EE315%PLANNNG%GUIDE%FOR%NARRATIVE%TEXT%MICROTEACH% % NAME:%Aubrey%Henneke% TEXT/AUTHOR:%%A"Giraffe"and"a"Half%by%Shel%Silverstein% STUDENT%LEVEL:%%Kindergarten% ! Text!Selection!and!Overview! Summary:%%This%book%builds%silly%rhymes%on%top%of%one%another.%%Then,%towards%the%middle,%the%narrator% deconstructs%the%rimes%and%the%reader%ends%with%the%same%original%piece.% Reasons%for%selections:%%This%book%has%a%lot%of%wonderful%and%repeated%rhymes.%%It%captures%the%students% attention%with%silly%situations%and%detailed%images%that%enhance%the%rhymes.%% Genre%and%text%type:%%Fiction%picture%storybook% Vocabulary:%Tier%2:%spike,%mole,%trunk%(container)% % % Before!Reading:!587!minutes! Standard! KRL.CS.AS5%% o Recognize%common%types%of%texts%(e.g.,%storybooks,%poems).

.% %%%%%%%%Tier%3:%blubbery,%flute%

Objective! The%student%will%be%able%to%recognize%the%poetry%elements%of%rhyme%and%repetition.%%

Key!Concepts! The%students%will%need%to%be%able%to%identify%the%poetry%element%of%rhyming.%% The%students%will%need%to%be%able%to%identify%the%poetry%element%of%repetition.%% The%students%will%need%to%understand%the%key%vocabulary.%

Activate!Prior!Knowledge! The%student%will%need%to%know%what%rhymes%are,%so%we%will%review%and%practice%rhyming%in%pairs.%!

Can%you%rhyme?%%How%about%I%give%you%a%word,%and%then%you%think%of%a%rhyme.%%Tell%the% teacher%you%what%you%came%up%with.! ! Can! ! Ham! ! Shop! ! Fly! The%students%will%need%to%know%what%repeating%me,%so%I%will%practice%repeating%with%the%students% by%having%them%repeat%what%I%say.%! o Say%the%words%I%say.%%Repeat%after%me! ! Popsicle! ! Lollipop! ! Hippo! o Remember,%this%is%called%repetition%and%it%can%be%found%when%we%read%poems.%! o

Setting!the!Purpose! Have%you%ever%made%your%own%rhymes?%If%so,%then%you%may%have%been%writing%your%own%poetry.%% When%we%read%this%story,%you%will%be%able%to%see%how%rhymes%and%repetition%make%poems.%%

Assessment! I%will%know%the%students%have%met%the%objective%when%they%have%recognized%that%elements%of%rhyme%and% repetition%in%poetry.%% During!Shared!Reading:!roughly!10815!minutes! Anchor!Standard! KRL.CS.AS4% Kindergarten%Reading%Standard%for%Literature,%Key%Ideas%and%Details% 4.%Ask%and%answer%questions%about%unknown%words%in%a%text.% %Objective% Students%will%answer%questions%about%the%unknown%words%in%the%text%as%the%book%is%read.%%

Check!for!Understanding! I%will%stop%at%the%marked%sections%with%the%words%flute,%trunk,%spike,%blubbery,%and%mole.%% These%points%are%all%where%I%will%check%for%vocabulary.%% Example%questions:% o What%kind%of%trunk%do%you%think%of%when%you%hear%the%word%trunk?%%What%kind%do%you% see%in%the%picture?% o What%do%you%think%the%word%blubbery%means?%%Why%is%the%whale%blubbery?%

o o o

The%next%animal%is%a%skunk,%what%do%you%think%the%skunk%will%be%doing?% Oh!%%It%looks%like%the%whale%has%left!%%What%do%you%think%the%other%animals%are%going%to% do?%% Have%you%ever%seen%big%holes%dug%into%the%ground?%%Do%you%know%if%they%were%from%a% mole?%%Can%you%think%of%any%other%animals%that%dig%holes%or%live%in%the%ground?%

Assessment! I%will%know%the%students%have%met%the%objective%when%they%respond%and%answer%questions%about% unknown%words%in%the%text.%!

After!Reading:!587!minutes!
Word!Work:! Standard! KRF.PA.AS2! Demonstrate%understanding%of%spoken%words,%syllables,%and%sounds%(phonemes).% o Recognize%and%produce%rhyming%words.%

Objective! The%student%will%match%the%items%with%names%that%rhyme.%% Input%% First,%he%student%will%look%through%a%bucket%of%regular%household%items.%%% They%will%be%asked%to%identify%each%thing.%% Then,%the%student%will%match%items%that%rhyme.%%% If%there%is%extra%time%left,%then%student%can%start%to%come%up%with%other%words%that%rhyme%with% the%objects.%%

Model! The%teacher%will%pick%out%one%object.%%Then,%the%teacher%will%look%through%the%items%and%find%the%one%that% has%a%name%that%rhymes.%%For%example:%%The%teacher%pulls%out%a%fork,%then%the%teacher%finds%the%cork% because%the%two%items%rhyme.%% Guided!Practice! The%teacher%will%help%the%student%name%each%item,%so%that%the%student%can%get%the%names%needed%to% rhyme%with%the%items.%% Assessment! I%know%the%student%will%have%met%the%objective%when%they%can%match%the%items%that%rhyme.%%

Vocabulary!check:! I%am%going%to%have%the%students%describe%the%vocabulary%words%to%me,%if%needed%they%can%find%the% pictures%of%the%words%in%the%book.%% Response!to!Literature:! Standard! KRF.PA.AS2! Demonstrate%understanding%of%spoken%words,%syllables,%and%sounds%(phonemes).% o Recognize%and%produce%rhyming%words.%

! Objective! The%student%will%come%up%will%draw%and%write%a%rhyme%in%the%style%of%A"Giraffe"and"a"Half.% Input!! The%student%will%pick%an%animal.% Then,%they%will%be%asked%to%come%up%with%a%rhyme%to%go%along%with%it.%%% Next,%the%student%will%draw%a%picture%of%the%rhyme.%%% If%the%student%can,%they%will%write%out%the%rhyme%in%the%style%of%the%book.%%If%the%student%cannot% write%all%the%words,%the%teacher%will%dictate.%%

Model! The%teacher%will%be%prepared%with%an%example%they%have%already%drawn%and%wrote.%%% Guided!Practice! The%teacher%will%come%prepared%with%animals%that%are%easy%to%rhyme.% o Bear% o Whale% o Bug% o Fox% o Cat% o Dog% o Rat%

Assessment! I%know%the%student%will%have%achieved%the%objective%when%they%have%draw%their%picture,%and%written%their% rhyme.%

Adaptations:! Gear!up! o Before!Reading! ! The%teacher%will%ask%the%students%if%they%can%think%of%any%names%of%songs,%books,% TV%commercials,%jokes,%etc.%of%words%that%rhyme.%! o During!Reading! ! The%teacher%will%have%the%student%identify%and%predict%the%rhyming%words%that% will%be%repeated%in%the%chorus%sections.! o After!Reading!(Word!Work)! ! The%student%will%go%on%a%scavenger%hunt%around%the%room%to%find%their%own% items%that%rhyme.%% Gear!down! o Before!Reading! ! The%teacher%will%provide%extra%images%of%the%vocabulary%words%to%relate%the% definition.%! o During!Reading! ! The%teacher%will%stop%after%each%vocabulary%word,%and%revert%back%to%the%extra% definitions%images.! ! The%teacher%will%check%for%understanding%after%every%couple%of%pages.%! o After!Reading!(Word!work)! ! The%teacher%will%say%the%name%each%item,%and%have%a%limited%selection%of%objects% for%the%student%to%choose%from.%! ! The%teacher%will%have%the%students%try%to%identify%the%vocabulary%words%as%we% read.%!

% %

Trunk
www.123rf.com

Blubber
blubberlooser.blogspot.com

Mole
www.baltimoreanimalcontrolservices.com

Flute
www.interstatemusic.com

3-7-13

Interns After-Teaching Reflection

Aubrey Henneke

A. Two that went well The students loved getting to play with the items in the bucket, and matching up the rhymes. The student was very enthusiastic about coming up with her own silly rhyme in the style of the book. B. I did not expect to forget what rhymes I put into my bucket! The student would pick out an item, and we would not be able to find the rhyme, so I would set it aside for later. After we did some of the others, she found the right rhyme for the odd object before I did! C. 5 The student was very excited and engaged during my entire lesson! I thought it was fun to practice rhyming, and it was encouraging that I had the opportunity to use my gear-up section. D. 4.5 I did not have many problems with the actual teaching, but there where time where I had to glance at my lesson plan to remember what questions to use to check for understanding. I was a little nervous, so I forgot things and stumbled on my words. E. Before reading-The student was able to recognize rhymes and repetition. When I asked her if she had heard the word repeat, she was enthusiastic to repeat the words I said, and then she game me some words to repeat as well. During the rhyming section, she did not always come up with real words that rhymed with the words I said aloud, but the nonsense words always fit the appropriate rhyme scheme. During Reading-The student was enthusiastic about answering questions in during reading. She made accurate prediction about the text, and was able to identify each of the vocabulary words. After Reading-The student smiled a lot during the rhyming match game. She found matches that I did not even know where in the bucket. During the make a rhyme activity, she was excited to write her rhyme, which was a fox in a box, and to draw the picture of her rhyme. F. If I could change anything, I would include more items in the rhyme box for word work. I think the student really enjoyed getting to touch and find the rhymes. G. If I could do a follow up lesson, I would find a book that has more of a storyline, but it still focuses on rhyming. If I had the opportunity, I would spread the lesson out and make a book out of the various rhymes that the students drew. H. I have learned that I need to be entirely prepared to gear up and gear down as necessary. I was not expecting to have to gear up as much as I did for this student. I need to be able to understand that students can do more than I expect, and I should push them to do as much as they can.