Student Teacher: Sophie Simonsen Grade Level: 1 &2 Date: 9-8-16

Student Teacher: Sophie Simonsen Grade level: 1 &2 Date: 9-8-16

State Standard: N/A Subject: Literacy

Name of Lesson: Creepy Carrots (Aaron Reynolds) Period / Time: 1 hour

I. Goal:
Students will know who Aaron Reynolds is, as well as the content of his literature. / Required Adaptations/Modifications:
II. Objectives:
-Students will retell facts about Aaron Reynolds, with 80% accuracy.
-Students will answer comprehension questions about the story, with 80% accuracy. / Required Adaptations/Modifications:
III: Faith / Values Integration:
None. / Required Adaptations/Modifications:
IV. Integrated Technology:
None. / Required Adaptations/Modifications:
V. Materials:
-Carrots (24)
-Orange & green construction paper
-markers/crayons
-glue/scissors
-the book Creepy Carrots
-short biography of author / Required Adaptations/Modifications:
VI: Procedure:
A. Set / Hook: The students can be seated. Pass out the carrots and ask students questions such as: “Do you think your carrot could come to life?” “What would happen if it did?” Then, students may eat their carrot.
B. Transition: Introduce the book Creepy Carrots and the author. Also, we will go over a few vocabulary words from the story: creepy, passion, yanked, victory, imagination, approached, ridiculous, whipped, following, strange, sinister, hatched.
C. Main Lesson: Read the book and ask comprehension/prediction questions throughout it:
-”Why do you think the carrots are following Jasper?”
-”Do you think the carrots are nice or mean?”
-”Why do you think the carrots keep disappearing when Jasper turns around?”
-Where do you think the carrots go when they disappear all of a sudden?”
-”Do you think building a fence around the carrots will keep the carrots from getting out?”
-”What do you think of the ending?”
D. Transition: “What would you do if the events in the story happened to you?” Then, children will make their own creepy carrots and share with the class.
-Creepy carrot activity procedure: We will model what the end product CAN look like. The student’s carrots don’t have to match our example. The student will cut a carrot out of orange construction paper They will the cut the stem out of the green construction paper and continue on to glue it to the carrot. They will then proceed to draw the “creepy” faces on the carrots with markers.
We will review the vocabulary words.
E. Conclusion: Talk more about the author: Aaron Reynolds. / Required Adaptations/Modifications:
VII. Assessment:
Were they able to create a creepy carrot?
How did they answer the questions we asked throughout the lesson? / Required Adaptations/Modifications:
VIII. Assignment:
None. / Required Adaptations/Modifications:
IX. Self-Evaluation: / X. Coop’s Comments: