SIFT 2012 Lesson Plan Format

SIFT Student Teacher: Meghan Kelly Grade Level: First Grade

Student Learning Objective(s):

Students will read and analyze the picture book “The Little White Owl” and orally demonstrate their understanding through the discussionof themes including diversity, bullying, and staying true to oneself.

Students will decorate their own “owls” based on their individual preferences for color, hobbies, sports, art, and other objects that appeal to them.

Students will compare (orally and/or in writing) the differences and uniqueness of their individual owls to their classmates illustrating their understanding of diversity.

Vocabulary:

Below are words that students should be aware of and that are also mandatory before classroom discussion of picture book:

  • Brave
  • Rocket
  • Branch
  • Forever
  • Turquoise
  • Dessert
  • Beaks
  • Perfect
  • Munched
  • Castles
  • Dragon
  • Glared

Assessment:

After reading “The Little White Owl”,the students will have an ample amount of time to collage and decorate their own owl. This owl will represent their preferences and express each studentindividually. The students will also have the opportunity to answer questions and be analyzed orally on their understanding and observation of the themes incorporated in the activity. Students should focuson the physical creation of decorating the owls as well as incorporate the oral assessmentfor class discussion and closure. Students who finish their decorating early are expected to write an explanation on their interests and why they decorated the owls the way they did- as well as many other questions the teacher may ask.

Materials/Resources:

“The Little White Owl”(Corderoy, Tracey & Chapman, Jane 2010)

  • Individual cut out owls (in different colors)
  • Colored construction paper
  • Feathers
  • Glue Sticks
  • Scissors
  • Magazines (with pictures or significant text to cut out)
  • Any pictures or items that students want to bring in to place on owl
  • “Beautiful Stuff”
  • Glitter Glue
  • Crayons
  • Colored Pencils
  • Pens/Pencils
  • White Lined Paper for written explanation if time permits

Sponge Activity: Students who finish decorating their owls early will have the opportunity to write down why they decorated their owls the way that they did and as well as any interesting facts about themselves. Doing this will help students demonstrate and distinguish themselves in the classroom as well help them develop their writing skills as well.

Initiation: The main character in the story’s favorite snack is toast with jelly and hot chocolate. In order to engage the younger students, before I start reading the novel, I will provide the students with a snack of toast and jelly (or peanut butter/any other spreading) as well as hot chocolate or any other hot drink. Providing students with a comfortable environment and giving them a chance to get acquainted with the story will get them more interested and willing to learn.

Learning Activities:

Students will listen to the picture book and then decorate their owl owls based on their own individual personalities and interests. This activity will help demonstrate diversity and the idea that every student has a “story to tell”. Students will have an oralassessment answering the questions the teacher proposes, and if time permits, students will have time to demonstrate their understanding with a written component.

Grouping Strategies: Students will decorate their own owls individually and then in a group discuss the significance of their owls. If time permits students will share their written explanations or discuss their decorations with a partner. A majority of the work will be done in a large classroom environment (all students), a smaller group of two or three students, and individually.

Instructional Strategies:

  1. Studentswill be informed the daybefore to bring in any magazines, pictures, or any items that they feel are significant to add to their owl collage.
  2. Class will begin with the distribution of their snack and drink. Students will then have the opportunity to listen to the recitation of thepicture book?“The Little White Owl.”
  3. After listening to the picture book, students will be introduced with the decorations, and will have many supplies (“beautiful stuff”, such as magazines, feathers, colored pencils, glitter glue) to decorate their own owl.
  4. While students are completing their individual owl, any student that has already completed their project will explain on their paper why they decorated their owl the way they did and answer any of the questions the teacher has.
  5. After every student completes their decoration there will be an opportunity for the formation of a group of two or three students to discuss their owls. During this time students should be sharing their interests and also making oralconnections and comparisons of the similarities that the “owls” (students) have as well.
  6. After students share there should be time for class discussion. (see Key Questions below) During this time students should be critically thinking about why they decorated their owls the way they did, why uniqueness is important, the idea that every person (or owl) has a “story to share.”
  7. Have students clean up their mess and collect owls. Let students take their owls home if desired but perhaps keep the owls in the classroom as a reminder of the wonderful differences all the students have. Presenting them in the class represents the idea that every student is special, colorful, and different from one another- however, inevitably we are all the same or share “common bonds”.

Closure:

The majority of the closure will be the final classroom discussion where the teacher touches upon the importance of the activity and the main ideas and themes behind the novel. It is important to make the correlation between the characters and the students in the class so they can fully grasp the concept. In order to create meaning conversation and connections, the teacher will consider asking the following questions…

  • What did everybody notice about their owls?
  • Why might all the owls be different?
  • Is it good or bad that the owls all look different? Why?
  • Did you notice that everybody had different interests and ideas? How is this similar to the little white owl in the story?
  • Have you ever felt different or unimportant? How do you think the little white owl felt?
  • What did you learn today from your classmates? How this is similar to what we learned today and what was in the story?

Intervention: Students who have learning troubles could work coloring an owl in- or take their time decorating the owl with the help of an assistant. Doing this simply helps get the idea across that everybody is “different” yet beautiful and okay!

Enrichment:Students who excel in activities such as this can perhaps participate in all of the activities that the rest of his/her classmates have, but perhaps come up with an alternative version of the story. What would happen if the owls didn’t decide to accept the little white owl? Students could also write about why they feel it is good to be different from others or special ideas that they learned from class as well!

*Themes such as individuality, bullying, uniqueness, respect, ectare important to touch upon within presentation.

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