Lesson #4

Book Study: The Littles

Date

Dec 2, 2014

Subject/Grade
Level

Language Arts/ Grade 2

Time
Duration

60 minutes

Unit

Teacher

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Specific
Learning
Outcomes:

Language Arts
1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences
4. Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication
Art
A learning and creative experience
1.1 Discover and Explore
Contribute relevant ideas and information from personal experiences to group
language activities
1.2 Clarify and Extend
Connect own ideas and experiences with those shared by others
4.1 Enhance and Improve
Identify features that make own or peers oral, print or other media texts
interesting or appealing.
Art
Component 9 Craftsman ship: student will add finishing touches
A. Finishing touches (Accents, contrasts, outlines) can be added to make work more
powerful
Component 10- Purpose 2:Students will illustrate or tell a story
A. A narrative cab be retold or interpreted visually

LEARNING OBJECTIVES
Students will:
1. Make a comic of their favorite scene

ASSESSMENTS
Observations:

Key Questions:
Products/Performance
s:

Can students connect scenes from the book to their comic strip?
Do they use appropriate speech bubbles?
Can they outline their drawings?
Can they retell a scene from their book through a visual interpretation?
What are some major scenes we just read about?
How can we draw that as a comic?
The students will create a comic of their favorite scene

LEARNING RESOURCES CONSULTED

The Littles by John Peterson

MATERIALS AND EQUIPMENT

38 activity sheets with comic box
Black pens/ sharpies

PROCEDURE
Introduction
Attention Grabber
Assessment of Prior

Read chapters 6-7

Review previous predictions from the day before.

Time
10
min
5

Knowledge
Expectations for
Learning and
Behaviour

Advance
Organizer/Agenda

Learning Activity #1

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

min
Students will sit criss crossed and listen at the carpet. Ask students to
look left, and right. Are you in a good listening spot, or are you going to
be distracted by the friends around you? Praise the students who move.
If they are not listening, they will get one warning to either find a new
spot or come sit at the front with you. If they move and still do not
listen, they chose to come sit next to you.
Write on the white board (each step in a different color): The Littles
Comic 1. Name 2. Draw one speech bubble one action word 3.
Descriptive sentence
Body
Students will draw a comic of the favorite scene the heard about in
chapters 6 and 7.
After reading the chapters, introduce this activity to the students.
Introduce the different speech bubbles they can use and action bubbles
on the smart board.
On the smart board, record the main events that just took place. 1. Mr.
Little and Toms run in with mice 2. Uncle Pete and Lucys run in with
mice 3. Tom dressing up like a mouse. Discuss each major part for each
section below. 1. Mr. Little lights a match and then they see the mouse.
Mr Little held a sword in one hand and a match in the other high above
his head. The mouse was frightened away 2. Uncle Pete and Lucy were
burning trash when two mice trapped them. Uncle Pete and Lucy
waving matches at the mice to frighten them away. In safety, Uncle Pete
makes a new bow string 3. Tom dresses up like a mouse and runs by
Mrs. Newcombs feet in the kitchen. Mrs. Newcomb shouting Theres a
mouse in the kitchen!
Following this, show the students the example and inform the students
that they must include detail in their drawings.
Write the expectations on the board for their activity. Ask for a thumb
up if they understand, a side ways thumb if they are unsure and a down
wards thumb if they do not know what to do.
If students have a side ways thumb or a downwards thumb, they can ask
someone at their table for help and if they are still unsure you will help
them.
Expectations for Behaviour:
Yesterday, the noise level was way to high while you were working.
Today, you can talk quietly to your neighbors, but if the noise level gets
as high as yesterday you will have to work silently at your desks.
Assessment:
Did the students make a connection from the story in their comic? Did
they use one speech bubble and one action or sound bubble? Did they
include a descriptive sentence? Could the students outline their
drawing?
Differentiation:
Students can express their thoughts verbally and through artistic and
written work.
Closure
At the 7 minute mark give students two min warning to clean up. At five
minute mark ask students to put their cartoons in the middle of the
table and come to the carpet. Ask a student what they drew. Make
predictions for the next day.

Time

40
min

Time
7
min

Feedback From
Students:
Feedback To Students

Sponge
Activity/Activities

Thumbs up at the carpet if the cartoon was a good way of helping them
visualize their favorite part.
Verbal praise and feedback as they work. Written feedback on their
comics.
Color their comic

Reflections from the lesson