Children\'s Literature Lesson Plan Task 1 PDF

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Summary

Task 1 for Children's Literature. Lesson plan using a children's book including diversity as an overall theme. Used as well are literary themes....

Description

A. I chose Malala’s Magic Pencil by Malala Yousafzai B. 1. Diversity was represented positively in this book when Malala’s dad explained that the children digging through garbage had a very important and necessary job. She noticed that they were doing things differently from her and she didn’t see them in school (Yousafzai,

2019). There was another great example, when Malala started noticing that girls stopped going to school due to “powerful and dangerous men”. She noticed that there was a problem and decided to take action (Yousafzai, 2019). a. These examples can help students gain perspective of the world because the story is very different from the world we live in. Our children can go to school freely and their parents can work rather than the young children. 2. A literary theme from this book is courage. a. One specific example of this is when she said that she spoke for all the girls in her valley who couldn’t speak for themselves, and then talked about how the dangerous men tried to silence her but couldn’t (Yousafzai, 2019). 3. It is important to select children’s literature with quality images because “illustrations enhance the feeling generated by the text.” (Galda, Liang, Cullinan, 2017). I could easily tell my students that students do, in fact, dig through garbage in other places out of necessity. However, it’s much more powerful to show them pictures and to be able to look at their facial expressions. The students’ feelings are much deeper when they can see it rather than just trying to imagine it. a. The following image is from the book, when Malala is observing the children digging through garbage (Yousafzai, 2019). This conveys courage not only because Malala goes on to speak up for all of the children, but because these children have to do this disgusting task in order for their family to survive.

(Yousafzai, 2019).

4. The genre of this book is memoir. a. Two characteristics of memoir are setting and plot. Another characterization is having illustrations. (Galda, Liang, Cullinan, 2017). b. Setting is represented visually through the pictures of the village and school. Plot is represented throughout the story, as this is a retelling of the events that took place in her life. She begins at her home, she goes into her village, she goes to school, and then goes on to speak up and form her “chorus,” as she calls it (Yousafzai, 2019), of people who can stand and speak with her. Illustrations are present that helps the reader visualize the time and place, as well as illuminating the character of the subject. This is seen throughout the story, but specifically when Malala is talking with her father about the kids digging through garbage, as well as her journey through education.

Children’s Literature Lesson Plan

General Information Lesson Title: Diversity! Subject(s): Language Arts Grade/Level/Setting: 2nd Grade Classroom Rug Prerequisite Skills/Prior Knowledge: Prior to this lesson, students will be able to sit on the rug and listen to the teacher. They will be able to write paragraphs with a prompt. They will be able to follow along in the story and write a paragraph.

Standards and Objectives State/National Academic Standard(s): RL 2.3 Describe how characters in a story respond to major events and challenges RL 2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Learning Objective(s): Given one story, students will be able to write a paragraph about the diversity in the story. Included will be a thematical analysis. Students will be able to score 80/100 on the writing rubric.

Materials

Technology

Teacher will need:

The doc cam and projector will enhance learning by helping students follow along with both the reading and paragraph writing.

Book: Malala’s Magic Pencil by Malala Yousafzai, doc cam and projector, whiteboard, markers, paper and pencil.

Students will need: Paragraph prompt page, pencils

Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding.

Language Function(s): Students will identify the main ideas and details in the story, including diversity and challenges. Students will identify

the theme in the story, which could include bravery and/or perseverance.

Vocabulary: Diversity Overcome Perseverance Chorus Magic Evaluate Theme Bravery Discourse and/or Syntax: Students will utilize written language to thoughtfully explain diversity and challenges from the story in paragraph form, including appropriate details and facts. Students will thoughtfully discuss the theme of the story in this paragraph. Planned Language Supports: Teacher will lead group reading of story and discussion, while students are on the rug. The class will discuss what types of things are considered challenging for Malala and the other children in the story as well as how she helped make changes. Theme will also be discussed; “Bravery” and “perseverance” will be introduced. Teacher will show the class an example of how to draft a paragraph in this style. After this example, students will turn and talk to give a verbal explanation of what their paragraph will include to show their thinking and understanding of explanations. Students will then return to their desks and write a draft of their paragraph.

Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher Teacher will ask/explain: 



We will be writing a paragraph explaining the diversity in the story and how challenges were overcome Theme vs Main Idea; Her actions vs the overarching theme of

Student Actions



Students are called on and respond to questions.





 

perseverance/bravery How did Malala show bravery? Perseverance? Where do we see that in the story? What is included when I write a paragraph? --Topic/details/closing How do I clearly explain a topic? What kinds of things should I include?

Are these (various silly details) important?

Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher

Student Actions

Teacher will:

  

Students will:

Talk about how to write this paragraph Show students how and where to write their initial thoughts Write ideas on the whiteboard to model writing on paragraph prompt

 

Give input Help teacher formulate ideas

Guided Practice: Activity Description/Teacher Teacher will:

  

Student Actions Students will:

Model the paragraph Model checking to make sure everything is covered according to the prompt Demonstrate how to edit and revise paragraph

 

Listen Write their topic and points

Independent Student Practice: Activity Description/Teacher Teacher will:



Circulate as students begin writing, providing feedback

Student Actions Students will:



Write their paragraph

Culminating or Closing Procedure/Activity: Activity Description/Teacher Teacher will:

  

Invite students to pair and share Invite students to share with the class if they choose Hang paragraphs on bulletin board

Student Actions Students will: 

Pair and share

Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.

Gifted and Talented: Students will write a compare/contrast paragraph with another book of their choosing that demonstrates diversity

EL: The teacher will track the book on the doc cam so that these students can follow along. Support will also be provided during paragraph time in the form of circulating the classroom and talking students through the assignment as needed.

Students with Other Special Needs: Teacher will be available for additional support, or students may verbally explain their topic and then write it together with teacher or aide.

Assessment Formative  

Teacher and aide will circulate and provide feedback during writing time Teacher will carry a check list with students’ names and grading criterion. Teacher will check off items that students show proficiency in their writing, or will put a star for those approaching proficiency. If a student does not demonstrate understanding in their writing, teacher will provide immediate feedback and highlight that portion on the checklist, making sure to check in again.

Summative Students will turn in their paragraphs for a grade. They will be graded on:        

Proper page setup including name- 1 point One paragraph with three or more sentences- up to 3 points Topic sentence- up to 2 points Closing sentence- up to 2 points Formatting- up to 3 points Capitals and end marks- up to 3 points Did they compare and contrast the books? Up to 3 points Is it legible? Up to 3 points

Total: up to 20 points

Citations

Galda, L., Liang, L. Cullinan, B. 2017). Literature and the Child 9th Edition. Cengage Learning

Yousafzai, M., & Kerascoët. (2019). Malala's magic pencil. Puffin....