Rylant, Cynthia. Henry and Mudge and the Starry Night. New York: Scholastic Inc., 1998. Print.
Curriculum Area: Language Arts
Student Age: 7-9 year olds
Group Size: 25-30 Students
• Students should be able to ask and answer question about key details found in the test. (CCSS L.1.1)
• Students should be able to recall information about character, places, and events found in Henry and Mudge and the Starry Night (CCSS L.1.4)
• Student should demonstrate proper English grammar and when writing or speaking. (CCSS L.1.1)
• Student should be able to use sentence-level context as a clue to the meaning of a word or phrase. (CCSS L.1.L4a)
• Students should be able to use common, proper, …show more content…
( CCSS L.1.1d)
• Students should be able to use frequently occurring conjunctions (e.g., and, but, or, so, because) (CCSS L.1.1g)
• Students should be able to use end punctuation for sentences (CCSS L.1.2b)
Based on: http://mdk12.msde.maryland.gov/instruction/commoncore/index.html
Rationale: This lesson allows students to incorporate their prior knowledge with new concepts learned during this lesson. Students will get a chance to practice the new concepts with activities I have placed in this lesson plan. These concepts practiced throughout the lesson will help students improve their writing skills, and reading skills.
Prior Knowledge: In order for student to complete the activities found in the lesson plan they must be able to cooperate with others, ask questions, follow the instructions, and incorporate their prior knowledge. Students should also be able to use their prior knowledge of reading and writing in order to complete the activities in the lesson plan.
Material needed are:
• Two classroom posters with grammar hints.
• A class set of Henry and Mudge and the Starry Night by Cynthia Rylant (25 – 30 …show more content…
o I would display a list of sentences found in, Big Bear Lack on the board that contained nouns, verbs and adjectives. o Once the activity was set up, I would guide the students through the activity. For this activity, the students would have a sentence like, “Henry’s big dog Mudge always went camping” and place the nouns in the “noun tent”, the verbs in the “verb campfire” and the adjectives in the “adjective sleeping bag”.
• After completing the summarizing chart and the parts of speech activity as a class, we would create a brief summary for Big Bear Lake with using the nouns, verbs and adjectives we found in the parts of speech activity.
• Once the summary was completed, I would move onto the next section of the book, A Good Smelly Hike. During this section, we would complete the same steps as, Big Bear Lake; however, the students would have more independence with completing the steps (I would have the steps on a checklist the students could reference to). I would give the students more independence by completing the same steps in groups of four. However, I will still guide the groups through the steps and provide instant