Tanya
Beers
IST571:
Children's Literature Lit Kit
Book: Flora and Ulysses by Kate DiCamillo
Lesson Plan:
https://docs.google.com/document/d/1oEGAVAxsoNZ1CzvVlGtyPxVjY7kdE6fb5R4Wd0MBiNg/edit
Book Talk:
https://drive.google.com/file/d/0Bx77YIjj3mbtbnJxNFY2TWF1OTQ/view
Tanya Beers
BookTalk - IST 571-Children’s Literature
September 14, 2017
Newbery Medal Award Winning Book
Title: Flora and Ulysses
Author: Kate DiCamillo
Lexile Level: 520L
Age Range: 8 to 10 years old
Grade Level: 3rd through 7th grade
Flora Buckman is a young girl whose parents are divorced and she lives with her mother,
Phyllis. One day, Phyllis vacuums up a squirrel in the yard and Flora rescues him, gives
him CPR and brings him back to life. She decides to name the squirrel Ulysses and keep
him as a pet. However, something magical happened when Flora brought Ulysses back to
life; something which makes Flora’s life and the people’s lives around her an exciting
adventure! Through faith, love, and a little magic, this story reminds readers that we all
have people in our lives that love us and need us.
Phyllis. One day, Phyllis vacuums up a squirrel in the yard and Flora rescues him, gives
him CPR and brings him back to life. She decides to name the squirrel Ulysses and keep
him as a pet. However, something magical happened when Flora brought Ulysses back to
life; something which makes Flora’s life and the people’s lives around her an exciting
adventure! Through faith, love, and a little magic, this story reminds readers that we all
have people in our lives that love us and need us.
Learning Standard:
Common Core Learning Standards for English Language Arts & Literacy.
Writing Standards K-5:
3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons.
organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect
opinion and reasons.
opinion and reasons.
d. Provide a concluding statement or section.
3.2. Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
clearly.
a. Introduce a topic and group related information together; include illustrations when useful to
aiding comprehension.
aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within
categories of information.
categories of information.
d. Provide a concluding statement or section.
3.3. Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence
that unfolds naturally.
that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response of characters to situations.
events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
(https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards-
for-english-language-arts-and-literacy/file/736).
for-english-language-arts-and-literacy/file/736).
Lesson for 3rd graders:
There are two parts to this lesson. Part 1: Students are asked to write a 2-page essay based
on Flora and Ulysses. The essay will be answering the following questions:
on Flora and Ulysses. The essay will be answering the following questions:
1. Do you feel Ulysses helped Flora in her life? If so, how?
2. Do you think Flora has healed inside by the end of the book? Why or why not?
3. If you could have a superpower what would it be and why?
Part 2: Students will read the novel’s “Squirrel Poetry”- “What It Said” (p.65) and from the
epilogue, “Words for Flora” (p.233). The will either write their own squirrel poem from Ulysses
to Flora or a poem response to Ulysses poem from Flora to Ulysses.
epilogue, “Words for Flora” (p.233). The will either write their own squirrel poem from Ulysses
to Flora or a poem response to Ulysses poem from Flora to Ulysses.
Learning Goal:
Students will engage in analyzing the characters in Flora and Ulysses to determine how the
characters evolve by the end of the story. The student’s observations will be written in an essay.
Students will also be able to identify with the characters by writing a poem from one character
to another as that character.
characters evolve by the end of the story. The student’s observations will be written in an essay.
Students will also be able to identify with the characters by writing a poem from one character
to another as that character.
Learning Objective:
1. Students will imagine what Flora is feeling as she evolves throughout the book and write
down their observations in an essay. (Affective and Psychomotor)
down their observations in an essay. (Affective and Psychomotor)
2. Students will identify with the characters through a poem from one character to another
(Cognitive).
(Cognitive).
Learning Outcome:
Students will be able to apply some issues within the reading to real life (love and support of
loved ones, the meaning of family, loneliness).
loved ones, the meaning of family, loneliness).
Works Cited:
DiCamillo, Kate. Flora and Ulysses. Candlewick Press, 2013.
New York State. Common Core Learning Standards for English Language Arts & Literacy.
Retrieved from https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-
standards-for-english-language-arts-and-literacy/file/736.
Retrieved from https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-
standards-for-english-language-arts-and-literacy/file/736.
No comments:
Post a Comment