Name: Tori Peterson Date: November 14th, 2018
Subject: English (& Health) Grade: 2
Content: (Topic)
Predictions and inferences
Instructional Strategies: (specific)
Read aloud
Outcomes:
USC2.4: Examine social and personal meanings of "respect" and establish ways to show respect for self, persons, living things, possessions, and the environment.
CR2.1: Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia) that address: identity (e.g., Just Watch Me), community (e.g., People and Places), and social responsibility (e.g., Friendship) and make connections to prior learning and experiences.
Indicators:
Health
(b) Realize a range of culturally sensitive ways to show respect (e.g., handshake, eye contact) and begin to develop the abilities to act on this realization including:
recognize and avoid exclusionary behavioursidentify ways to show genuine kindness and gratitude.
English
(d) Identify similarities and differences between what is known and what is presented in texts.
Prerequisite Learning:
Good morning grade 2’s. We are going to be reading a book today, but we are going to do it a little different this time. Does anyone know what a prediction is? A prediction is like a guess about something that is going to happen. So now, I am going to read the book, A Glimatron Christmas, and I am going to be sharing with you what some of my predictions are. I will be asking you what your predictions are too, so listen carefully! Again, what is a prediction? (Pause for feedback.) Alright, let’s begin!
Differentiated Learning:
Suitable for all levels
Preparation: (Materials, resources, equipment)
book A Glimatron Christmas (Erhard Dietl)Glimatron WorksheetsPencil crayons/crayons
Set: (15 min)
Read book
Summary of Text
A little pig named Arthur received a Glimatron 5000 from his loving parents for Christmas. A glimatron is a remote-controlled contraption that can do almost everything — “it toots, rings, shakes, and twinkles like a thousand stars. It even flies!” (Dietl, 1997). While trying out his new toy, Arthur comes across a bear, who is homeless. Innocent Arthur lends his Glimatron 5000 to the break to make him feel less alone on Christmas. In return, the bear gives Arthur a genuine magic wishing button. When Arthur returns home, his parents immediately stress and worry where the new, fancy Glimatron 5000 is. When Arthur explains, his father explodes in anger, and sets out to track down this “thief.” Arthur makes an anonymous wish on his magic button. To his surprise, his father not only found the bear and the Glimatron 5000, but invited the bear to join their family to celebrate the holidays together.
Student Engagement/Classroom Management Strategies:
- 1, 2, 3 eyes on me
- Clapping Method
Development: (15 min)
After:
Another way to show respect is to share, like Arthur did with Mr. Bear. When you share, you are playing together, which is different from what Arthur did with Mr. Bear. Ask the following questions:
(1) How does it make you feel when someone shares their special toy with you?
(2) How does it make you feel when you share your special toy with someone else?
(3) Would you share your Glimatron with a stranger?
(4) Why not?
(5) Who is someone you could share your Glimatron with?
Alright, grade 2’s. When I say go, I want you to go back to your desks, and on the sheet I gave you, I want you to draw what your own Glimatron would look like. On the lines, I would like you to write who you would share your Glimatron with. Don’t forget to write your name at the bottom! (Worksheet attached on the back.)
Closure: (2 min)
-Have volunteer students share theirs with the class
Reflection:
What went well? The students were very engaged in the book. Everyone wanted to give feedback and share their ideas when reading the book! They are a very chatty bunch and enjoyed turning to a friend and chit chatting as well.
What didn’t? Students got into specific friends. I’m hoping no one was left out.
What would you go back and change?
I could always ask more questions after reading the book and throughout the activity!
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