UNIT PLAN / Grade/Class: 2 / Teacher: Gillian Hanson / Dates: December 2013-February 2014
Subject: Language Arts / Topic: Author Study—Robert Munsch
Outcomes:
  • Listen and retell (with support from the text) the key literal and inferential ideas (messages) and important details heard in small- and large-group activities, and follow oral directions and demonstrations. CR2.3
  • Read and demonstrate comprehension of grade-appropriate literary and informational texts read silently and orally by relating and retelling key events and ideas in sequence with specific details and discussing how, why, and what if questions. CR2.4
  • Use a variety of ways to represent understanding and to communicate ideas, procedures, stories, and feelings in a clear manner with essential details.CC2.2
  • Write stories, poems, friendly letters, reports, and observations using appropriate and relevant details in clear and complete sentences and paragraphs of at least six sentences. CC2.4

Indicators / Assessment / Learning Plan / Resources
Select and use task-relevant before, during, and after strategies to construct meaning when reading. (CR2.4)
Combine illustrations and written text (e.g., captions, labels) to express ideas, feelings, and information. (CC2.2) / SW sequence story using pictures and short sentences. / More Pies!
  1. Introduce author study (explain how we are studying his books because we all love his writing so much).
  2. Read More Pies
  3. Activity: Story Sequencing. (Retell story, illustrate each sentence, cut out and glue in order. Use sentence strips to glue in order.)
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  • More Pies
  • Robert Munsch Author Study from TPT (“Teaching with Robert Munsch”/ “Robert Munsch Author Study SuperPack”
  • Sentence strips

Write groups of clear sentences that develop a central idea in a basic paragraph of six sentences. (CC2.4)
Employ a writing process (e.g., planning, drafting, and “fixing up”). (CC2.4) / SW brainstorm using black line masters and write a 4-6 sentence sequenced story. / Get out of Bed!
Lesson #1:
  1. Read story aloud with children. Have children practice retelling the story.
  2. Introduce the idea of the dream in the story. Ask the children if they have had any funny dreams?
  3. Provide each child with a copy of “My Amazing Dream” and ask the children to write a sentence of what they saw, felt and heard. Explain that we will use this brainstorming to write stories tomorrow.
Lesson #2:
  1. Review “My Amazing Dream” activity. Encourage students to use words from their sentences they wrote in the circles in their writing.
  2. Support the children in writing a pattern story using FIRST, NEXT, THEN, FINALLY. Edit together and illustrate.
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  • Get out of Bed!
  • Robert Munsch Author Study from TPT (“Teaching with Robert Munsch”/ “Robert Munsch Author Study SuperPack”

Design a visual representation (e.g., a picture, puppetry, a chart, a model, physical movement, a concrete graph, a pictographic, a demonstration, an advertisement for a toy) to demonstrate understanding. (CC2.2) / SW understand and demonstrate where to put quotations. / The Paper Bag Princess “Noodle Dialogue”
  1. Explain to students that there are many examples of quotation marks in the story.
  2. Provide each student with a copy of the “Noodle Dialogue” page. Use elbow macaroni to show where the quotation marks will go (use white glue)
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  • The Paper Bag Princess
  • Robert Munsch Author Study from TPT (“Teaching with Robert Munsch”/ “Robert Munsch Author Study SuperPack”)
  • Elbow macaroni
  • White glue

Write brief narratives based on own experiences and imaginations that move through a logical sequence of events and describe the setting, characters, character traits, goals, and events. (CC2.4)
Construct three-dimensional objects to clarify ideas and understanding. (CC2.2) / SW identify the characters, setting, problem and solution in the story. / The Paper Bag Princess
  1. Listen to “The Paper Bag Princess” on Tumblebooks.
  2. Introduce “Paper Bag Story Elements” project. (character, setting, problem and solution) Make bag books (have a booklet prepared ahead of time.) Need 3 paper bags per child. Color the cover page “Paper Bag Story Elements”.
  3. Discuss with children the parts of story elements (character, setting, problem and solution) Use the explanations provided to describe the story elements.
  4. Color the headings and glue into the paper bag booklet. When done coloring and gluing, add the explanations to the books in the pockets for each heading. Color the final pictures for the booklets and glue in.
  5. Retell the story to a friend if done early.
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  • The Paper Bag Princess
  • Robert Munsch Author Study from TPT (“Teaching with Robert Munsch”/ “Robert Munsch Author Study SuperPack”)
  • Paper bags
  • Markers
  • Scissors
  • glue

Follow a model to communicate ideas and information about a topic. (CC2.2)
Read aloud with fluency, expression, and comprehension any familiar text that is appropriate for grade 2. (CR2.4) / SW determine the personification of the pigs in the story. / Pigs
  1. Read “Pigs” by Robert Munsch on Tumblebooks.
  2. Discuss times that the pigs acted like people, or times that the pigs acted like pigs.
  3. “Piggy Personification” activity—color examples of pigs acting like people red, pigs acting like pigs blue.
  4. When students are done, there are multiple copies of the book, they can read it to eachother or choose another Robert Munsch book to read.
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  • Pigs
  • Robert Munsch Author Study from TPT (“Teaching with Robert Munsch”/ “Robert Munsch Author Study SuperPack”)
  • Tumblebooks website
  • Blue & red crayons

Listen and demonstrate comprehension by retelling key points (who, what, where, when, and why) in grade-appropriate literary and informational texts including First Nations and Métis resources. (CR2.3) / SW sequence the story. / Stephanie’s Ponytail
1.Discuss the order of the story. Use the cards that the children will use on the document camera and have them help put them in order.
2.“Stephanie’s Ponytail Timeline” activity—put events in order, glue down on long piece of construction paper. Glue on title “Stephanie’s Ponytail Timeline”, color Stephanie and add her at the top. /
  • Stephanie’s Ponytail
  • Robert Munsch Author Study from TPT (“Teaching with Robert Munsch”/ “Robert Munsch Author Study SuperPack”)
  • Strips of 11x17 construction paper cut in half
  • Scissors
  • Glue
  • Crayons

Read and retell (with support from the text) the key events and elements of a story (including setting, characters, character traits, problem and solution, and sequence of events). (CR2.4)
Listen to and follow independently a series of related directions or instructions related to class activities. (CR2.3) / SW determine the problem and solution from the story. SW listen to and follow directions. / Aaron’s Hair
  1. Read Aaron’s Hair by Robert Munsch.
  2. Explain to children that we are going to make hair for Aaron.
  3. Cut out his hair, face and combs. Get the students to draw a face on Aaron…make sure they look at his face in the book so they make the appropriate facial expressions.
  4. On one comb, help students write down the problem in the story and on the other comb, write down the solution.
  5. Glue together when done. Display in classroom.
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  • Aaron’s Hair
  • Robert Munsch Author Study from TPT (“Teaching with Robert Munsch”/ “Robert Munsch Author Study SuperPack”)
  • Construction paper