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Unit Plan

Robert Munsch
Amanda Maye, Ashley McRae, Erica White and Marlon Smith

INDEX
GRAPHIC ORGANIZER INTRODUCTION LESSON PLANS CONCLUSION

INTRODUCTION
To introduce the unit, students will be asked if they are familiar with the author Robert Munsch and any of his works. In a popcorn style discussion, students will express their favorite books and will explain what they like about Munschs works. They will also discuss what makes a good story and what they feel are the MOST important elements of a book.

UNIT PLAN
Unit Topic: Literacy Unit Theme: Robert Munsch Grade: 2 Unit Goals: Students to practice reading, writing and comprehending strategies Lesson Title Too Much Stuff Specific Outcomes Students will be expected to make personal connections to text and share their responses in a variety of ways. (#6, Early, pg. 30) Methods/Activities/Procedures APK: Students will be sitting on their reading mat as a group. Have a quick discussion about their own personal toys and if maybe they have too many. Ask if they have ever given their toys away to people who need them. This should only take about 2-3 minutes. MIs: Intrapersonal, Verbal/Linguistic Part One: Introduce the book Too Much Stuff by Robert Munsch. Before reading the story go over the word wall that was previously put in place, highlighting words they may come across in the book. Do a book walk with the students and allow them to make predictions about what will happen. This should only take about 5-6 minutes. MIs: Interpersonal, Verbal/Linguistic, Visual/Spatial, Logical Mathematical. Part Two: Do a Read Aloud with the book. Stop every few pages to allow the students to reflect on their predictions and perhaps make changes. At least 15 minutes for this activity depending on student discussion. MIs: Interpersonal, Verbal/Linguistic, Visual/Spatial, Logical Mathematical. Part Three: After reading the book, have a whole group discussion with the students. Discuss whether they Resources Author Website: www.robertm unsch.com Book Too Much Stuff by Robert Munsch Word Wall Chart Student Journals & Crayons Assessment Strategies Outcome: Students will be expected to make personal connections to text and share their responses in a variety of ways. (#6, Early, pg. 30) Assessment: Students will demonstrate their personal connections to the text through their journal entry. It not only lets me see their own experiences but also how their drawings and sentences connect.

predicted accurately. Have a discussion about wants and needs and if the students have opinions on this. Approx. 7-10 minutes for this activity, depending on student involvement. MIs: Interpersonal, Verbal/Linguistic, Visual/Spatial. Part Four: Ask students to reflect on what they connected with in the story. Have them demonstrate these connections in a journal entry (either a sentence or two, or a picture). Their connections should be their own impression of their wants and needs. Approx. 10-15 minutes for this activity. MIs: Interpersonal, Intrapersonal, Visual/Spatial, Kinesthetic. Closure: The lesson will end with a look at the word wall. After all the discussion throughout the lesson see if they have picked up on some of the word meanings. Approx. 2-3 minutes for this activity. MIs: Verbal/Linguistic, Bodily/Kinesthetic.

UNIT PLAN
Unit Topic: Literacy Unit Theme: Robert Munsch Grade: 2 Unit Goals: Students to practice reading, writing and comprehending strategies Lesson Title Too Much Stuff Specific Outcomes Students will be expected to develop an understanding and respect for diversity (#7, Early, pg. 31) Methods/Activities/Procedures APK: The video We All Have Lovable Differences will be played to demonstrate that each individual is different. This should only take about 2-3 minutes. MIs: Intrapersonal, Verbal/Linguistic Part One: Reread the book Too Much Stuff by Robert Munsch. Go over the word wall that was previously put in place, to remind the students about the words they previously learned. This should only take about 5-6 minutes. MIs: Interpersonal, Verbal/Linguistic, Visual/Spatial, Logical Mathematical. Part Two: Have a class discussion about the different children that Tamina gave her toys to. As well as the toys that were sent back to her from the different places in the world. Ask the students about sharing and if they felt Tamina did the right thing. At least 5-6 minutes for this activity depending on student discussion. MIs: Interpersonal, Verbal/Linguistic, Visual/Spatial. Part Three: Have students trace their hands on construction paper using black, white, red, yellow and brown paper to represent various skin tons found around the world. Decorate Resources Author Website: www.robertm unsch.com Book Too Much Stuff by Robert Munsch Video: We All Have Lovable Differences http://www.yo utube.com/wat ch?v=TtPjGQD uw1E Construction paper (black, white, red, yellow, and brown) Scissors and Art Supplies Assessment Strategies Outcome: Students will be expected to develop an understanding and respect for diversity (#7, Early, pg. 31) Assessment: Students will demonstrate their understanding of respect for diversity by their enthusiasm for the art project as well as their journal entry and optional verbal explanation.

them as they wish and cut them out and attach them in a circle on the classroom wall. This demonstrates to the students that everyone is the same no matter what they look like. Further discussion and emphasis on equality can be done during this activity while the students work on their hands. Approx. 10-15 minutes for this activity, depending on student involvement. MIs: Interpersonal, Verbal/Linguistic, Visual/Spatial, Kinesthetic. Part Four: Ask students to reflect on what they learned in this lesson. Have them demonstrate these connections in a journal entry (either a sentence or two, or a picture). Their entries can be either questions they may have, an experience they have had, or a drawing of what they think culture and diversity consist of. Approx. 1015 minutes for this activity. MIs: Interpersonal, Intrapersonal, Visual/Spatial, Kinesthetic. Closure: The lesson will end with a look at the art project. Give time for students to verbally reflect on the activity and what they think of culture from the story and sharing. Approx. 23 minutes for this activity. MIs: Verbal/Linguistic,interpersonal.

Unit Plan
Unit Topic: Language Arts Unit Theme: Robert Munsch Grade: 2 Unit Goals: Students to practice reading, writing and comprehending strategies Lesson Title Specific Outcomes Methods/Activities/Procedures Resources Morias Birthday Students will speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences (#1, Early, pg 24) APK: In groups, students will define in their Morias Birthday by own words what they think is important in a Robert Munsch story (characters, plot, setting etc.) (Intra and interpersonal) http://robertmunsch. com Procedure: *Have predetermined groups (4)* -Start lesson with a formative book walk introducing Morias Birthday. Make sure to address the title, and illustrator. Get the students to make predictions on the story based on the front cover (logical, spatial) - Next, read Morias Birthday orally (read aloud) and encourage students to join in on the repetitive sections (Linguistic, interpersonal) Development: - Introduce the basic necessities for writing a story: beginning, middle, end (linguistic) Characters Setting Problems Solutions - In predetermined groups get the students to create their own story about the BEST birthday ever (linguistic, inter & intrapersonal, logical) - For today, students will just focus on creating a graphic organizer to insure they have all the key elements (provide an example) (linguistic, inter & intrapersonal, logical). Assessment Strategies Students will speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences (#1, Early, pg 24) Through observations, assess students by their willingness to participate and work with others (APK) Assess graphic organizers ensuring students comprehend the basic steps given.

Students will develop: communication, verbal and written skills while performing this activity. They will also develop a deeper understanding of how a story is created. Closure: Have students put their names of the back of their works and hand them in. Also make sure students clean up their tables by putting materials back in their proper bins in the classroom.

Unit Plan
Unit Topic: Language Arts Grade: 2 Unit Theme: Robert Munsch Unit Goals: Students to practice reading, writing and comprehending strategies Lesson Title Specific Outcomes Methods/Activities/Procedures Resources Morias Birthday Cont Students will speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences (#1, Early, pg 24) APK: Have students in groups; Morias Birthday by determine what the 10 most important Robert Munsch part of Morias Birthday (Intra and interpersonal). http://robertmunsch. com Procedure: - Begin lesson with reading Morias Birthday, again encouraging the students Students will be expected to read along (read aloud) with you to communicate (linguistic, interpersonal). information and ideas - Start a mini discussion about the most effectively and clearly, and important parts of the book (spatial, respond personally and logical). critically (#2, Early, pg - Quickly remind students of the main 26) elements of making a story (logical) Development: - Hand out the students work and instruct them to begin creating their story (linguistic, inter & intrapersonal, logical). - Stress that it is more important to have a finished story, rather than pictures (these come last) - Circulate around the room correcting spelling and answering any questions students may have. Closure: - One member from each group will be assigned by the members to read the story aloud to the rest of the class (interpersonal). - Once the story is read, teacher will ask each group what their favorite part of the Assessment Strategies Students will speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences (#1, Early, pg 24) When work is passed in, all of these outcomes can be assessed. If there seems to be some confusion with only one group, be sure to re-teach to everyone. Students will be expected to communicate information and ideas effectively and clearly, and respond personally and critically (#2, Early, pg 26) Assessment will again be based on the observations that are happening throughout class time. The teacher should be looking for how well the students work with their groups. Through the presentations, their ability to communicate information and ideas can be assessed.

story was. - When every group has presented, have students clean their sections and have proper materials put back in place.

UNIT PLAN
Unit Topic: Language Arts Unit Theme: Robert Munsch Grade: 2 Unit Goals: Students will practice reading, writing and comprehension strategies. Lesson Title Introduction to Mortimer Specific Outcomes 1. Students will be expected to express thoughts and feelings and describe experiences Students will be expected to predict content using text information along with personal knowledge and experiences Methods/Activities/Procedures APK: At the beginning of class, once students are seated in their table groups, they will be asked two questions which will have been written on the board previously: Do you always like to go to bed at night? What do you do to avoid going to bed? The class will have a popcorn discussion based on these questions for no longer than 3 minutes. (Interpersonal, verbal linguistic, visual spatial) Introduction: Students will work together in their table groups to create a mind map based on what they would do to avoid going to bed. Groups will then present their mind maps to the class. (verbal linguistic, visual spatial, naturalistic, Interpersonal, Intrapersonal) Book walk/KWL: the teacher will present the book Mortimer and will give brief synopsis of the story. Students will review the actions and sounds that go along with the book, which they have been taught in a previous lesson. KWL: As a class, students will complete the know and what I want to know columns of the KWL chart based on any predictions they have made from looking at pictures and Resources Mortimer by Robert Munsch Chart paper Markers KWL chart on white board http://robertmunsch.co m Assessment Strategies Express thoughts and feelings and describe experiences Students will share their own experiences avoiding bedtime through popcorn discussion and the creation of a mind map. predict content using text information along with personal knowledge and experiences Students will respond to questions posed by the teacher through group discussion, collaboration and interaction during the creation of a mind map/brainstorm. They will also make predictions about the book Mortimer based on discussion which they will document in the KWL chart.

hearing a synopsis of the story during the book walk. (naturalistic, interpersonal, verbal linguistic, musical, bodily linguistic) Read aloud: The teacher will ask students to move one table group at a time to the story mat in a corner of the classroom. The teacher will read Mortimer while asking the students some questions about the text and having them predict what may happen. The students will engage with the story telling by doing the sounds and actions practiced previously. (verbal linguistic, visual spatial, musical, bodily kinesthetic) KWL: Students will be asked to fill in the final column of the KWL chart to determine what they learned about Mortimer and what happened in the story. (naturalistic, interpersonal, verbal linguistic, visual spatial) Closing: Students will discuss popcorn style why Mortimer finally went to sleep.

UNIT PLAN
Unit Topic: Language Arts Grade: 2 Unit Theme: Robert Munsch

Unit Goals: Students will practice reading, writing and comprehension strategies. Lesson Title Lesson #2 Mortimer Specific Outcomes 1. Students will be expected to use a variety of strategies to create meaning 4. Students will be expected to identify main ideas. Methods/Activities/Procedures APK: When students are seated at their table groups, the teacher will ask students to discuss three questions for a maximum of three minutes. - What was the big problem in the book Mortimer - What did Mortimer so that he did not have to go to bed? - Why did Mortimer finally go to sleep? (Verbal linguistic, interpersonal) Shared reading/review of book: Students will be asked to move one table group at a time to the reading mat. Once all students are seated, the teacher will read Mortimer while students follow along in their own books and participate by making the sounds and actions taught previously. (visual spatial, musical, bodily kinesthetic, verbal linguistic) Sketch it activity: - Students will be instructed to go one group at a time back to their tables - The teacher will instruct students on how to create a picture which represents the main idea/concept of the story. - The class as a whole will discuss what types of images/symbols represent main idea. - In table groups, students will discuss what type of image they feel best Resources Mortimer by Robert Munsch (teacher and class copies) Chart paper Markers Crayons http://robertmunsch.co m student journals Assessment Strategies use a variety of strategies to create meaning identify main idea Students will demonstrate their knowledge of the main idea of Mortimer through discussion, creating a representative sketch and through a journal entry documenting their individual opinions on the book and how it relates to their own lives.

represents the book. - Each group will be given a large piece of paper, markers and crayons and will be asked to draw a picture to represent the book. - Once each group has completed their pictures they will share them with the class and explain why they thought the main idea of the book was and how they represented it in their sketch. (visual spatial, verbal linguistic, kinesthetic, interpersonal) Closing: Students will answer two questions in their literacy journals: What was the main idea of Mortimer? Have you ever avoided doing something you didnt want to do like Mortimer did? What did you avoid and how did you avoid doing it? (verbal linguistic, visual spatial, Intrapersonal)

UNIT PLAN
Unit Topic: Language Arts Unit Theme: Robert Munsch Grade: 2 Unit Goals: For students to practice reading, writing and comprehension strategies Lesson Title The Fire Station Specific Outcomes Students will be expected to ask and respond to questions to clarify information or gather further information (#1, Early, pg. 24) Methods/Activities/Procedures APK: Students will be gathered in a semi-circle in the back reading corner of the classroom. Before introducing the story, have a quick popcorn-style discussion with the students about Fire Stations (i.e. Have you ever been to a fire station? What might you find at a fire station? Why do we have fire stations?) This should only take about 2-3 minutes. MIs: Interpersonal, Verbal/Linguistic Part One: Introduce the book The Fire Station by Robert Munsch. Before reading the story, direct students to the RAN chart on the whiteboard in the reading corner. Discuss with students what they think will happen in the story based on what they know about the author, fire stations, and the pictures on the front and back covers. Write down the predictions in the first column. At least 10 minutes for this activity depending on student responses/questions. MIs: Interpersonal, Verbal/Linguistic, Visual/Spatial, Naturalistic. Part Two: Do a Read Aloud with the book. Pause throughout the book to ask questions about the plot and refer to the predictions the students had on the RAN chart. At least 15 minutes for Resources Author Website: www.robertm unsch.com Book The Fire Station by Robert Munsch White Board w/ RAN Chart ready and labeled CD player with Fire Station song for Exerbreak Assessment Strategies Outcome: Students will be expected to ask and respond to questions to clarify information or gather further information (#1, Early, pg. 24) Assessment: Students will demonstrate their understanding of the main ideas/themes within the book The Fire Station through the RAN discussion activity of the book.

this activity depending on student discussion. MIs: Interpersonal, Verbal/Linguistic, Visual/Spatial, Naturalistic. Part Three: After the first reading of the book, have a whole group discussion with the students. Which of the predictions were confirmed and which werent? Move the predictions on the RAN chart accordingly. Approx. 5-10 minutes for this activity. MIs: Interpersonal, Verbal/Linguistic, Visual/Spatial, Naturalistic. Part Four: Ask students what they learned in the book and write the responses down in the New Learnings section of the RAN chart. Follow the discussion with student questions or wonderings about the book (could include vocabulary words to look up); record these in the Wonderings section of the RAN chart. Approx. 5-10 minutes for this activity. MIs: Interpersonal, Verbal/Linguistic, Visual/Spatial, Naturalistic. Closure: The lesson will end with an Exerbreak to the song Fire Station by Paul Vincent Nunes. This song has been done in previous lessons so the students know the appropriate actions for each part of the song. Play song on CD player and model the actions with the students. Approx. 2-3 minutes for this activity. MIs: Verbal/Linguistic, Musical, Bodily/Kinesthetic.

UNIT PLAN
Unit Topic: Language Arts Unit Theme: Robert Munsch Grade: 2 Unit Goals: For students to practice reading, writing and comprehension strategies Lesson Title The Police Station Specific Outcomes Students will be expected to engage in the research process with assistance -generate questions to guide research -locate appropriate information with assistance (classroom, library, home, community) -interact with the information (#5, Early, pg. 30) Methods/Activities/Procedures APK: Gather students in a semi-circle in the back reading corner of the classroom. Direct their attention to the RAN chart from the previous lesson on The Fire Station. Discuss their wonderings and new learnings specifically, those related to the ending of the book on the Police Station. This discussion should only be about 2-3 minutes. MIs: Interpersonal, Verbal/Linguistic, Visual/Spatial, Naturalistic. Part One: Read The Fire Station again with the students but do a Shared Reading; encourage the students to read parts aloud that they remember from the text. Approx. 5-10 minutes for this activity since the students are familiar with the book. MIs: Interpersonal, Verbal/Linguistic, Visual/Spatial. Part Two: After the shared reading of the book, have a popcorn-style discussion with the students about what the sequel to The Fire Station might be if the two main characters went into the Police Station. Brainstorm ways, as a class, on how to find more information about police stations. Approx. 10 minutes for this discussion. MIs: Interpersonal, Verbal/Linguistic. Resources Author website: www.robertm unsch.com Book The Fire Station by Robert Munsch White Board with RAN Chart from previous lesson Word Wall with preselected vocabulary words Computer for research with list of recommended websites such as: www.britannic a.com, www.encyclop edia.com, www.educatio n.yahoo.com Books on Police Stations for research Assessment Strategies Outcome: Students will be expected to engage in the research process with assistance -generate questions to guide research -locate appropriate information with assistance (classroom, library, home, community) -interact with the information (#5, Early, pg. 30) Assessment: Students will demonstrate their ability to do research through an inclass group writing project. They will be required to answer guided questions, do research and interact with the material. They will also be able to reflect on the information theyve learned independently through an exit ticket.

Part Three: Direct students back to their table groups of 4 and introduce the culminating activity for this lesson. 1. In their groups, they will find out information on police stations either from the class computer or books from the classroom library. 2. They will create a mind map on topics or ideas for a sequel to the book The Fire Station entitled The Police Station. 3. They will reference the word wall at the front of the classroom to guide them with their writing assignment. 4. Once they have created their mind map and done some research, they will write 1-2 paragraphs describing what events would take place if the two main characters went to the Police Station. They can include illustrations as well. 5. Do a C4U to ensure students understand task and assign roles to each student in the groups (recorder, researcher, time keeper, leader). Approx. 10 minutes to introduce the activity and do a C4U with students. 6. Allow students 40 minutes for this group activity (can be continued into another lesson if not enough time).

such as the class Encyclopedia, or A Day at the Police Station by Richard Scarry

MIs: Interpersonal, Verbal/Linguistic, Visual/Spatial, Bodily/Kinesthetic, Naturalistic. Closure: Once the groups have finished their write-ups for the activity, they can pass them into the In-Tray on the teachers desk and begin their independent reflection through an exit ticket. The question for the exit ticket will be written on the board for students to reference as they finish the group activity. Question: What questions about The Fire Station were answered in todays class? What questions about Police Stations did your group solve in your research? Students should be able to complete the exit ticket within 3-5 minutes. MIs: Intrapersonal, Verbal/Linguistic.

CONCLUSION
The concluding lesson will talk about the four books they read, their likes and dislikes. As a class, they will vote on which book they liked the best and the winning book will be played to the class read by Robert Munsch. The concluding activity of the lesson will be for the students to have an independent writing session where they will discuss their favorite lesson and why. They will also write about future Robert Munsch books they might read.