of different facial expression.
4. Allow students turn and talk to their friend, allow students, as a team, to identify and name as many facial expressions as they can in 3 minutes, then come back as a group and discuss students thoughts.
5. Ask students to think of other words that may describe feelings from other books we’ve read in class?
6. Create K/W/L as a class on the board identifying the facial expressions and appropriate word labels to name the expression such as a smile face and happy, place under the K column of the K/W/L. The expressions and words students do not know place under the W column of the K/W/L. As students begin to identify the unknown words and expressions move to the L column.
Assessment: Evidence of Student Understanding
1. At the following stopping points: page 5, 8, 12 and 13 allow students to name the feelings the illustration suggests in the art on these pages. An example of good evidence, from page 5, is the description of baby brother, Lilly and the parents looking in the door suggested feelings and continue this practice on the remaining stopping points.
Higher Order Thinking (H.O.T.): Engaging Students in Constructing Deep Understanding
1. Like Lilly buying her new purse and boots, I (Teacher) remember a time I was happy and excited about….and became upset when….(show facial and body language to show feelings to match language, words and expressions. )
2. Can anyone think of a time when they felt furious, happy or sad like Lilly? Discuss a few stories as a group.
3. As a class create a classroom graph of text and illustrations that suggest feelings. Continue to add to the classroom graph as students scaffold their learning and make the connections between text and illustrations that suggest feelings.
4. Create mini graphs for each student to track personal growth and scaffolded learning during guided reading and other reading lessons.
5. We’ve read many stories in our units to identify words and phrases that suggest feelings. Revisiting these stories, what feelings do the authors present for girls and for boys? Do boys and girls have the same feeling? Why or Why not?
LESSON SEQUENCE
Introduction: “Hooking” Students, Activating Prior Knowledge, Setting Lesson Goals, etc.
Prior to this lesson ask two students if they will help with a role play. Give students a scenario such as a student is excited about a new toy that student does not want to share with their friend at school. Allow students to create the role play while other students watch. Once role play is complete activate prior knowledge and connection to the world beyond the classroom by asking: How do you think the friend feels when the toy was not shared?
he student/owner of the new toy what feelings does he have about his new toy?
The toy was brought to school and the students did not pay attention in class so the teacher took the toy. How does the student feel about the teacher taking the toy? How does the teacher feel with the distraction?
Instructional Moves: Engaging Students in ACTIVELY Constructing Deep Understanding
Complete the L of the K/W/L with the following:
1. Teacher does before lesson: Create pictures of as many feelings as possible to scaffold a connection of text, illustrations and pictures to feeling to construct a deeper understanding of the lesson.
2. We do: Ask students to identify and create a list of which words, phrase or illustrations that helped them to make connections to Lilly’s feelings?
Example: especially happy, Sad, angry, furious,
3. You do: Once K/W/L is complete guide students thinking by saying “For the next few weeks, when you are reading during centers, D.E.A.R. or free time if you recognize a word, phrase or illustration that suggests feeling write in your journals. If you identify a new illustration, phrase or word but you do not know the feeling write that down also. Remember to write the name of the book and page number for reference. When we come together again in group we will share your findings with the class and explore the unknown new feelings.
4. Classroom management: Chose two students for role play approximately thirty minutes before lesson allowing students to have time to create the role play. This maybe during early morning while students are settling in for their day.
5. Have mini graphs and facial expressions pictures and words to match copied and ready to pass out to students after large graph is created together. Allow students to begin their graph by using examples that were created together.
6. Create a memory feelings game out of the pictures and words for students to play in the classroom during free time or indoor recess.
Closure: Engaging Students in NAMING IT So They Can CLAIM IT
1. During writing workshop today your topic is “I feel …..when I…”
Teacher example: I feel happy when I visit my son Jacob. My picture will be me and Jacob. Will I have frowns or smiles on the faces of my people?
2. Boys and Girls I’d like to introduce a matching memory game. This game has the pictures we used today and the words we used today. To begin all the cards must be face down and the goal is to match the picture to the word. Before you can take the cards and claim them as yours you must name the feeling or read the word on the card. If you’re correct the cards are yours if you name the feeling or word incorrectly your partner has an opportunity to steel the card with the correct response. If you’re both incorrect the cards go face down and continue to play.
3. Homework option: Ask students to write down expressions of feeling of people, the person’s name and event. This can be an ongoing assignment for more than one day. For example: Today I went to the grocery store and the man in front of me was angry because the people in front of him were very slow. I knew the man was angry because he had his arms folded in front of his chest and he continued to say “come on are you finished!” with an angry tone of voice.
Meeting the Needs of Diverse Learners: Intentional Choices You Made in Planning
To include diverse English language learners for this lesson I will find words from their native language and words from the English language along with the facial expressions to scaffold the students learning of the native language to English for recognition of word, phrases and illustrations that suggest feelings. I will find and ask for help and support from a person that speaks the same language, for example if the student speaks Spanish, I will ask the Spanish teacher for help, to develop the students’ zone of proximal development with identification from native language to the English language.
Meeting the Needs of Exceptional Learners: Possibilities for Accommodations &Modifications
The accommodations and modification to this lesson can be. Find LILLY’S PURPLE PLASTIC PURSE on CD, if it is not on an audio CD, create the audio CD myself and have multiply copies available for students that read below reading level or for students with exceptionalities. The activity above will be modified to the students IEP, for example if the student is unable to read. Pictures will be in place of the written text and the scaffolding of written text will take place with teacher support during guided reading or with additional outside staff support, the Special Education department or Learning Resource support.
Students with gifted and talented abilities to create higher order thinking allow students to compare and contrast other books to LILLY’S PURPLE PLASTIC PURSE. Identify the students strongest multiple intelligence, using Howard Gardner eight intelligence, and allow students to create a compare and contrast of books with feelings using words and phrases. For example if the students multiple intelligences is art, visual-spatial intelligence, allow student to create a drawing of the lesson to compare, contrast and identify feelings within themselves and their world around them. This activity will be in place of the original activity.
Materials/Resources Needed: Planning Ahead So You Can Be Fully Engaged with Students
Book: LILLY’S PURPLE PLASTIC PURSE
Graphs: Large for the whole group and individuals for the students
Words: All the words that will be used for the lesson printed and cut out. Remember to make Copies for students for individual use.
Pictures of feelings: copy and cut out all the pictures of feeling for group and individual use.
Supplies:
Scrap paper and paper for writing workshop
Pencils, crayons or makes for drawings
References & Resources
Henkes, K. (1996). LILLY’S PURPLE PLASTIC PURSE. New York, NY: Greenwillow Books