K+Whole+Group+Literacy+Lessons


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 * Media Orientation: **
 * Lesson 1 **

 **Big Idea Topic**: Media Orientation & Pirate Code & How to Care for books

**Learning Objectives**: Students will review the media rules


 * Performance Task: ** Listen to Prezi on rules **, ** act out rules, look at actual damaged books

 **PB/ Folktale**::Mermaid and the Shoe, The Skeleton Pirate [ if time Pirates Don't Change Diapers]  **Cultural Diversity**: Fractured Tale -Little Mermaid [ Hans Christian Andersen]/ Nordic  **Differentiated**: storytelling, technology[ prezi/ video]  **Technology**: - created prezi on media rules w/ pirate tie in

**Kinesthetic:** Pirate song with motions  Lesson Link  LAFS.1.SL.1.1 a- Follow agreed-upon rules ...[adapt to K]  Cognitive Complexity: Level 2: Basic Application of Skills & Co

__**Quarter 1**__

//**Lesson 2**// **Big Topic**: **Predictions -** I can use illustrations [ pictures] to predict what comes next in the story **Learning Objectives:** look at illustrations to make predictions and identify patterns, AR Color groups **Performance Task -** listen to stories, blindfold game - can you feel colors Folktale: Indian folk tale: 7 Blind Mice, Nursery Tale : 5 little mice song, NF- Mouse Views and Animal Colors [NF] Cultural Diversity: Folktale from India Differentiated: storytelling, song, physical body movements, Kagan numbered heads Higher Thinking - If you were blind, could you see colors. What are colors? lesson link
 * Standards**
 * LAFS R.LK.3.1 With prompting and support, identify characters, settings, and major events in the story.**
 * LAFS K RL3.7 With Prompting describe the relationship between illustrations and the story in which they appear**.

//**Lesson 3 - Main Idea**// **Learning Objectives:** Students will identify the main idea of a story and make personal connections **Performance Task -** listen to stories, whisper to partner, act with puppet, game [vote with thumbs] Folktale:The original 3 bears, - We are going on a Bear Hunt NF- Backyard Bears, Bears, Bears, Bears Cultural Diversity: Folktale from England Differentiated: storytelling, song, physical body movements, puppet, watch video, play book manners game - Higher Thinking -Why are manners important? In the library how do you show manners. lesson link
 * Big Idea:** I can understand the main idea of a story and can relate this to myself.
 * Standards**
 * LAFS R.LK.3.1 With prompting and support, identify characters, settings, and major events in the story.**
 * LAFS RI 2.5 - Front Cover, Back Cover, Title**
 * Extention lesson:**
 * LAFS K SL2.5 Add Visual Diplays to descriptions** //[ introduce reading poster slogan] -//


 * **Lesson 4**


 * Note: this lesson is a 3 session lesson:**
 * ** Session 1 Whole Group Demo **
 * **Session 2 Centers [computer lab & table top]**
 * **Session 3 Centers [ repeat with groups switching activites]**


 * Big Idea:** I can understand the basic parts of a computer, practicing mouse skills.
 * Learning Objectives:** Students will identify the main parts of a computer, including click and drag skills.
 * Performance Task -** watch videos, listen to story, whole group demo of computer skill games, centers: both computer lab and table top.


 * Lesson Link - general computer basics**
 * Intro to October Centers -general**
 * K Computer Session 1** [please view for K details]

**1.Extention**: NF Books- Autumn leaves [links with previous lesson - storytelling folktale Goldilocks and the 3 Bears [size & setting of forest]/ centers- Leafylaloo ]
 * 2.Technology- ** smart board presentation of computer skill games, computer lab centers [see lesson link], videos

Standards LA.K.LAFS.K.SL.1.1.a, LA.K.LAFS.K.SL.2.5, LA.K.LAFS.K.W.2.6

ESOL Computer-Assisted Cooperative Learning Realia Tapes/Videos ||

__**Quarter 2**__
 * Lesson 5 & Lesson 6**
 * **Note: this lesson is a 2 session lesson:**
 * ** Session 1 Whole Group Storytelling Part 1 - Tagxedo Word Cloud **
 * **Session 2 Whole Group Storytelling Part 2- Animoto with Colors/ Storybird Fall**


 * Big Idea:** I can tell the main characters, settings and the big events of a story
 * Learning Objectives:** Students will identify the characters, setting and major events in the story
 * Performance Task:** listen to story,song, whole group demo word clouds, watch animoto, create book online fall


 * Lesson Link -**
 * Tagxedo Link - use fall leaves**
 * [|Storybird Link] - edit teacher's fall book**

**1.Extention**: NF Books- Autumn leaves [links with previous lesson Fall into Leaves - did you know facts] **3.** **Higher Level thinking skills -** comparing Native American Wolf folklore to the German Version - why wolves are respected?
 * 2.Technology- ** with help will make word clouds of leaves/ colors Tagxedo [ forest setting of the story] - watch animoto video including all the colors


 * Folktale: German folk tale :Part 1 - Little Red Riding Hood traditional: ,Part 2 - Brother Wolf [Native American Tale]/** if time: Gunnywolf [Appalachian tale},
 * Cultural Diversity: Folktale from Germany ,Native America**

Standards LA.K.LAFS.K.RL.3.9, LA.K.LAFS.K.SL.2.5, LA.K.LAFS.K.RL.1.3, LA.K.LAFS.K.W.2.6

ESOL Computer-Assisted Realia Song/Music Story Telling Tapes/Videos Total Physical Response ||


 * **Lesson 7 & 8**


 * Note: this lesson is a 2 session lesson:**
 * ** Session 1 Whole Group Storytelling Part 1 - 3 Gingerbread Stories & Intro to Reference **
 * **Session 2 Whole Group Storytelling Part 2- Folktale & Keyboarding Skills [ order/ spatial]**


 * Big Idea:** I can/ know that a dictionary, encyclopedia and atlas can help me find information [online & print]
 * Learning Objectives:** Introduction to refererence sources while comparing 3 folktales
 * Performance Task:** listen to story,sing song, watch video, view an online demo of reference resources, Kagan numbered heads, gingerbread doll game


 * Lesson Link -**
 * Makerspace - Gingerbread Games**

**1.Extention**: review plot, main characters and setting as it applies to the featured folktales **3.** **Higher Level thinking skills -** Compare and contrast folktales, what is the theme/moral of the gingerbread story 4. Kagan - numbered heads on compare folktales & reference
 * 2.Technology- ** watch an online demo of reference resources, practice keyboarding and mouse skills with gingerbread theme


 * Folktale: German folk tale :Part 1 -Gingerbread Man traditional, Fractured Folktale: Gingerbread Girl & Stinky Cheese Man ,Part 2 -Baker's Dozen [colonial tale] if time Who Took the Cookie From the Cookie Jar**
 * Cultural Diversity: Folktales from England, Australia, Colonial America**

**Total Physical Response**
||

__ **Quarter 3** __ // **Lesson 9** //
 * **Whole Group Storytelling : Bruh Rabbit and Black History Month**

**Big Idea: I can understand how different groups of people [cultures] have their own stories.**

** Learning Objectives: ** Students with promoting will make connections between ideas [fairness], individuals [tricksters] and events [ slavery & civil rights]
 * Performance Task:** listen to story,song, Kagan numbered heads video, nonfiction stories on Martin Luther King Jr. and Diversity [ races around the world]
 * Lesson Link -**

**1.Extention**:relate to Native American Folktale with the Wolf [hero] and Racoon as the trickster **3.** **Higher Level thinking skills -** comparing Native American Wolf to the African American Wolf- also comparing the tricksters, relating fairness to Dr. King **4. Kagan: numbered heads comparing Native American tale to African American tale**
 * 2.Technology- ** video of hip hop [brain break]

**Folktale: African American Bruh Rabbit and The Tar Baby,**
 * NF connection: My Uncle Martin's Big Heart [biography], All the Colors of the Earth**
 * Cultural Diversity: African American**

Total Physical Response
**Lesson 10** =K & 1 st Grade=
 * * **New Books / Fiction & Non Fiction**


 * Big Idea: I can know parts of a book and that some books are fiction and some books are non-fiction.**
 * Learning Objectives: ** Students with review parts of a book - while being introduced to new award wining both fiction and non fiction.
 * Performance Task:** Watch a video on fiction/ non fiction game " Musical Books", illustrating their dreams.


 * Students at the end of class will illustrate their dream - which will be used for a future project.**

**Lesson Link**

**1.Extention**:relate to Dr. King " I have a Dream" **3.** **Higher Level thinking skills -** **4. Kagan:**
 * 2.Technology- Video explaining Fiction/ Non Fiction **

part 2 - for K Makerspace practice with Fiction/Non Fiction - computer online Storytelling Folktale: Tikki Tikki Tembo NF: Kindergarten Day USA and CHINA Cultural Diversity: China Standards K

LA.K.LAFS.K.RI.2.5, LA.K.LAFS.K.RI.2.6, LA.K.LAFS.K.SL.2.5, LA.K.LAFS.K.L.1.2.a, LA.K.LAFS.K.L.1.2.b

Standards 1st LA.1.LAFS.1.RL.3.9, LA.1.LAFS.1.SL.1.1.b, LA.1.LAFS.1.RL.1.3, LA.1.LAFS.1.RI.1.3, LA.1.LAFS.1.RI.1.2, LA.1.LAFS.1.SL.2.5 ESOL Realia Story Telling Tapes/Videos Total Physical Response || **//Lesson 11 - Where the Wild Things Are & Dr. Seuss//** **Lesson 12** **Big Idea: I will listen to an Irish Folktale and Interview a person from Ireland [primary source]** **1.Extention**: **3.** **Higher Level thinking skills -** primary vs. secondary sources; discover how a primary source brings authenticity to learning, realize the importance of their own story **4. Kagan: work in groups to come up with interview questions** Standards LA.K.LAFS.K.RL.3.9, LA.K.LAFS.K.SL.1.1.b, LA.K.LAFS.K.SL.1.3 ESOL Language Experience Realia Song/Music Story Telling Tapes/Videos
 * **Irish Story Telling & Oral Histories/ Primary Sources**
 * Learning Objectives: ** Students will appreciate a different culture by listenting to a folktale and then forming questions to interview a person from that country. Introduction to primary sources.
 * Performance Task:** storytelling, song, video, interview, artifacts
 * Lesson Link: storytelling Fin McCoul**
 * Lesson Link: primary sources**
 * 2.Technology- video **
 * Quarter 4 **


 * Lesson 12 & 13 **
 * **Power Point Whole Group K- 2**


 * Big Idea: I will create a power point [with my class] about books we are wild about.**
 * Learning Objectives: ** Students will create in whole group a power point presentation using the following features: design, insert [photo, shape, audio] transitions and animation.
 * Performance Task:** digital practice whole group - with power point, adding audio

//[if students were absent for wild creature digital project - they will make this part up with assistant]//

//**This lesson is in 2 parts:**//
 * // **whole group power point learning design features** //
 * //**adding audio to the presentation - narration practice**//

**Lesson Link**
**1.Extention**: **Wild Creature Digital Project -**last lesson **3.** **Higher Level thinking skills -** analyze how design factors enhance a presentation, also review their favorite type of books to read **4. Kagan: Random Group Selector - Numbered Heads to review Presentation Features** Standards LA.K.LAFS.K.W.2.6 LA.1 LAFS. 1. W.2.6 LA.2 LAFS. 2. W. 2.6
 * 2.Technology- online activitiy -, record audio **

ESOL Computer-Assisted Realia

IF TIME https://www.teachervision.com/tv/printables/hmco/HMH_colorful-poetry.pdf //Yesterday I had the Blues, Red Sings the Tree Tops//
 * Poetry Month - **


 * Lesson 13**


 * **** Review ****

// **If there is time - will review parts of a book with books PARTS and the folktale Head, Body and Legs - Liberia** //
 * Big Idea: I will review computer skills **
 * Learning Objectives: ** Students will go to makerspace - and practice their keyboarding skills
 * Performance Task: ** computer
 * **//see lesson here and see below//**

**1.Extention**: review of keyboarding skills **3.** **Higher Level thinking skills -** **4. Kagan:**
 * 2.Technology- computer **

**Folktale**: Head Body and Legs from Liberia:, Parts by Tedd Arnold ,Head and Shoulder song -- if time : More Parts NF - Cold, Crunchy, Colorful Cultural Diversity: Folktale from Liberia Differentiated: storytelling, song, physical body movements, vocab game using duck duck goose. Higher Thinking - the theme of the story is the importance of cooperation **Common Core** KRI5 Identify the front cover, back cover and title page of the book. KRL6 With prompting an support name the author and illustrator of the story and define the role of each in telling a story Lesson Link Link to FINDS a state developed research model for more information.Link to READS a state developed Literature and Reading Promotion Guide.


 * Lesson 14- Charades with books we used and fairy tale characters**