ALEX Lesson Plan: Reading and Writing about Miss Moo Goes to the Zoo by Kelly Graves

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This lesson provided by:
Author:	Charles Clemmons
System:	Cullman County
School:	Cullman Child Development Center

Lesson Plan ID:

5510

Title:

Reading and Writing about Miss Moo Goes to the Zoo by Kelly Graves

Overview/Annotation:

This lesson provides literature-based reading and writing activities for special education and early elementary students. This lesson may also be used to illustrate the character education traits tolerance, self-respect and compassion.

Content Standard(s):

CE(K-12)	9. Self-respect
CE(K-12)	12. Compassion
CE(K-12)	13. Tolerance
ELA(K)	4. Use words that describe and represent real-life objects and actions.
ELA(K)	6. Identify various forms of narrative texts, including nursery rhymes, poetry, and stories.
ELA(K)	8. Use brainstorming, drawing, and discussion as elements of prewriting in the writing process.
ELA(1)	4. Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end.
ELA(1)	12. Collect information from print and nonprint resources to investigate a teacher- or student-selected topic.
ELA(2)	4. Demonstrate comprehension of second-grade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials.
ELA(2)	8. Organize sentences into a paragraph to address a topic or tell a story.
ELA(2)	9. Demonstrate correct use of question marks and capitalization of names, months, days of the week, and holidays in written expression.

Local/National Standards:

Primary Learning Objective(s):

Students will correctly identify story elements (title, author, setting, characters, plot and ending) in a book.

Additional Learning Objective(s):

Students will be able to make predictions about characters from a story. Students will be able to make comparisons between characters in a story and themselves. Students will be able to draw pictures, write sentences, and/or write a paragraph about characters from a story. Students will be able to discuss the meaning of the character traits tolerance, self-respect and compassion as they relate to characters in a story.

Approximate Duration of the Lesson:

61 to 90 Minutes

Materials and Equipment:

The book Miss Moo Goes to the Zoo, by Kelly Graves; construction paper, glue, scissors, stapler for pocket books; a variety of graphic organizers; transparencies and overhead projector

Technology Resources Needed:

Background/Preparation:

This could be the first time students use graphic organizers or they could be very familiar with them.

Procedures/Activities:

1.)Begin by asking students "Have you ever been bored?" Ask students to share experiences.

2.)Discuss with students how some people are bored with where they live and have students draw/share pictures of where they would go if they could go somewhere else to live.

3.)Introduce the book, Miss Moo Goes to the Zoo, by Kelly Graves. Read through page 9 showing students pictures and allowing for comments.

4.)Use graphic organizer to have students make predictions about what they think the strange animal sound Miss Moo heard was, then have students draw pictures of their predictions.

5.)Continue to read story allowing students to make comments.

6.)Use graphic organizer to have students list title, author, setting, characters, plot and ending.

7.)Use a graphic organizer to have students make comparisons of Miss Moo to all of us. Point out to students that we are all bored sometimes and don't feel special.

8.)Use graphic organizer to list words and ideas about Miss Moo that make her special. Have students draw a picture of Miss Moo.

9.)Use a graphic organizer to list words and ideas that make us all special. Have students draw self portraits.

10.)Review the story by using a graphic organizer to have students give story details (title, what happened, who was in the story, where did the story take place, and when did the story happen).

11.)Review with students the concept that all of us are special.

12.)Have students make a pocket book to store completed activities by folding and stapling construction paper into a envelope shape.

13.)Have students share completed projects.

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Assessment Strategies:

Teacher will listen to students' discussion for assessment of student understanding. Teacher will use a rubric to evaluate student graphic organizers. Students' projects will be used to assess student understanding.

Extension:

This lesson could be extended by reading additional books or by completing activity sheets about the same topic.

Remediation:

Students who need extra help will be assisted individually by the teacher or a classmate.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material

Using Groups and Peers

Assisting the Reluctant Starter

Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.

Variations Submitted by ALEX Users: