The story of Diva and Flea, by Mo Willems

Willems, M. The story of Diva and Flea. London: Walker Books, 2017.
Lexile Level: 750L

Selling Tool:
https://create.piktochart.com/output/26966000-diva-and-flea

Learning Activity: 
Target Age: Grade 1
Students will draw a picture of Diva and Flea on an adventure to a place of their choosing, eg. ice cream parlour, playground, movies....
Beneath their drawing, they will write a caption with two or more adjectives that describe the scene.

Learning Standard:
CCSS.ELA-LITERACY.L.1.1.F
Use frequently occurring adjectives.

Learning Goal:
Students will use adjectives.

Learning Outcome:
Students will describe their drawing using appropriate adjectives.

Learning Objective:
Students will draw an imaginative scene featuring Diva and Flea on an adventure and will use two or more adjectives appropriately to describe the scene.

Captain Underpants And The Attack of The Talking Toilets by Dav Pilkey

Click Below For a Larger View:

https://drive.google.com/file/d/1cvxeMgUQjLpiEuS2AAQwfT1UCaMPKRhp/view?usp=sharing

Rikers High by Paul Volponi

Title: Rikers High

Author: Paul Volponi

Lexile: 790L

Rikers High is a 2015 Quick Pick for Reluctant Young Adult Readers. It follows the story of Martin as he is arrested and sent to jail for a crime he had nothing to do with. After getting caught up in a fight, Martin ends up in a ward where inmates receive a secondary education.

For this learning activity, students will devise a list of character traits that Martin exhibits. This will help them to understand the importance of detail, character development, and the effects that prison can have on a young mind.

Standards:

CCSS.ELA-LITERACY.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

Goal: Students will be able to recognize textual details as support for identifying character traits.

Objectives (Cognitive): Using the book for inspiration, students will make a list of at least 5 character traits associated with the protagonist.

Outcome: Students will be able to relate a character’s development to the narrative, their character description, and their role in the book. 

Sell tool: Here. 

Dinosaurs Before Dark & Dinosaurs

by Mary Pope Osborne                           by Will Osborne and Mary Pope Osborne



For this lesson, these two books will be used.

Osborne, Mary Pope. Dinosaurs Before Dark. Random House, 1992

Osborne, Will, Mary Pope Osborne. Dinosaurs. Random House, 2000.
Summary

This is the first book in the Magic Tree house series. Jack and Annie find a treehouse in the woods. Inside the treehouse are magical books. Jack loves to read so he immediately grabs one about dinosaurs, As soon as he opens the book, he and Annie are magically transported back to the age of the dinosaurs. Jack and Annie encounter many different types of dinosaurs. While Jack is interested in studying the facts about dinosaurs, Annie is developing a personal connection to a dinosaur, a pterodactyl to be specific. As Jack and Annie return to the treehouse, Jack realized he left his backpack behind. When he goes to retrieve it, he runs into a T-Rex. Annie send her new friend the pterodactyl to save him. Jack is able to safely get back to the treehouse and he and Annie are magically returned to their world. Jack and Annie make a pact to keep the treehouse and their journey to themselves.


Lexile Level: 240
Grades: 2nd - 3rd
Domain: Cognitive

Standard

CCSS.ELA-LITERACY.RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

CCSS.ELA-LITERACY.RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.

Goal
Student will learn about a different time period or historical events.

Objectives
After reading Dinosaurs After Dark and the fact tracker that accompanies this book, students will list three facts about dinosaurs.
Students will choose one historical event that they would like to visit and research that event.
Students will be able to identify three facts about the historical event they choose.

Outcome
Students will draw pictures about their visit to their chosen historical event, and include the three facts they identified.

Additional information:
29 Magic Treehouse
28 Merlin Missions
38 research guides or Fact Trackers as they are now called.

Selling Tool

There’s No Such Thing as a Dragon by Jack Kent

Kent, Jack. There’s No Such Thing as a Dragon. Dragonfly Books, 2009.

Lexile Level: 630

Book Selling Tool:

Infographic

Learning Standards

CCSS.ELA-LITERACY.RL.1.2

Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CCSS.ELA-LITERACY.RL.1.3

Describe characters, settings, and major events in a story, using key details.

CCSS.ELA-LITERACY.SL.1.1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Goal

Students will be able to listen to a story and make connections to their own life. They will focus and recall the major events in the story that made a character feel ignored, and share their own connection in writing and drawing.

Objective

Students will be able to participate in a classroom discussion, following first grade level standards for conversation. (Psychomotor)

Students will be able to complete a graphic organizer including the four major parts of the story. (Cognitive)

Students will be able to draw a picture of a time when they felt lonely, and write at least one sentence describing it. (Affective, Cognitive)

Outcome

Students will listen to a story and participate in a discussion with their classmates about their story and their own experiences. Students will complete a graphic organizer, describing four major parts of the story. Students will then draw and write about a personal experience that related to the text, and share it with a partner.

Activity:

In a first grade classroom, the teacher will read the story aloud to the class. Before reading, they will ask the students if they have ever felt ignored, and what the word “ignored” means. The teacher will ask for examples at home and at school. The teacher will share that this is a story of an unusual character who felt alone. The teacher will ask the students to think try to make connections to their own story as they listen.

After reading, the teacher will ask students to take turns helping to share the most important events of the book.

Students will return to their seats and fill out a graphic organizer following the “Somebody...Wanted..But...So” template to include the four main parts of the story.

On the back of the graphic organizer, students can draw a time in their lives when they felt ignored, including at least one sentence to describe it.

Students will have a chance to share the story with a partner sitting near them.

Mamma Llama Mad At Mama

Mamma Llama Mad At Mama by Anna Dewdney

Dewdney, Anna. Mamma Llama Mad At Mama.  Penguin Young Readers Group. New York:  2007.

Lexile Level:370 Guided Reading Level L

Grades: K-3 (1st grade lesson activity)

Summary:  This is a story about Llama Llama going on shopping trip with his mother and he is not happy.  They go to the Shop-O-Rama where there is yucky music and great big feet, and ladies smelling way too sweet. He is forced to try on itchy clothing and wait while Mama deliberates over food items. Llamma gets so upset he lashes out in tantrums only to have his mother help him realize that shopping can really be a fun thing!

Selling Tool: READ ALOUD

Learning activity for the book:

Students will read this book and make text-to-self connections of details in the story to real life examples ow how they cope with their own problems. We will discuss different emotions we may experience in life like boredom, anger and disappointment. Students will choose one detail from the story  to draw, then write a sentence of how they would feel if they were in that same situation. We would discuss their answers and talk about different ways to cope with those same problems.

Here is the Worksheet they will use for their detail

Learning Goal: Students will be able to identify a detail from the story to make a sentence applying a text to self connection.

Objectives	Assessments
Students will be able to identify a detail from the story and write one sentence of how they would feel to make a text-to-self connection.Cognitive).	Text-to-self Worksheet
Students will discuss their detail and text to self connections as a whole class. Then they will give one example of how they would cope with that situation (Psychomotor, Affective)	Teacher observation of student discussion

Learning Standards:

Common Core Standards:

CCSS.ELA-LITERACY.RL.1.3

Describe characters, settings, and major events in a story, using key details.

Information Fluency Continuum:

1.1 Share what is known about the general topic to elicit and make connections to prior knowledge.

American Association School Library:

4.1.5 Connect ideas to own interests and previous knowledge and experience.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

Work Cited: 

Moritz Fine Designs. Llama Llama Has Feelings. 2012. Retrieved on September 30,2017 from from http://www.thecurriculumcorner.com/thekindercorner/wp-content/pdf/authorstudy/llama/llamafeelings.pdf