Direct Instruction Lesson Plan Template - Enemy Pie - Task 1 PDF

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Book Title: The name of Enemy Pie by Derek Munson and illustrated by Tara Calahan King.

In the book, Enemy Pie, a young boy is struggling with feeling excluded by the new kid, Jeremy Ross, whom he has dubbed “Enemy #1.” This young boy is upset because he has been laughed at by Jeremy Ross after he struck him out at a baseball game, he was left out of a party on Jeremy’s trampoline, and even his best friend had been invited.

In this image from the book, we see that the young boy has made a list, which he has never needed until now, of Enemy #1 and the only person listed is the new kid, Jeremy Ross. He has placed the list in his safe place, which is his treehouse that his dad built for him and is one place that Jeremy Ross will never be allowed to set foot in.

The literary theme in Enemy Pie is that it is not okay to bully people and that it is possible to become friends with your enemy if you are willing to try. In the images below, we can see that the young boy has decided to try his dad’s idea of “getting rid of his enemy” by spending the day with Jeremy.

The story reinforces that sometimes jumping to conclusions about someone, thinking that someone may not like us or maybe they were a bully. It also reinforces that sometimes we have

to step outside of our comfort zone and make the first steps in becoming friends with someone. By spending the day with Jeremy, the young boy finds out they have a lot in common and that he was actually a pretty nice guy. Children will often “read” the pictures of a book to gain a better understanding of what the story is about, the characters in the book, as well as the setting. (Galda et al., 2017) The illustrator captures the reader’s attention with the colorful pictures that bring the story to life. In the picture below, you can see what the young boy’s idea of Enemy Pie was when his father told him it was the best way to get rid of an enemy.

The genre of the fictional children’s book, Enemy Pie, is Realistic Fiction. The characters in the story are mainly children who are dealing with a real-life situation of bullying and learning that the best way to turn an enemy into a friend is to be a friend. Young children can relate to this story because at some point in their young lives they have had to deal with feelings of being left out and the challenges of making new friends.

Direct Instruction Lesson Plan Template General Information Lesson Title: Enemy Pie Subject(s): ELA Grade/Level/Setting: 2nd grade Prerequisite Skills/Prior Knowledge:   

Basic reading skills Active listening Early writing skills

Standards and Objectives State/National Academic Standard(s): CCSS.ELA-LITERACY.RL.2.2 - Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-LITERACY.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): At the end of the lesson, students will be able to recount the story in their own words using the characters, setting, events that happened, and the theme of the story. They will be able to score at least 18 out of 24 points available on the rubric.

Materials

Technology

Teacher:

Smart board to project book.

The book, Enemy Pie. Easel Paper to make chart Markers Dad’s Enemy Pie Recipe Handout Enemy Pie Story Handout Vocabulary word list

Students: Pencil Crayons

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):

Analyzing and interpreting characters or events.

Vocabulary:    

Enemy Jealousy Recipe Poisonous

Discourse and/or Syntax: Students will retell the central message of the story in their own words using the main events in the story. The teacher will support development of language by asking scaffolding questions and help students connect to their own experiences to build a connection to the theme of the story.

Planned Language Supports: They will have access to the flip chart that we filled out together as well as a list of the vocabulary words that were introduced with the lesson.

Instructional Strategies and Learning Tasks

Anticipatory Set: Activity Description/Teacher

Student Actions

Before beginning, have the students made predictions about the text based on the front cover illustration. These will include – what’s in the pie? What does “for my best enemy” mean?

Students will respond with their predictions and own experiences.

Ask students if they have any friends they didn’t like at first. Ask scaffolding questions such as were they jealous? And how do you decide not to like someone before you actually get to know them. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher

Student Actions

Read the book and stop during the story to ask prompting questions such as “how does the illustration on this page help us know more about the Enemy Pie dad was making? How does the illustration compare to how each character is feeling in this part (referring back to page in the book).

Students will respond to questions with their ideas and interpretations of what is being read to them.

Guided Practice: Activity Description/Teacher

Student Actions

Using the easel pad, the teacher will review the story with students, and fill in the questions already written on the paper:

Students will answer the questions on the easel paper and identify key points in the story by providing suggestions.

  

What did dad do? What was the boy’s job? How did the boys spend their day?

The teacher will pass out the Dad’s Enemy Pie Recipe handout and through whole group instruction, will formatively assess students’ understanding by asking prompting questions and provide scaffolding when needed.

Independent Student Practice: Activity Description/Teacher The teacher will pass out the Enemy Pie story sheet and explain what is required, including drawing a picture that relates to the story and then retell the story in 3-4 sentences, using their own words.

The teacher will walk around the room and monitor students’ progress and ask questions to check for understanding.

Student Actions Students will draw their picture and then retell the story in their own words in 3-4 short sentences.

Culminating or Closing Procedure/Activity: Activity Description/Teacher The teacher will ask questions about Enemy Pie as students are retelling their stories and assess students’ comprehension of the lesson.

Student Actions Students will present their story to the class and share their idea of a good friend.

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: Gifted students could have a differentiated lesson by asking them more in depth questions and have them write a longer story so that they can provide more details regarding the characters and setting of the story. EL: EL students will have handouts of vocabulary words and story telling worksheet in their native language. They also can use their study buddy who is assigned to them to assist with writing skills.

Students with Other Special Needs: Special needs students will have their lessons adjusted to fit their IEP or 504 plans – shorter stories, sentence prompts, story on video, etc.

Assessment Formative The teacher will formatively assess students’ knowledge by asking leading questions to check for comprehension of material being taught.

Summative Summative assessment will include doing an oral retelling of the story using the chart we completed as a group, the book to identify the characters, setting, events, and central message of the story. Grading will be done using a rubric with a total of 24 points available and a passing grade of 18 out of 24 points. Example below:

References Galda, L., Liang, L. A., & Cullinan, B. E. (2017). Literature and the child (9th ed.). Belmont, CA: Wadsworth Cengage. Print ISBN: 978-1-305-64236-2 Munson, D., & King, T. C. (2010). Enemy pie. Chronicle Book.

The Core Educator. (n.d.). Enemy pie: Freebie interactive read-aloud lesson plans and activities. Teachers Pay Teachers. Retrieved September 26, 2021, from https://www.teacherspayteachers.com/Product/Enemy-Pie-FREEBIE-Interactive-ReadAloud-Lesson-Plans-and-Activities-3585891....