Full Author Study

Author Study
Emily Freeman
Lindsey Hancock
Lauren Hughes
Annie Walker
Table of Contents
Graphic Organizer
Biography
Bibliography
Integrated Arts Activity Plans
o Introduction- Here Are My Hands
o Math- Ten Little Caterpillars
o Math- Chicka Chicka 1,2,3
o Social Studies- Knots on a Counting Rope
o Social Studies- Si Wons Victory
o Science- Panda Bear, Panda Bear,
What Do You See?
o Science- Fire! Fire! Said Mrs. McGuire
o Language Arts- Brown Bear, Brown Bear,
What Do You See?
o Language Arts- Polar Bear, Polar Bear,
What Do You See?
o STEAM- Chicken Chuck
o Culminating
Additional Resources
Technology Resources
Interactive Story Time- Chicken Chuck
Works Cited
page 2
page 3
page 4
page 5
page 10
page 14
page 18
page 22
page 26
page 33
page 37
page 40
page 45
page 49
page 53
page 63
page 64
page 74
Math
Ten Little
Caterpillars
Chicka Chicka
1,2,3
Science
STEAM
Chicken Chuck
Language
Arts
Brown Bear,
Brown Bear,
What do you
See?
Polar Bear,
Polar Bear,
What do you
See?
Bill
Martin
Jr.
"Fire! Fire!"
Said Mrs.
McGuire
Panda Bear,
Panda Bear,
What do you
See?
Social
Studies
Si Won's
Victory
Knots on a
Counting Rope
Biography
Bill Martin Jr. was born on March 20, 1916 in Hiawatha, Kansas. As a child, Bill had a
hard time learning to read and understanding what words meant. By the time he was in fifth
grade, Bill learned to like reading because his teacher would read aloud to them twice a day.
When she read to them, she would use different voices for all of the characters and would make
the story come to life.
Bill didnt read his first full book until his first year of college. He was still accepted and
attended Emporia State University and became an educator. He even went on to get his masters
and doctorate after. He taught journalism, drama and English and was even a principal of an
elementary school. In World War II, Bill served in the military. He served as a newspaper editor
and during that time, he wrote his first childrens book in 1945 entitled, The Little Squeegy Bug.
After writing his first book, he started to work in the publishing and writing field.
When Bill Martin wrote stories he didnt just write them; he spoke them. He really liked
how his elementary school teacher read aloud to their class and used different voices to express
different characters. He wanted to make all of his books sound like that on paper. Before he
wrote words down, he talked through his stories and made sure they portrayed what he was
trying to say.
Bill wrote for almost sixty years of his life. He wrote over three hundred books and was
elected into the Reading Hall of Fame. Some of his most famous and memorable books include
Brown Bear Brown Bear, What Do You See? and Chicka Chicka Boom Boom. All of Bill
Martins books have not been published. He finished two books before he died on August 11,
2004 in Commerce, Texas. Those two books, Spunky Little Monkey and Listen to Our World will
be released in 2016.
Bibliography
Adam, Adam What Do You See? (2000)
Knots on a Counting Rope (1987)
Ants Underground (1975)
Listen to the Rain (1988)
Argyle Turkey Goes To Sea (1992)
Little Granny Quarterback (2001)
Baby Bear, Baby Bear, What Do You See?
The Little Squeegy Bug (2012)
(2007)
The Maestro Plays (1970)
A Beasty Story (1999)
The Magic Pumpkin (1989)
A Beautiful Feast for a Big King Cat (1994)
Monday, Monday, I Like Monday (1970)
The Braggin Dragon (1989)
My Days Are Made of Butterflies (1989)
Brown Bear, Brown Bear, What Do You
Old Devil Wind (1970)
See? (1967)
Old Mother Middle Middle (1970)
The Bugs, the Goats, and the Little Pink
Panda Bear, Panda Bear, What Do You See?
Pigs (1987)
(2003)
Caddie the Golf Dog (2002)
Polar Bear, Polar Bear, What Do You Hear?
Chicka Chicka 1, 2, 3 (2004)
(1982)
Chicka Chicka ABC (1989)
Rock It, Sock It Number Lines (2001)
Chicka Chicka Boom Boom (1989)
Si Wons Victory (1998)
Chicka Chicka Sticka Sticka (1995)
Sounds After Dark (1970)
Chicken Chuck (2000)
Sounds Around the Clock (1966)
City Scenes (1997)
Sounds Around the Mountain (1990)
The Eagle Has Landed (1970)
Sounds I Remember (1970)
Fire! Fire! Said Mrs. McGuire (1970)
Sounds in the Wind (1974)
Fit for the King (1985)
Sounds of a Distant Drum (1972)
A Ghost Story (1970)
Sounds of a Young Hunter (1967)
The Ghost-Eye Tree (1985)
Sounds of an Owly Night (1990)
Good Night Mr. Beetle
Sounds of Children at Play on the Hill
The Green Eyed Stallion (1953)
(1990)
The Happy Hippopotami (1970)
Sounds of Home (1964)
The Haunted House (1970)
Sounds of Mystery (1967)
Here Are My Hands (1987)
A Spooky Story (1970)
I am Freedoms Child
Swish! (1997)
I Love Our Earth (2006)
Tatty Mae & Catty Mae (1970)
I Paint the Joy of a Flower (1970)
Ten Little Caterpillars (1967)
I Pledge Allegiance (2002)
Trick or Treat? (1970)
Im Going to Build a Supermarket One of
The Turning of the Year (1970)
These Days (1970)
Up and Down on the Merry-Go-Round
The Joy of Drawing (1993)
(1988)
Kitty Cat, Kitty Cat, Are You Going to
Up and Down the Escalator (1970)
School? (2013)
Welcome Home, Henry (1970)
Kitty Cat, Kitty Cat, Are You Going to
When It Rains It Rains (1970)
Sleep? (2011)
When Dynamite & Curly Kidd (1985)
Kitty Cat, Kitty Cat, Are You Waking Up?
The Wizard (1993)
(2008)
Instructor(s): Freeman, Hancock, Hughes, and Walker

Lesson Title: The Beginning
Curriculum Area & book connection: ELA
Here Are My Hands
Grade Level: 1st Grade

Estimated Time: 1-2 days
Arts Area: Visual Arts
Standards Connection:
Content Area: 1.25.) Write informative or explanatory texts in which they name a topic, supply
some facts about the topic, and provide some sense of closure. [W.1.2]
Arts Area: 1.1.) Create works of art using a variety of techniques.
Learning Objective(s):
Content Area: Students will write a paragraph to describe their favorite physical characteristic
of themselves using four sentences.
Arts Area: When given water colors, students will illustrate their favorite physical characteristic
of themselves with 100% participation.
Engagement:
The teacher will start the lesson by calling the attention of the students to the author
corner. She will introduce the classs guest author for the month which is Bill Martin, Jr. She
will read facts off of the author corner bulletin board about Bill Martin, Jr. and the class will
watch an interview with him. They will start to fill in a class KWL chart that will be projected
using the Elmo. Boys and girls, I need your attention please. Do I have all eyes on me and all
ears listening? Thank you. It is time to stop read to self and start our author study time. We just
finished our last author study, so we are going to meet a new author today. I need everyone to
quietly put their book boxes back on the shelf and then join me on the red carpet in front of our
author study bulletin board. Make sure that you are sitting by your elbow partner for the day.
The teacher waits for the students to join her on the carpet. Today, we are going to start our
author study on Bill Martin, Jr. This is a picture of our new guest author. The teacher points to
the picture on the bulletin board and projects the KWL chart using the Elmo. We are going to fill
out a KWL chart together to get started for today. Raise your hand and tell me what you know
about Bill Martin, Jr. As the students respond, the teacher will add to the KWL chart. Very
good, he did write Chicka Chicka Boom Boom. Does anyone else want to add something?
Youre right, Bill Martin, Jr also wrote Brown Bear, Brown Bear, What Do You See?. Okay, what
are some things that you are wondering about our author? The teacher writes what the students
are wondering on the KWL chart. Okay, so we are wondering things such as when he was born,
where he is from, how many books he wrote, and what other books he wrote. Those are all good
additions to our chart. I have a video for us to watch where Bill Martin Jr. is telling us the
importance of writers who read. First, you should know that Bill Martin, Jr. did not learn to
read until he was in college. I know, isnt that surprising? Lets watch this video and see what
he says about reading. The teacher plays the video. When it finishes, the students and teacher
discuss what the video was about. Now, we are going to read one of Bill Martin, Jr.s books
called Here Are My Hands. The teacher reads the books to the students. Okay, boys and girls,
who can tell me some of the physical characteristics that were in the book? What do we use our
hands for? What do we use our neck for? Think about some things that you use your feet for.
Learning Design: (Activity)
6
Activity Explanation:
This activity will include a writing assignment to teach the students how to write about a
topic and support is with details. Explain to the students that they need to make sure to choose
one topic to write about. Each student should pick their favorite physical characteristic of
themselves. They need to tell why this is their favorite characteristic to support their topic. The
students will write this in their writing journals. Once they are finished, they will paint their
favorite characteristic using watercolors. Vocabulary: topic, water colors, physical characteristic
Build Knowledge
Boys and girls, we just read a great story about our physical characteristics. Who can
remember what a physical characteristic is? Very good, it is something that you see when you
look at your body. What were some physical characteristics that the book talked about?
Awesome job, it talked about hands, feet, and cheeks. Today, we are going to write about our
favorite physical characteristic about ourselves. I want you to think for a minute about your
favorite physical characteristic of yourself and then think about why you like it. The teacher
allows for thinking time to occur. We have been working on writing paragraphs in our writing
journals this month. Today, you are going to write a paragraph telling the class what your
favorite physical characteristic is of yourself. This is your topic. Remember to include details to
describe why this is your favorite characteristic. Your paragraph needs to be at least four
sentences. You may walk quietly and get your writing journals off of the shelf and start writing.
We are going to share some stories when you are finished. Once all of the students have finished
writing, they will have a time to share their stories. Okay, boys and girls, it looks like everyone
is finished writing. Now lets share what you wrote. Very good, those stories are very
descriptive. You included great details about your topic.
Model:
Now we are going to express our thoughts in a different way. We just finished writing about
our favorite physical characteristics about ourselves. Now we are going to use watercolors to
paint a picture of this favorite characteristic. You can use the water colors that I have placed in
each table bucket and the paintbrushes that are in the center of the table. You will be working
independently on this activity. Before you start, I am going to show you what I painted. The
teacher holds up her water color painting of her right eye. My favorite physical characteristic
about myself are my eyes. I like my right eye the most because it has a mole underneath it. This
makes me unique from other people. The teacher will present her painting for the class. Artists
can use many materials to create paintings, but today we will use watercolors.
Create:
Now it is your turn to create, boys and girls. I will pass out the white construction paper.
This is where you will paint your picture. The materials that you need are in the center of your
table. You will work independently on this activity because everyones painting will be a little
different. I am going to read a few pages of the book again before you start painting and show
you the pictures that are included. This may help you get started. The teacher reads the first few
pages of the book and shows the students the illustrations. This will allow them to see how the
author painted the physical characteristics in the story. Okay, you can start painting now.
Remember to not mix colors and to wash your paint brushes off in the water after you use each
color. Once the students are finished, the teacher will allow them time to share. Table 1, will
7
you hold up your pictures so that the class can see. Those look great! Continue this until all of
the tables have had a chance to share. You all are great artist.
Assessment
Once students have finished with their writings and paintings, have them clean up the materials.
The writing journals will be placed back on the shelf and the painting will be placed at the back
table to dry. Boys and girls, I will be looking at your writing journals today and assessing your
paragraph using a rubric. You will be graded on following directions, the amount of sentences
that you used, and if you used correct capitalization and punctuation.
Closure
Thank you for a great day today! I enjoyed meeting our new author and am excited to continue
to learn more about Bill Martin, Jr. I hope that you are excited too! Lets review what we have
learned today. Who can tell me their favorite characteristic of themselves and why? Very good,
you like your legs because you can play football with them. Would anyone else like to share?
Awesome, you like your ears because you can hear pretty music with them. Who can tell me
what you need to have when writing a paragraph? Youre right. You need to have a topic and
details to support it. You all did a great job today. I cannot wait for us to continue our author
study tomorrow!
Materials and Resources:
Bill Martin Jr. Interview http://www.readingrockets.org/books/interviews/martin
KWL Chart
Watercolors
Paint Brushes
White Construction Paper
Elmo
Rubric
Rubric for My Favorite Physical Characteristic paragraph
Here Are My Hands book
Writing Rubric
My Favorite Physical Characteristic Paragraph
4
Directions
The student
followed all
directions.
The student
followed most
directions.
The student
followed few
directions.
The student followed

no directions.
Sentences
The student
used 4
sentences in
the
paragraph.
The student used 3

sentences in the
paragraph.
The student
used 2
sentences in the
paragraph.
The student used 1

sentence in the
paragraph.
Capitalization/Punctuation
The student
used correct
capitalizatio
n and
punctuation
all of the
time.
The student used

correct
capitalization and
punctuation most
of the time.
The student
used correct
capitalization
and punctuation
some of the
time.
The student did not

use correct
capitalization and
punctuation.
10

Lesson Title: Counting Caterpillars
Curriculum Area & book connection: Math
10 Little Caterpillars
Grade Level: 1st grade

Estimated Time: 45 minutes
Content Area: 1.2.) Solve word problems that call for addition of three whole numbers whose
sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for
the unknown number to represent the problem. [1-OA2}
Arts Area: 1.1) Create works of art using a variety of techniques.
Content area: When given a set of addition word problems using 3 numbers, students will solve
them with no errors, using their caterpillars as a strategy to solve.
Arts Area: When given a variety of foam pieces and other craft materials, students will create 20
unique caterpillars with no errors.
Engagement:
The teacher will begin by walking the students through the book, focusing on the number
of caterpillars and incorporating simple addition problems into the read. Okay friends, come join
me on the carpet again! What author have we been talking about? Thats right- Bill Martin Jr.!
This is another book by him- lets read the title together: Ten Little Caterpillars. Wow this
sounds interesting doesnt it! What do you think it will be about? Right- Caterpillars! Does
anyone know anything about Caterpillars? Did you know that there are a ton of different kinds of
caterpillars? This book will show us 10 of the different kinds! There is are some very important
kinds of caterpillar that Im thinking of- it is magical and turns into something else. Does
anyone know? Thats right- some caterpillars turn into butterflies!! Does anyone know any types
of butterflies? (Monarchs, Tiger Swallowtail, Painted Lady) Well several of the caterpillars in
our book will eventually turn into butterflies! As the teacher reads, she will pause and ask simple
math problems to engage children in thinking in a mathematical way. Examples of questions
follow. (Second Caterpillar page) Lets pretend there are 3 caterpillars wriggling up flowers at
my house and there are 6 caterpillars wriggling up flowers at Sallys house. If we combined our
flowers, how many caterpillars are wriggling around in the flowers? Give me a thumbs up when
you know the answer! Thats right! Together we have 9 caterpillars! (Example for 6th caterpillar
page). This is a good one friends! What if I bring in 7 caterpillars and Susie brings in 6 morehow many caterpillars will be in our classroom? Think hard and give me a heads up when you
get your answer! Thats right- we would have 13 caterpillars. The teacher will continue
prompting throughout the book to get mathematical minds going. Great job class! Today we are
going to learn about adding 3 numbers together. How many numbers were we adding together in
our book? Right-2! Today we are going to work on adding 3 together
Activity Explanation
Students will work individually to create caterpillars out of foam. The teacher will show
examples of caterpillars created on the Elmo. Students will receive small googly eyes to attach to
their caterpillars. The teacher will then walk students through solving addition word problems by
11
displaying the word problem on the screen then modeling with online manipulatives how to
solve. The students will be asked to do what the teacher does on the screen using their caterpillar
manipulatives. Each student will work individually to model the problems on the board but will
be encouraged to help one another if they get stuck.
Build Knowledge
The teacher will first explain to students that they will be making caterpillars out of foam
and foam pieces. The teacher will then instruct students to look at the screen and model what she
does with their caterpillars. Friends, today we are going to make our own caterpillars out of
foam and foam pieces! Here on the screen are a couple of examples I have made. You will not
have a ton of time to make them so do not worry about being perfect- they will be beautiful no
matter what you do. The teacher will provide students with approximately 15 minutes to create
their caterpillars. Now look up here. I am online and I am going to model our problems using
these colorful bears. I want you to model like I do using your caterpillars. Do you understand? I
am going to write the problem we are working on right here on my screen so everyone can see it.
Lets review before we practice word problems. First, 7+3+6=? Move your caterpillars as I
move my bears on screen. Lets start with one group of 7 caterpillars or bears, a group of 3, and
a group of 6. Lets add the groups of 7 and 3 together- mine are different colors to make it easy
for you to see but yours dont have to be. Can anyone tell me what this makes? Right- 10! Now
lets add our group of 6 to our bigger group of 10 and we get. Right- 16! Lets try another
one: 4+8+3=? I want you to solve it on your own using your caterpillars then give me a thumbs
up when you think you have the answer. Lets hear how you solved it. So everyone did something
like adding two of the numbers first then adding the third to it? Great! Thats exactly what we
want to do! Lets try some word problems now that youve got this: There are 10 caterpillars in
my house, 3 caterpillars in Sallys house, and 7 caterpillars in Tims house. How many
caterpillars are there all together? Answers? Right again! One more! Sally has 3 caterpillars,
John has 9 caterpillars, and Joe has 6. How many caterpillars do they all have together? Right
again friends! You all have done a great job adding caterpillars together.
Model
The teacher will model the addition problems for students on the board using the glencoe
website to use online counting bears. I want all of my friends to look up on the board. I am going
to move the counting bears on my screen. As I make and combine groups, I want you to do the
same with your caterpillars. The teacher will go through each set of problems and model using
the bears. The teacher will show the three different groups of bears and have students do the
same with their caterpillar manipulatives.
Create
The students will work individually to create their own set of 20 unique caterpillars. I am
going to put a stack of craft foam on your table. I have traced the caterpillar shape several times
onto each piece. I want you to use the templates and create 20 unique caterpillars. Make them
all different colors! After everyone at the table has cut out the templates and has their 20 basic
caterpillars, use the scarps to cut stripes, dots, or zig zags onto your caterpillar. I want you to be
creative! I have glitter you can use in the back or you can use colored paper. Every caterpillar
needs to be decorated though and look special. After the students finish creating their
caterpillars, the teacher will pass out googly eyes for students to stick onto each one. WOW- all
12
of these caterpillars look awesome! We are going to use these in just a second with our math so
finish up!
Assessment
Students will complete the worksheet that has 2 different word problems on it. Students
will be able to model the problems using their caterpillars or simply draw representation but they
will have to model it one way or another. Okay class now we are going to work out some
problems on paper. I want you to read the problem to yourself and solve it. You can use your
caterpillars if you want but you have to show your work on the paper which means draw the
groups or what you are doing in your head. Lets read the first problem together. Does everyone
understand what you will do? Raise your hand if you have any questions.
Closure
Students will work in pairs to create a sales pitch from the lesson. Friends, I want you to
partner up. When I say so, you and your partner are going to work together to create a sales
pitch about what we did in math today. Think about the advertisements you see on t.v. they are
very short right? Usually commercials have one line that is easy to remember as well. Use these
strategies to create something quick and simple to help our whole class remember what we did
today.
Ten Little Caterpillars book
Elmo
Craft foam
Googly eyes
Word problems work sheet
Scissors/ glue
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMFInterface.html
13
Name:________________________________________
1.OA.1
Old MacDonald had a farm, and on his farm he
had 6 cows, 4 pigs, and 6 goats. How many animals
live on Old MacDonalds farm?
Max went to the candy store. He bought 3 pieces

of gum, 5 lollipops, and 2 candy bars. How many
pieces of candy did Max buy?
14

Lesson Title: Climbing the Number Tree
Curriculum Area & book connection: Math
Chicka Chicka 123

Arts Area: Music
Content Area: 1.10.) Understand that the two digits of a two-digit number represent amounts of
tens and ones. Understand the following as special cases: [1-NBT2]
a 10 can be thought of as a bundle of ten ones, called a ten. [1-NBT2a]
Arts Area: 1.3.) Demonstrate rhythm patterns by reading quarter notes, quarter rests, paired
eighth notes, and half notes, including playing them on various rhythm instruments.
Content Area: When given a tens frame, students will represent number 10 with no errors.
Arts Area: When listening to Chicka Chicka 123 song, students will demonstrate the repeated
rhythm patterns by clapping with no errors.
Engagement:
The teacher will start the lesson by asking students if they remember the author that they
have been talking about for the past month. She will then play the song Chicka Chicka 123 and
have the students clap the rhythm for the words Chicka Chicka 1, 2, 3Will there be a place for
me? Those rhythmic pattern of those words is repeated throughout the story, so the students
will learn how to demonstrate the rhythm. Boys and girls, when I call your table, I want you all
to come sit on the red carpet in front of out author corner. Remember to push in your chairs and
move quietly to the carpet. Make sure that you are sitting by your elbow partner for the day.
Thank you. Today, we are going to continue studying our gust author for the month. Can
anyone tell me the name of the author we have been studying? Thats right, Bill Martin Jr. The
teacher points to the authors picture on the bulletin board in front of the students. Who can tell
me where our author was born? Great job, he was born in Kansas. Remember yesterday when
we read the book Chicka Chicka Boom Boom? That book was written by our author, but he also
wrote a book similar to that called Chicka Chicka 123. Just like the words Chicka Chicka Boom
Boom repeated throughout the book yesterday, the words Chicka Chicka 1, 2, 3Will there be a
place for me repeat in the story today. Watch what I do when I say these words. The teacher
says the words and claps the rhythm of the words. Can everyone try that with me? Very good! I
am going to play the Chicka Chicka 123 song and I want everyone to clap those words when you
hear them in the song. I will do it with you. The teacher plays the video song and prompts the
students to clap during the repeated parts of the song. You all did a great job clapping the
rhythms in this song. Now we are going to read Chicka Chicka 123.
This activity will include using tree stamps to represent the numbers 1-10. Students will be
in groups of three and placed in spots around the room. Students will work together with their
group to use the tree stamps in the tens frames. As an introductory activity, the teacher will read
the first couple of pages from the book aloud and ask the students to think about how they can
represent the number 1-10. Students will use the strategies that have been previously introduced
such as placing ten in their head and using their fingers to count to the teen number or picturing
the numbers in their head and counting up. After reading the passages, the teacher will introduce
the tens frame using the smart board. Explain to students that using a tens frame is a strategy to
see that 10 can be thought of as ten ones. Point out that the tens frame has ten squares which
each represent a one. The teacher will ask the students to count the squares with her. She will
show them how the numbers 1-10 are represented on a tens frame using a model that she has.
The teacher will split the students into their groups and have them represent the numbers 1-10 on
a tens frame by stamping the correct number of trees in the squares. Once students have finished
they will move to a technology activity. This will include interactive tens frames flash cards.
Students will be in groups of three and placed in spots around the room. Students will use the
classroom ipads to play the flash card game. Vocabulary: tens, ones, tens frame, model
Build Knowledge
Now that we have finished reading Chicka Chicka 123, we are going to learn how to
represent the numbers 1-10 on a tens frame with no errors. I am going to read the beginning of
Chicka Chicka 123 again and I want you to pay close attention to the numbers that we see. The
teacher reads the beginning of the book and stops once the number 10 climbs the tree. The
number 10 can be thought of as a group of ones called a ten. Remember when we clapped the
rhythm to the words in our song? You were representing patterns when you did that. Just like
there are patterns in music, we can see patterns in numbers. Look at this tens frame that I have.
The teacher points to the blank tens frame on the board. This is called a tens frame. Does
anyone notice any patterns in this tens frame? Very good, there are 5 squares on top and 5
squares on bottom. How many squares are there all together? Awesome, there are 10 squares
all together. Each of these squares represents a ones and they add up to 10. Lets count the
squares together. The teacher and students count each square of the tens frame while the teacher
points to the squares on the projected tens frame. Great job! Now we are going to see how the
numbers 1-10 are represented on a tens frame. The teacher shows the students examples of tens
frames with dots in them. For the number 1, there is a tens frame with 1 dot. For the number 2,
there is a tens frame with 2 dots and so on. Do you see how each number is represented by the
number of squares? Turn and talk with your elbow partner about what the tens frame will look
like for the number 10. Teacher gives students time to discuss while actively listening. Okay,
eyes on me. Who wants to share how you think our tens frame will look for the number 10. Very
good, there will be ten dots on our tens frame. Each square will have a dot in it. Now, you are
going to get the chance to represent the numbers 1-10 in tens frames using a tree stamp.
Model
Now that we have talked about how the number 10 is a group of 10 ones, you are going to
get the chance to show this using stamps and tens frames. We have discussed several ways that
you can represent the numbers 1-10. Remember how we counted up and used pictures in our
head? Now, we are going to use tens frames. There are four stations around the room: the green
rug, the black rug, the yellow rug, and the blue rug. Each station has a basket. Inside it there
are 10 tens frames and a tree stamp. Since our numbers climbed the tree in our story, we are
using a tree to represent them on the tens frames. I am going to show you how I did mine. The
teacher will present the model for the class. Each group needs to create a tens frame for the
number 1, a tens frame for the number 2, the number 3, 4, 5, 6, 7, 8, 9, 10. Your group will take
turns using the tree stamp to represent these numbers in the tens frames. When you are finished,
you will play the math center game for today using the ipads. This is a tens frame flash card
game.
Create
Now it is your turn to create. When I call your names, go to the station that I place you
in and work with your group. You will work with your group to use the stamps on the tens
frames to represent the numbers 1-10. Make sure that you only stamp on the paper. Does
anyone have any questions? The teacher waits for student questions. Once you have completed
this activity, place the materials back in the bucket and work on math centers using the iPad.
Remember that we are using the flash cards tens frame game today.
Assessment
Students will complete the activity and then transition into the math centers. Students
will continue in the math centers for their time period and then transition into the assessment.
Okay, all eyes on me and ears listening. I want you to place the iPad back on their table and
walk quietly to your seat. The tens frames are looking great! I like how you have all used
different colors with your stamps to represent these numbers. Now, you will get a chance to
represent the number 10 on your own. I am going to give you a tens frame and I want you to
color in the correct number of squares for the number 10. When you finish, place your work in
the completed bucket and have a seat on the red carpet.
Closure
Once all of the students have finished their work, they will go back to the red carpet.
Thank you boys and girls for a great day today! Lets review what we have learned. Who can
tell me how many ones are in the number ten? Very good, there are 10 ones in the number ten.
Can anyone else tell me how we represented this number today? Awesome, we used a tens frame
to represent this number. The tens frame had patterns just like music has patterns. Tomorrow
we are going to learn about the numbers 11-19, so I want you to be thinking about those
numbers as you go home today.
Chicka Chicka 1 2 3 by Bill Martin Jr.
Chicka Chicka 123 Song YouTube Link https://youtu.be/BPf5Rr1SGi4
Smart Board tens frame picture (see picture below)
Tens Frame Game http://www.fuelthebrain.com/games/number-flash/
Blank tens frame (see picture below)
Tree stamps
Teacher model

Lesson Title: Stepping Back to Story Time
Curriculum Area & book connection: Social Studies
Knots on a Counting Rope

Arts Area: Dance
Content Area: 1.12.) Compare common and unique characteristics in societal groups, including
age, religious beliefs, ethnicity, persons with disabilities, and equality between genders.
Arts Area: Dance 1.10.) Demonstrate the ability to move safely through general space without
touching others.
Physical Education Area: 1.2.) Apply varied effort and pathways to running, jumping, and
throwing.
Content Area: Students will explain blindness when given a graphic organizer with 100%
participation.
Arts Area: Students will demonstrate blindness by traveling from a start line to a finish line
blindfolded without touching others with 100% participation.
Physical Education Area: Students will demonstrate blindness by jumping through an obstacle
course blindfolded with 100% participation.
Engagement:
The teacher will start the lesson by asking the students if they remember the author that
they have been talking about for the past month. Boys and girls, when I call your table, I want
you all to come sit on the red carpet in front of out author corner. Remember to push in your
chairs and move quietly to the carpet. Make sure that you are sitting by your elbow partner for
the day. Thank you. Today, we are going to continue studying our gust author for the month.
Can anyone tell me the name of the author we have been studying? Thats right, Bill Martin Jr.
The teacher points to the authors picture on the bulletin board in front of the students. Who can
tell me where our author was born? Great job, he was born in Kansas. The teacher will remind
them of the books that they have read written by Bill Martin Jr. Some of the books that we have
read that Bill Martin, Jr. wrote include Si Wons Victory and Chicka Chicka 123. Today we will
be reading another book by this author, but we are going to do something first. We are going to
jump through an obstacle course today. The teacher splits the class in half. If you are sitting on
my right, you will complete the course with your eyes open. If you are sitting on my left, you will
complete the course with your eyes closed. You will be completing the course as if you were
blind, so you all will go first. Please stand up and line up along the white board. Close your
eyes. The teacher sets up three chairs in front of the students. I want you to jump from the board
to where I am on the other side of the carpet. Do not open your eyes and be careful for the
objects on the carpet. The chairs are not placed where the students will hit them, so they will not
get hurt. They are just there to make the students think about having to get around them and how
it feels to be blind. Once all of the students make it to the other side of the carpet, the teacher
instructs the other students to walk to the board. Good job! Now it is your turn. The teacher
points to the other group. Now this group line up along the board. You will be completing the
same course, but with your eyes open. Please start. Good job! Now, everyone come back to the
red carpet. Who can describe what we just did? How was completing the obstacle course with
your eyes open? What about with your eyes closed? Okay thanks, well, today we are going to
read Knots on a Counting Rope and the boy is blind. The teacher will read the book to the
students. Okay, boys and girls. Who can tell me how you think the boy felt being blind? How
do you think he saw colors? Why did he have to use the counting rope? Do you think being
blind was hard for him?
This activity will include a graphic organizer web to teach students how to organize
information that they learn about. Explain to students that the main topic of blindness goes in the
middle circle. Tell them that as the class discusses blindness, they will fill in the other circles
around the middle circle. The discussion will include how blind people use braille. After
students have completed the graphic organizer, they will take turns being blind folded. They will
try to crawl from one side of the carpet to the other without touching the other students who are
sitting on the carpet. Vocabulary: blind, blindfold, braille
Build Knowledge
Boys and girls, we have just read a great story about a little boy who was blind. Who can
tell me some of the things that he did that you do not have to do? Correct, he had to create
pictures in his mind, but we can see with our eyes what things looks like. Who else can add to
that? Awesome, he had to use the knots on the counting rope to feel when he would be able to
tell the story. That is more about him having to feel objects instead of see them. Just as he felt
the rope, blind people in our culture read by feeling. They use something called braille. Look at
my picture on the smart board. Braille uses dots to represent letters and words. The dots are
raised up from a flat surface. The blind people run their finger over the dots and that is how
they know what the word says. It is how they read. Do you think this would be hard? How long
do you think it would take to learn to read this way? You should be filling in your graphic
organizer. It could include things such as blind people reading by braille, having to create
pictures in their mind, or having to feel objects instead of see them. The teacher allows the
students to complete their graphic organizers. She lets them talk to each other and discuss
blindness. Okay, eyes on me. You should be finished with your graphic organizer now. What
are some thoughts that you included? Great job, those are all very good comments.
Model
Now boys and girls we are going to explore blindness in a different way. We just
organized some thoughts into a graphic organizer. Some of those were things from the story,
some were what we learned about braille, and some were how you felt about blindness. All of
those answers are acceptable. Now we are going to each complete a task being blind. Half of
the class will sit on one side of the carpet and half on the other. Each of you will close your eyes
and place this blindfold over your eyes. You will try to go down the middle of the carpet between
each line of students without touching them.
Remember dont open your eyes.
Create
Now boys and girls, it is your turn to create. This half please sit on the right side on the
carpet in a line and this half please sit on the left side of the carpet in a line. Student A, you will
be blindfolded first. Remember you have to get from one side of the carpet to the other by
crawling. Do not touch any of your classmates. Student A completes the task. Awesome job!
This continues until all of the students have been able to complete the task blindfolded. When
everyone is finished, they will have a chance to share their experience with the class. While each
person is sharing, students will use their hand signals to show if they agree or disagree with the
comments being made.
Assessment
Once the students have finished with the activity, have them return to their seats. We just
had fun with this activity, but I want you to think about how you felt and how your classmates
felt. Before we go home today, I want you to write down one sentence describing what you
learned about blindness. This could be something that we talked about in the story or how you
felt being blindfolded. Please place it in the complete basket when youre finished. These
assessments will not be graded for a letter grade. I will read them to see if there are any
misconceptions or any enlightening thoughts that the students had. We will discuss those the
next day.
Closure
Once all of the students have finished their work, they will go back to the red carpet.
Thank you boys and girls for a great day today! I am glad that we were able to learn about
blindness through this book that Bill Martin Jr. wrote. We can learn many things about our
world through reading. Lets all remember to always be thankful for the people like Bill Martin
Jr. who writes about topics such as this one. The next time that you see a blind person remember
how you felt being blindfold.
Knots on a Counting Rope by Bill Martin, Jr.
Chairs
Graphic Organizer (attached)
Blindfold
Braille picture

Lesson Title: Si Wons Social Studies Lesson
Curriculum Area & book connection: Social Studies
Si Wons Victory

Arts Area: PE- Dance
Content Area: 1.12.)Compare common and unique characteristics in societal groups, including
age, religious beliefs, ethnicity, persons with disabilities, and equality between genders.
Arts Area: 1.9.)Identify choreographic elements in a dance.
Content area: Students will write one way that the Korean culture is similar to American
culture, one way that it is different, and one fact that they did not know from the lesson.
Arts Area: Students will learn a traditional Korean dance, and be able to identify the beginning
of the dance, the middle of the dance, and the end of the dance with no misconceptions.
PE: The students will learn a dance of the Korean culture with 100% participation.
Engagement:
Today, we will be learning about the Korean culture. As an engagement, we will take a
virtual tour of Korea before reading the book Si Wons Victory. One, two, three, all eyes on
me. Ill wait until everyone is quiet and paying attention. Thank you. When I call your table, I
want you to come sit on the carpet in front of the projector. Make sure you are making a wise
choice about who you are sitting by. Today, I am very excited about what we are learning! Has
anyone ever heard of the country Korea? Here is a picture of the country of Korea. There is a
North Korea, and a South Korea. What does that sound like? Right, it sounds like a North
America, and a South America. Korea is a little smaller, though, isnt it? We should also know
that when people mention Korea, they are talking about South Korea, because a very strict ruler
called a dictator governs North Korea. A dictator is usually very mean, and he allows his people
no freedom. Has anyone ever heard of Hitler before? He was a dictator! Anyways, just know that
when we talk about Korea, we mean South Korea. Does anyone know where Korea is? Lets look
at this picture of the world. Who can find Korea? Good job! Korea is a country in Asia. Who
would like to visit Korea? I would! Well, today, we are going to take a virtual tour of Korea! I
want everyone to get in his or her airplane, and buckle up! The students will pretend they are in
an airplane as we travel to Korea. We are here! I hope everyone is prepared to look around and
learn some new things. First, we are going to look at some famous sights in Korea. We will look
at the Seoul Tower, the Gyeongbokgung, and the Seoraksan National Park. We will discuss how
these three sights are big attractions in Korea. First, we are going to look at the Seoul Tower.
This tower is a beautiful building that overlooks the city of Seoul. It is like a skyscraper like we
would see in New York or Chicago. Who would like to visit this? I would! Next, we are going to
look at a building called the Gyeongbokgung. Can anyone say that? Its so hard to pronounce
isnt it? What do we think this building is? Well, it is actually a palace! The king and queen of
Korea lived here at one point. This castle has many different buildings. One of the buildings is a
temple, where they would typically practice their main religion, Buddhism. Would anyone like to
live there? Yes, me too!! Finally, we are going to look at a place called the Seoraksan National
Park. This park is just like a National Park you would find in the United States! Has anyone ever
visited a national park? What did you see? Thats right. Lots of animals and trees. Do you think,
though, that this National Park would have the same kind of animals that we find in America?
No probably not! What kind of animals would we find there? Good answers. Now, before we
leave this beautiful country, we are going to see a city where people actually live. This city is
called Chungju. This city is famous for its production of apples! We will examine some houses
up close and then we will discuss how these houses are similar or different to American homes.
Finally, we will fly back to the United States. Okay students, get back in your plane and buckle
up. We are flying back to the United States! Once the students have gotten out of their planes
instruct them to calm down. One, two, three, all eyes on me. Now, its time to read a book about
a boy from Korea who comes to the United States. He was a new student at a school. Have you
ever been a new student? Do you think that would be hard to do, if you were a new student and
from a different country? I do! Lets see what happens. I want you to pay special attention to the
aspects of Korean culture that you see in the book. Think about if Si Won lives the same as you,
or if he does things differently. Read the book to the students. Ask important questions like Do
you think it was hard for Si Won to fit into our culture? Did the other students help him fit in?
What differences did you see in the cultures? What similarities did you see? How would
you make a student from another culture feel welcome? Once the students have answered these
questions, move to the activity.
Since students have just talked about the differences in cultures that they see in the book,
they will fill out a Venn diagram comparing Korea with America. One circle will say Korea, one
will say America, and the overlapping circle will say both. The Venn diagram will be displayed
on the board with the document camera, and we will start by writing in the circles, while the
students copy down what the teacher writes on the board. We will discuss the two words for each
section together, and then the students will be responsible for adding three words to each
category. Once the students have completed this, then we will discuss in further detail the
different culture. We will use the word culture education religion pride and family
frequently, so we would discuss those words beforehand.
Build Knowledge
Alright, friends, since we just talked about the similarities and differences that we saw in
the book, now we are going to put those on paper. I have displayed a Venn diagram on the board.
One category says Korea. One category says America. And the final category, the one in the
middle, says both. As a class, we are going to think about some words, phrases, or traditions that
we know about that describe both cultures. As a class, we will put two words in each category,
and then they will be responsible for adding 3 more words, to make 5 words in total. Lets think
about some words that could describe Korea. What did we learn about the culture from the
book? What can we infer? What does that tell us about the culture? What is different in their
culture? Let the children talk with a partner and then ask for volunteers to answer. Write two
words under Korea. Now, lets think about America. What is it like to live here? What do we like
to do? What makes us unique? Let the students talk with a partner again and call on two pairs.
Once two words are written, then move on to the last category. Now this last category in the
middle overlaps both Korea and America. Who can tell me what that means? Thats right, it
means you write down things that they both have in common. What are some characteristics that
the two cultures share? Good job! Now, its your turn to work independently. I want you to write
down three more words in each category. You have 10 minutes to do this. If you need some more
facts on the countries, you can use your Chrome Books. Once the students have completed the
Venn diagram, we will discuss the difference in the two cultures. So now that we have all these
words on the board, we can examine the two cultures more closely. I want us to look specifically
at the difference in family life, the difference in education, and the difference in activities. First,
lets talk about families. What do you think a family in Korea would be like? Koreans place high
value on the family as a whole. They believe in large families, and a family typically all lives
together. That means grandparents, aunts, uncles, everybody! There is a great deal of respect in
the family system. The children respect the parents, and are expected to honor them at all times.
Along with this respect comes pride, and being proud of whom you belong to. The children are
also expected to take care of the parents when they get old. Now, lets think about the American
family. What does that look like? Often times an American family can just be one parent, or even
a child living with aunts, uncles, or grandparents. Do you think the children show respect to the
parents in the United States? Unfortunately, I do not think that is part of our culture. Do we
show pride in our families here? Are you proud of your family? Im glad! Last, often times when
our parents grow old, we do take care of them though. Are there any questions or comments?
Allow students time to voice their opinions. Okay, lets talk about education in both cultures.
What do you think the education in Korea is like? Education is very serious in Korea. It is
something to be proud of, and brings honor to the family; therefore they take it very seriously.
The schooling system is more rigorous. Who knows what that word means? It means hard, good
guessing! Lets compare that to what we know about American education and schools. There are
both private and public schools. Do schools take education as seriously? Do families? I think
that education is something we take for granted in the United States, because we have always
had it. They have not always had it in Korea, therefore it is more special and they value it more. I
want you guys to always remember how special and valuable school is, and to always be
grateful for the education you are getting! Allow students time to ask questions or make
comments. Finally, lets talk about the things both cultures do for fun. What do you think
Koreans do for fun? What do Americans do for fun? I bet we do many of the same things! We
play sports. Koreans play football and baseball just like Americans do. They cook and bake just
like Americans do. They also sing and dance just like Americans. However, their dances look a
little bit different than ours do. Today we are going to learn a traditional Korean dance!
Model and create
We are going to learn a traditional Korean dance. This dance is a traditional sword
dance, and although women typically perform it, we are all going to do it today. When I call
your table, please come up and get a cardboard sword. Remember that these are not yours, so
you should be careful with them and treat them well. You should also remember that we do not
hit anyone else with the swords. They are for dancing only. If I see anyone who is not behaving
properly, you will go back to your seat and watch the rest of us. Now, I want us to first watch this
video of the whole dance. Then, we are going to learn the dance in sections. Have the students
watch the video of the dance. We will learn the beginning first, practice that 2 times, and then
move to the middle. Have the students watch the beginning of the dance. Model the beginning
part of the dance for the students, and then go step by step through the dance, having them
imitate you. Then, practice the beginning twice. Now, we will learn the middle part of the dance.
You will practice that two times. Have the students watch the middle part of the dance. Model the
middle part of the dance for the students, and then go step by step through the dance, having
them imitate you. Then, practice the middle twice, and then do the dance from the beginning.
Now we are going to take what we know and do it the whole dance from the beginning. GREAT
JOB! Lets learn the end now. Model the end of the dance for the students, and then go step by
step through the dance, having them imitate you. Then, practice the end twice, and then do the
dance from the beginning. Okay, now that we know the whole dance, lets try the whole thing
together. Im going to do it at the front of the class, so follow me if you get lost. Repeat this 2
times, and then let the students do it by themselves the third time.
Closure
After the students complete the dance the last time, have them sit on the floor. Three, two,
one, lets see who is sitting quietly and is ready to listen. We are almost done with our lesson
today. Im so thankful for the opportunity to learn about the Korean culture through this book
that Mr. Bill Martin Jr. wrote. If authors did not choose to write fictional stories about important
themes like culture, then we might not know as much about different cultures as we do! Lets all
remember to always be thankful for people who write and remind us about the great place we
live, but also about the way that other people live, too.
Assessment
Once students have finished with the dance and carpet time, have them return to their
seats. We just had so much fun! You guys look like real Korean sword dancers. Please bring your
swords back to the front of the room, and then return to your desk. Before we go to lunch, I want
you to write down one way that the Korean culture is the same as the American culture, one way
that it is different, and one new fact that you learned from this lesson. Please give it to me on the
way out the door. These assessments will not be graded with a letter or number grade, but I
will read them and see if there are any misconceptions or any enlightening thoughts that the
students had, and we will discuss those the next day.
https://www.youtube.com/watch?v=BumtnHdtLU4
o This video demonstrates the dance that we will do in class.
A map of the world with Korea highlighted
A map/picture of Korea
Si Wons Victory
Document camera
Projector to display the movie
Google maps tour of Korea
Chrome books
Cardboard swords

Lesson Title: Animal, Animal, where do you live?
Curriculum Area & book connection: Science

Arts Area: Visual Art
Content Area: 1.4.)Describe survival traits of living things, including color, shape, size, texture,
and covering.
a Describing a variety of habitats and natural homes of animals
Arts Area: 1.1.)Create works of art using a variety of techniques.
Content area: Students will match the animal to its correct habitat on a worksheet with 80%
accuracy.
Arts Area: Students will create a habitat in a shoebox for a specific animal, including three
specific details of that habitat.
Engagement:
Today students will learn about different animals and their habitats. Using the animals
that are in the book Polar Bear, Polar Bear, What Do You See? the students will play Charades.
They will be divided into teams, and will take turns acting out the animal. If their team guesses
the animal correctly before the time runs out, they get a point. The team with the most points
wins, and gets to visit the treasure chest. Class, today I am very excited about what we are
doing! This is one of my very favorite topics. Im not going to tell you what were talking about
just yet though, because first, we have a game to play. I want this side of the room to line up on
this side of the carpet. I want the other side of the room to line up facing them on the other side
of the carpet. Has everyone played Charades before? Good Im glad! One member of your team
is going to come up and draw an animal from the bucket. Then, you will act it out to your team.
You will have 1 minute to act it out. Remember that when youre acting out, you cannot talk!! If
your team guesses correctly in the time limit, then you get a point. If you do not guess the animal
correctly, then you will put it back into the bucket. Whichever team has the most points at the end
of the game wins, and will get a prize from the treasure chest! Once the students have finished
the game, we will read the book. Tell the students to pay close attention to the different animals
that they see, and to think about where those animals live. Once we have read the book, we will
transition to our activity.
We will do a web quest in class about the different habitats of the animals. First we will talk
about the different animals that we saw in the book. Then we will discuss different habitats, and
how different animals thrive in different places. Then, as a class, we will complete a web quest
about similar habitats and animals that we have talked about. The students will learn new
vocabulary centered on habitats and words related with the habitat, like jungle, tundra, forest,
ocean, sky, etc.
Build Knowledge
Now that weve read about the different animals, who can tell me some of the ones that they
remember from the book? As the students list out the animals, write them on the board until they
have named all of them. When we think about these animals, where do we picture them living?
Do they all live in the same place? No, not at all! That would be like saying that everyone in the
world lives in the same place. Some people like the cold, and some people like the hot weather.
Some people prefer to be around other people, and some people like to be out in the middle of
nowhere. Some people like the beach and the water, and some people like the trees and
mountains. Animals are very similar to this! What are some of the different places that animals
like to live? Thats right! Some live in the forest, some live in the water, and some live in the
trees. There are other places where animals live, too. A place where an animal lives is called a
habitat. Can everyone say that with me? HABITAT. Some animals live in the desert, where it is
very hot and dry. Some animals live in the jungle, where they can camouflage and stay cool.
There are many different places that animals live. They pick these different places based on what
they need. When animals pick a home, they have to be sure that it is safe for them and their
family, and that there is plenty of food for them to eat. Would you want to live somewhere that
was not safe? No you wouldnt! Or would you want to live somewhere where you never had
enough food? I wouldnt! For example, animals that live in the forest, like birds, need trees to
build their nests and dirt so that they can eat worms. Lets look back at the animals that we
talked about in our books. Lets figure out where these animals live! Do you think that some of
these animals live in the same places? Yes, I do too! Where do we think a panda lives? Allow
students to answer. Maybe in the jungle? Thats a good prediction. Do you think any other
animals live in the same habitat as the Panda? Yes, I think a monkey and a panther would too!
Lets talk about the Bald Eagle. Where do we think Eagles live? Let students brainstorm and
think about where birds live. In the forest where there are lots of trees?? Good thinking! What
other animals live in the forest? Thats right, a wolf! Okay, lets talk about sea turtles now. Where
do sea turtles live? Listen as they list of places. Yes of course, in the ocean! Are there any other
animals that live in or close to the ocean? Actually, a crane does. Cranes are large birds that
live by the water. What animals do you see now that go together? Yes a penguin and a sea lion!
And where do they live? In the cold, right? That is actually called the tundra. Places like
Alaska and Antarctica would be called the tundra. Oh no, we have one last animal! What is a
water buffalo? And where do they live? Well, Ill be honest and tell you friends that even Ms.
Walker did not know where the water buffalo lived. Are there any guesses? Let the students think
and throw out some possible answers. It actually lives in muddy waters and swamps! Who would
have known?? Pass out the web quest and explain it while you are passing it out. I am now
passing out a web quest that we are going to complete as a class. I want you all to get out your
Chrome books, but do not open them until I tell you. Lets look at this web quest together. This is
like a scavenger hunt, but its online! Each group of animals that you see on the web quest are
similar to the ones we talked about in class. Under each animal, there are the same questions to
be answered. The questions are: Where do I live? Why is this a good place for me to live? What
else is found in my home (ex: food, trees, fish, water, etc.)? We are going to do this as a class, but
I want you to use your Chrome books to go to the website listed. I will call on you to answer
questions, so make sure you are following along! As a class, we will complete the web quest. I
will ask the students questions about each animal, and we will make the distinction that different
animals live in different places. There are four main habitats that I want the students to take away
from this activity: Jungle/rainforest, forest, ocean, and tundra. Once the students have finished
the web quest, we will transition into our art activity.
Model and Create

Have a pre-made shoebox habitat for the students to see. Tell the students your
expectations: Today we will be making shoebox habitats, using the habitats we just talked about!
Here is a shoebox habitat that I made beforehand. It is of the desert. When we are making our
habitats, I should be able to clearly tell what habitat it is by looking at it. Do you see how I used
real sand? That gives me a hint that its the desert. Do you see the cactus that I made? That gives
me another hint. Last, I put a camel and a lizard plastic animal in the habitat. Do you see how
those three hints helped me figure out what habitat it was? When you are making your habitat, I
want you to include three hints. The animals will be a great hint, but I need at least two others
that clue me in on what habitat you are talking about! I have 7 shoeboxes. You will work with
your table, in groups of threes. I will assign each of you a habitat, when I come around and hand
you a shoebox. You may use any of the materials in the arts and crafts corner that you can find. I
also have some plastic animals that you can use to put in your habitats. You may begin! Students
will then create the shoeboxes working in their groups. They will have about 20 minutes to make
their habitats. Once they are finished, we will transition to the assessment.
Assessment
Students will complete a matching worksheet, where they will match the animal on one
side to its habitat on the other side. Three, two, one. All eyes on me. I will wait until everyone is
seated quietly and I have everyones attention. The habitats are looking good! We are going to
put them away for now because we have one more thing to do. I need one member from each
table to go and put your habitat in the art corner. While they are doing this, I will be passing out
this worksheet for you to complete. Once all students have returned to their seats, give
instructions. Listen closely for directions, so you do not get confused. There are 5 pictures of
animals, and 5 pictures of habitats. I want you to match the animal to its correct habitat by
drawing a line from the animal to where it lives. Each habitat will have ONE animal. Did
everyone hear that? Are there any questions? Okay, you may begin. If students get 4 or more
correct, then they have mastered the subject. If they get between 2 and 3 correct, then they need
extra practice. If they get 0-1 correct they will spend one on one time with teacher reviewing
habitats and working on little pieces at a time.
Closure
Once all the students have finished their matching worksheet, we will go back to the
habitats and students will have the chance to share with the class their habitats. I want one
member of each group to go and get your habitat. Bring it back to your table and sit quietly. The
table who is sitting quietly will get to show us their habitat first. Allow each table to present their
habitat, and have the class guess if they know what habitat it is. Then, let the group tell the class
about their project and the animals that live there. Ask each table if we saw those animals in the
Panda Bear, Panda Bear, What Do You See? Then, have the children put the habitats back in the
places in the art corner and return to their seats.

Bucket for the Charades game
Pieces of paper with the names of animals on them (panda bear, bald eagle, water
buffalo, spider monkey, sea turtle, penguin, sea lion, red wolf, crane, and a panther)
White board
Marker
Timer
Web quest (see next page)
Chrome books
7 shoeboxes
Art supplies for habitats: paint, sand, different colors of tissue paper, paintbrushes,
crayons, markers, construction paper, clay, play-do, glue, tape, scissors, and string.
Plastic animals: polar bear, penguin, bird, wolf, sea turtle, fish/sea gull, panda bear,
and monkey.
Matching worksheet
Habitat Web Quest:

Directions: Using the website listed, use the information to answer the questions.
http://kids.nationalgeographic.com/animals/
1. Spider Monkey and Panda
Where do I live?
Why is this a good place for me to live?
What else do I share my home with (plants, flowers, food, water, etc.)?
2. Gray wolf and Bald Eagle

Where do I live?
3. Sea turtle and Flamingo

Where do I live?
4. Penguin and Sea Otter

Where do I live?
Matching Worksheet
Directions: HELP! These animals have lost their home! Help them find their way back
home by drawing a line from the animal on the left to its correct habitat on the right. Each
habitat will have ONE animal.

Lesson Title: Can you see through my door?
Curriculum Area & book connection: Science
Fire! Fire! Said Mrs. McGuire

Content Area: 1.3.) Investigate materials to determine which types allow light to pass through,
allow only partial light to pass through, block light, or reflect light.
Arts Area: 1.1) Create works of art using a variety of techniques.
Content Area: When assessing their own creation, students will explain whether or not it is
opaque with no errors.
Arts Area: When given a variety of materials, students will create a wall with no errors.
Engagement:
The teacher will begin by bringing the students to the carpet. She will then ask students if
light passes through various objects then will proceed to read the book to the class. Friends, I
need you to come join me on the carpet when I call your table. Only the quiet tables will get to
join me. Before we read our book, I need some help from yall! Im wondering if light will pass
through my house. Im really worried because I dont want to get sunburnt inside! Can someone
help me out? Thats so good to know that light wont pass through my house! Well what about
our school? Can light pass through the wall into our school? Youre right- it cant pass through
the wall without a window. Hmmm okay well what about a book? Can light pass through my
book? I know thats tricky but it cant! We are going to read a book today called Fire! Fire!
Said Mrs. McGuire. It is by the author we have been talking about- what was his name again?
Thats right! Bill Martin Jr.! The teacher will read the book but pause throughout to point out that
light doesnt pass through the door except through the keyhole. Friends, is the light passing
through this whole door? No it isnt! But look at this picture. What part of the door does have
light passing through? The keyhole! Hmmm lets take a second to think. Everyone put on your
thinking caps! Why is the light passing through the keyhole and not the door? The teacher will
pause for about 45 seconds then take answers from the class. Those are all great answers! The
light passes through the keyhole because it is a hole in the door! The light doesnt pass through
the door because it is solid- just like my house and this building from earlier- light cant pass
through things that are thick like that! The teacher will continue to read the book, emphasizing
the light passing through the keyhole and not the door then transition to teaching.
Each student will be grouped into partner pairs. Each pair will receive a flashlight and a
variety of found objects. These found objects will include everything from sticks and leaves to
paper and clear plastic. The partners will work together to use the objects to build a wall that
light will not pass through. The teacher will remind students of the sturdy door in Fire! Fire!
Said Mrs. McGuire and how light did not pass through it except for the keyhole. The students
will be allowed to use as many objects as they need and will be given a time limit of about 15
minutes. The pairs will then bring their creations to the front of the class where the teacher will
shine the flashlight through one side and the class will report if it is visible on the other side.
Build Knowledge
The teacher will show examples of objects that let light through and ones that dont,
testing in front of the class with a flashlight. She will then talk about found objects and how they
can be used to make brilliant pieces of art. The class will begin their activity. Afterwards, the
groups will their creation in front of the class. The teacher will next dive into explaining the term
opaque and what objects are opaque and not. Okay friends. I want everyone to look this way! I
am going to shine a light on some objects and I want you to tell me if the light comes through.
The teacher will shine a flashlight through a cup, book, her arm, etc. and have students answer if
the light is coming through or not. Great job! I want you all to keep these things in mind. What
do they all have in common? Yes, they are all thick, dark, etc. Now we are going to use found
objects to create a wall that doesnt let light in. Keep the objects we just tested in mind as you
create! Does anyone know what a found object is? Well lets think of what the words mean- found
and object. Hmmmm think about it. Thats right! Found objects are just that- any object that is
found anywhere whether in nature, the classroom, or even your room! We are going to use some
different found objects to create a wall like in our book. Again, will it let light in or not? Right! It
will keep light out! When I say so, I want you to find a partner. Each pair will grab some found
objects and start building your wall. You can use tape but no glue! When the timer goes off, you
will stop and put down your materials. Afterwards we will test the creations and determine a
winner- whoever blocks the light the best! I have a prize for the pair that can create the best one!
Ready, set, go! The students will take 15 minutes to create. After testing the creations, the teacher
will teach the word opaque to the class by using their creations and the found objects used to
make them as examples. Now we are going to learn a new word. Think about what we have been
talking about- the door in the book that blocked light, creating a wall that blocks light. The
word we are learning is opaque. Knowing what we have been learning about, what do you think
opaque means? Something is opaque if light cannot get though it! Great job! Lets think of more
things that are opaque. And some things that are not opaque? Remember, if any light can get
through it, it is NOT opaque. Great job!
Model
The teacher will show a model wall that she had previously made. I want everyone to
point their eyes towards me! Look at this wall that I made. I only used the materials that are
available to you guys. Watch what happens when I shine my light on one side of it. Can you see
the light shining through? No? Well good! That means I made my wall like I was supposed to- to
block light! I want you all to try to make your wall block light like mine. If I can do it, you can
do it!
Create
The students will create their wall that blocks light from passing through then test it out
in front of the class. We are going to use some different found objects to create a wall like in our
book. Again, will it let light in or not? Right! It will keep light out! When I say so, I want you to
find a partner. Each pair will grab some found objects and start building your wall. You can use
tape but no glue! When the timer goes off, you will stop and put down your materials. Afterwards
we will test the creations and determine a winner- whoever blocks the light the best! I have a
prize for the pair that can create the best one! Ready, set, go! The students will take 15 minutes
to create. Okay stop! Now Im going to turn off the lights so we can test the creations. Each pair
will come to the front one at a time and the teacher will shine a light through. If the light is
visible on the other side, the creation does not have the chance to win the challenge. Great job
everyone! So now we know that somethings block light and others dont. What were some objects
you used that blocked the light really well? And what were some that did not block the light?
Right! Great job! The teacher will then teach the class about the word opaque as described in the
building knowledge section.
Assessment
The students will complete the questions on the assessment worksheet to explain whether
or not their wall was opaque. Wow! Everyone did such a great job making and creating their
walls! While not everyones was perfectly opaque, everyone did a great job building. Someone
remind me, what does opaque mean? Thats right- light cannot pass through it! I have a question
for each of you to think about- was your wall opaque or not? I want you each to write your
answer to this question independently. If your wall was not opaque, what could you have done
differently or added to make it so? If your wall was opaque, what could you do to make your
wall even better? I want you to do this on your own and think about your answer!
Closure
The students will participate in a Think/Pair/Share activity. Okay friends, I want you to
think for a little bit about what you have learned today. Think really hard but dont say anything
out loud! Not turn to you partner and share what learned. Did you guys learn the same things?
Different things? Now we are going to share with the class what you and your friend talked
about! What did everyone learn today?
Assessment worksheet
Fire! Fire Said Mrs. McGuire book
Found objects such as paper, cups, twigs, etc.
Duct tape
Book, cup, paper, etc. (for example)
Flashlight
Name: ________________
My wall ________ (is or is

not) opaque because
__________________________
__________________________
__________________________
__________________________
_________________________.
I could have made it
better by
__________________________
__________________________
__________________________
__________________________
_________________________.

Lesson Title: What do you see?
Curriculum Area & book connection: Language Arts
Brown Bear, Brown Bear What Do You See?

Content Area: 1.2.) Retell stories, including key details, and demonstrate understanding of their
central message or lesson. [RL.1.2]
Content Area: When given a chart of twelve boxes, students will recall and list the animals in
order of appearance in the book in the boxes from the book Brown Bear Brown Bear What Do
You See? with no errors.
Arts Area: When given modeling clay, students will create a 3D model of an animal from the
book Brown Bear Brown Bear What Do You See? using scoring in the clay to show texture.
Engagement:
The teacher will start the lesson by asking the students about what they remembered
learning about Bill Martin Jr. Okay boys and girls, if I could get all of you to come to the carpet
and we are going to begin. Can anyone tell me the name of the author that we have been talking
about the past few days? Student answers. Thats right! Bill Martin Jr. What are some of the
books that we have read that he has written? Multiple students answer. Great job. Chicka Chika
Boom Boom and Listen to the Rain are just a few of the many books that he has written. Well
today we are going to read another one of his books. Im sure many of you have seen this book
before but today we are going to be focusing on the key details of this story, especially a thing
called sequence. Teacher asks students to think about what a brown bear might see. She shows
students the inside cover and ask them to name the colors that they see. Okay, just by looking at
the front cover, can anyone tell me some important details that they see? Students answer. The
bear is brown and he is also big. Very good! How might the colors be related to what the bear
will see? Lets read the story and be on the lookout for more key details. Teacher reads Brown
Bear Brown Bear What Do You See? When the students see the picture of the blue horse, teacher
stops to ask them if they have ever seen a real horse. What color was it? Can a horse really be
blue? Do you think this is a real or make believe story? Okay lets be on the lookout for more
colored animals that the author and illustrator imagined. After reading the story, the teacher asks
if these animals were the animals in the book what the students thought the brown bear might
see?
This activity will help students know the importance of sequence in a story. I will provide the
students with a 4x3 grid and let them draw a character from the book in each of the 12 squares.
Before we complete this activity, the teacher will read the story to the class and have them list
the different animals in the book. The teacher will display the list in the front of the classroom on
chart paper. The teacher will not have the list in order. It is the students job to put the animals in
order of appearance. When explaining the activity to the students, explain that Bill Martin Jr. has
great illustrations in his stories. Sometimes they are more abstract like the ones in Brown Bear
Brown Bear. The teacher will encourage the students to be creative with their drawings. Once
they complete the drawings of all of the 11 things, they will be asked to cut out the squares. After
they cut out all of the squares they will hole punch the tops of the squares and string them on a
piece of yarn in the correct order. The students will be working with their table groups if they
have any questions about order or need any clarification. If they all do not know the answers to
the questions, then they will go to the teacher for help. Vocabulary: sequence, abstract, order, and
string.
Build Knowledge
Okay boys and girls, today we read a pretty great book about a bunch of different characters.
Today, we are going to be learning about pretty big word and that word is sequence. Does
anyone have a guess at what they think this word means? Well, it is a pretty big word, so we are
going to read this definition together. The teacher displays chart paper on the board and has the
students read the definition together. Okay class lets read this together. Sequence: the order in
which things happen When looking at this word, we practice the order of sequence every day.
Can anyone think of something that they do that practices the order of sequence? One idea
would be getting ready to go to bed. First, you go to your room and put on your pajamas second,
and then third you would go brush your teeth, fourth you would get in bed, and last your mom or
dad could read you a bedtime story or sing you a lullaby. We use words like first, second and last
to tell us which order the events or characters occur in the sequence. Teacher puts a list of things
that the students must complete at the beginning of the day on the board in no particular order.
The teacher will ask the students to put the list of things in order from the things that they do first
to last. Have the students come to the front of the class and place the different tasks that are
supposed to be done in order on the board. Every day you guys practice sequence by coming into
the classroom and placing your folder in the tray and putting your lunchbox in your cubby and
lastly you find your seat and complete your morning word. Today, we are going to do the same
things with the order of the characters in the book. You all will each receive a sheet of paper
with 12 boxes. Each of you is going to draw the 11 characters in the book. Then you will cut out
the characters and punch holes in the top of the different pictures. Each of the pictures can be
different and unique. Once you have all the pictures cut out and hole punched, you will place
them on a string in the order that they appear in the story.
Model
Now boys and girls, we are going to show what we know about the word abstract. You just
drew the different characters in the squares and now you are going to model it by using what you
know about the characteristics of abstract art. You can choose any character you would like but
we cannot all pick the same characters. After we create our models we are going to display them
in the order they appear in the book on the top of our bookshelf. I am going to show you my
example of a character that I created. Do you see how it doesnt necessarily look lifelike or real?
That is because it is abstract. You can create your character however you want to create. Here
are the materials you can use for your creations. Here are some other pictures of abstract
sculptures where you can get ideas for your creation.
Create
Okay boys and girls, you are now going to create your own 3D sculpture of a character
in the book. The only directions I want you to follow are that the sculpture is abstract just like
the pictures in the book, and that the animal is the same color modeling clay as it is in the story.
Other than that, you are free to create the sculpture how you would like. When everyone is
finished, we will set the sculptures up to dry on the table in the order that they appear in the
story. This is also how we will display them in the classroom next to our bulletin board of Bill
Martin Jr.
Assessment
Okay boys and girls, I will be looking at your sculptures and grading them with a rubric.
You will be graded on the following, following the directions, having some element of abstract
art, and using the correct animal and color pairing from the book. (Rubric attached)
Closure
Thank you boys and girls for being such good listeners! Lets go over what we talked
about today. What was our main focus when looking at the order of the animals in the book?
Can anyone remember that very long fancy word? Thats right! Sequence! What were some
words that could help us know if items were a part of a sequence? Good! First, second and last
are some good describing words. When you go home today, I want to see if you can find a
sequence that you do or notice in your day-to-day life. Be ready to share what you find with the
class!
Modeling clay
Toothpicks
Wax paper
Google eyes
PowerPointabstract art
Computer
4x3 square worksheet
Colored pencils
Scissors
Yarn
Direction sheet for tables (sculptures)
Brown Bear Brown Bear

Lesson Title: What Can You Describe?
Curriculum Area & book connection: ELA

Arts Area: Theater
Content Area: 1.7.) Use illustrations and details in a story to describe its characters, setting, or
events. [RL.1.7]
Arts Area: 1.4.) Depict simple stories and situations through the use of puppetry.
Content Area: Students will correctly match the description of an animal to its picture with 80%
accuracy.
Arts Area: Students will accurately depict the story using the puppets.
Engagement
We will begin by watching the puppet show of Polar Bear, Polar Bear, What Do You
Hear? While watching the puppet show, we will follow along in the book by Bill Martin Jr.
Today, we have a very fun activity to do! We are going to watch a puppet show of this book I
have right here. This book is called Polar Bear, Polar Bear, What Do You Hear? While we are
watching the puppet show, I want us also to follow along in the book. Once the puppet show is
over, we will go back and look through the book again. We will think about each different
animal, and I will ask the students how Mr. Martin describes the animal. Now, lets look at the
book again. How does Mr. Martin describe this first animal, the polar bear? Let students throw
out some ideas. He uses not only his words, but also his pictures doesnt he? What do we know
about the polar bear from this description? Well, we know he is big and white. We know he has
good hearing, because he heard the roaring lion. Lets talk about the lion next. What do we know
about him? Continue to ask the students the same questions about each of the 10 animals. We
will think about not only the words, but also the illustrations. We will also talk about how Mr.
Martin uses the sounds to describe the animals, as well. Then, we will transition to our activity.
In this activity, the students will practice using their describing skills to describe a famous
celebrity or Disney character to the class. They will describe their person to the class using
descriptive adjectives, like colors or personality words. They can tell the class where the person
lives, and what they like to do. They are not allowed to say, This person is in this movie. Or
this person played this character. We just talked about how Mr. Bill Martin Jr. described his
characters in detail. Now, you are going to get the chance to describe a character to the class.
When I call your table, each person will come to the front of the class and choose a piece of
paper. THIS IS A SECRET! Do not share what it says with anyone else. If you need help reading
your name, or you do not know who it is, raise your hand and I will help you. Once everyone
knows who they are describing, you will take turns describing your character to the class. You
cannot say Oh my character is in this movie. Or my person played this character. You can
describe your character by saying what they look like, what they like to do, where they live, and
things like that. If you guess the character correctly, then it is your turn to describe. If you are
having trouble describing your character, then you may draw a picture of them on the board. Are
there any questions? Do I have a volunteer to go first? Once students have all gotten a piece of
paper, pick one student to go first. They will describe their character to the class, like Charades,
but with words. Whoever guesses the character gets to go next. If they absolutely cannot guess
the character, then the student may draw the character on the board.
Build Knowledge
Once the students have finished describing their characters to the class, we will talk about the
importance of descriptive language, and how even illustrations can help us when we are
describing characters. So, we all found out that describing people is pretty hard, didnt we? But
why were we describing these characters? Thats right, because we wanted people to know and
understand our word! Authors describe characters for the same reason: They want the reader to
better understand them. Authors usually do a spectacular job of describing their characters
when they are writing a book. Thats because they use descriptive words and pictures to help
convey their message, and to give a better understanding of the character. As a class, we will
compile a list of descriptive words. There will be vague words, like any kind of colors, and more
specific words, like beautiful, regal, old, smelly, new, happy, sad, mad, jealous, big, small, tall,
short, and any other words that the students come up with. These are all very good words to
describe people and characters! You can also describe what they are wearing, or how they are
feeling, and that helps people to understand the character better. There are other ways to
describe a character, too, though. What else did we look at during the puppet show? Good job!
We also looked at the illustrations. Illustrations are important because they can show us how
people are feeling, or what people look like. They are another useful tool for describing different
characters or people. Remember in our activity how some of us had to draw the person we were
describing? And that helped us to understand what everyone was talking about! Today, to help
us describe and illustrate, we are going to make a puppet show just like the one we watched!
Model
Prepare a puppet ahead of the time for the students. These will be brown bag puppets that the
students can draw, paint, and glue on. Explain to them how they have to use what the author
wrote and drew to make the puppet. What do I have here? Thats right, its a puppet of the
zookeeper that we read in the book. See how I put eyes and the hair on him, and a hat? I used the
illustration in the book so that my puppet would be similar to what we read. With your partner
that is sitting across from you, I want you each to make the puppet that you are assigned. When I
give you a brown bag, I will also tell you what animal you are making. Since we have 10 pairs,
each character in the book will be represented. Remember to use the descriptions in the book to
help you make the puppet. You may use any of the materials in the art corner that are laid out.
Are there any other questions? You may begin.
Create
Students will create their puppets with their partners. They will have about 20 minutes to
make their puppets. Once they have finished making their puppets, they will put them away until
the end. I love all the creating and making that I am seeing! It is time to stop now. I need one
member of each group to come put your puppet on the table in the front of the room, and then
return to your seat. Then, transition to assessment.
Assessment
Students will now complete a worksheet where they have 6 description of animals, and 6
pictures. They will read the description and match the description to the animal. If they get 4 or
more right, then they have mastered the concept. If they answer 3 right, then they need extra
practice with descriptions. If they get 2 or less right, then they need more one on one time with
the teacher. One, two, three. All eyes on me. Im about to pass out a matching worksheet. Display
the worksheet on the board using the document camera. On the first page, you have 6
descriptions. They each describe a different animal. Read the description, and think about what
animal it describes. Then, I want you to look at the second page. There are pictures of animals,
A, B, C, D, E, and F! Match the description to its animal by writing the letter of the animal next
to the words that describe it. Each description matches exactly one animal! Are there any
questions? You may begin.
Closure
Once the students have completed their assessment and turned it in, we will return to the
puppets. One, two, three. I want all eyes on me. Ill wait until everyone is quiet. We are going to
use our puppets again. I want one partner to go and get your puppet. Before we put on the
puppet show, I want each group to describe your puppet to the class. Give each group 30 seconds
to describe their puppet to the class, using the words and techniques we discussed. Then, they
will put on the puppet show as I read the book. Now, I am going to read the book out loud. You
and your partner will both participate. When its your puppets time to shine, one partner will be
the puppet. The other partner will make the noise that the animal makes in the book. Does
everyone understand? Bring out the puppet stage, and then begin reading the book.
https://www.youtube.com/watch?v=XxYk9SIxdyQ
Bucket
Twenty characters Minion, Nemo, Dorie, Jasmine, Aladdin, Peter Pan, Tinker Bell,
Olaf, Anna, Elsa, Sven, the Pink Panther, Robin Hood, Cinderella, Paddington, Arthur,
Timon, Pumba, Mike Wazowski, and Mulan
Document camera
Whiteboard
Expo Markers
Brown bags
Art supplies for puppets: paint, sand, different colors of tissue paper, paintbrushes,
crayons, markers, construction paper, clay, play-do, glue, tape, scissors, string, and
googly eyes.
Matching Worksheet
Puppet show stage
Match Me to My Animal
Directions: Oh no! A terrible thing has happened! A mad scientist has come and stolen all of the
animals identities. Now, they have all forgotten who they are!! They need your help to figure out
who they are again. Read the description on the first page and match it to the animal on the
second page. Write the letter of the animal that matches the description next to the description.
Good luck, these animals are counting on you!
I have four legs.

I am chocolate brown.
I live on a farm.
I have four legs.
I have stripes.
I have a mane.
I am little.
I am usually green.
I like to jump.
I have fins.
I have sharp teeth.
I like to swim.
I am very fast.
I have spots.
I am a big cat.
I have wings.
I am pink.
I live by the water.
A.
B.
D.
F.
C.
E.

Lesson Title: Growing Animals
Curriculum Area & book connection: STEAM
Chicken Chuck

Content Area: 1. 15.) Order three objects by length; compare the lengths of two objects
indirectly by using a third object. [1-MD1]
Arts Area: 1. 1.) Create works of art using a variety of techniques.
Content Area: When given 3 objects, students will identify the longest and shortest of the 3 with
no errors.
Arts Area: When given a variety of materials, students will create a solution to a problem with
no errors.
Engagement:
The teacher will read the book Chicken Chuck. She will review the author they have been
studying. She will talk through the book, focusing on the two different ways to blue feathers are
attached to the heads of the animals in the book. Friends, when I call your table come join me on
the carpet. Look at this book- look at who wrote it. Can someone read the title of the book and
the author to me? Thats right! Today we are reading Chicken Chuck by Bill Martin Jr. We have
been learning about him for a while havent we? Can someone tell me another book he wrote
that we have read? Great job! I want you to put on your thinking caps with me. What do you
think this book will be about? A chicken named Chuck? What is that coming out of his head?
Interesting predictions my friends! Lets dive in and see what happens! As the teacher reads, she
will ask questions. Looking at this picture and knowing what we know so far, how did Chicken
Chuck get that blue feather to stay on top of his head?? Thats right- he ate a blue seed and it
just grew out of his head! Hmmmm do you think this would work for any of us? Nooo silly ducks!
Okay lets keep going! Oh, how does this horse get the blue feather to stay on his head? Thats
right- he has a string that goes under his chin! Have any of you ever worn a hat that had a string
like that? They arent very comfortable are they? Hmm well today we are going to see if we can
come up with a better, more comfortable way to get the feather to stay on our heads!
The teacher will walk students through brainstorming their own unique way to get their
feather to stay on their head. Students will each receive a blue feather and will have access to
string, rope, ribbon, pipe cleaners, and other crafting supplies. Students will spend 5 minutes in
the design phase, creating and drawing what they will do. They will then spend 10 minutes
building their design and hoping it works! Lastly they will move to the judging phase. Students
will compare their creations to one another by measuring the total length of what they used next
to that of their partner and tablemates. The student from each table that used the shortest amount
of material will then measure theirs against the winners from the other tables. Whichever
creation wins will be tested again to ensure that it actually works then awarded a prize.
Build Knowledge
The teacher will show unifix cubes on the Elmo. She will have 3 lengths created where it
is easy to tell which one is the shortest and which is the longest. I want everyone to put their eyes
on the screen. Look what I have here. We have 3 lines of cubes. Are they all the same length or
all different lengths? How did you know? Great! Can someone tell me which one is the shortest
one? Tricky huh? Well what if we take one of them away- can you tell me the longest one out of
these two? Okay so lets add this third one back- which one is the longest now? Youre so right!
So when we are comparing more than 2 objects, we can always start by comparing 2 of them
then moving on to the others as we go! Lets try another example. Out of these 3, which is the
shortest? Right! How did you do it? You looked at the other 2 then compared it to the third?
Perfect!
Model
I want everyone to look at what I have here. This is a model of how the animals in
Chicken Chuck attached the feather to their heads. Let me tell you, it is not comfortable! I wish
there was a better way to wear this pretty feather than having it hurt my chin like this. Can you
guys help me? I brought in a bunch of different supplies. I need you to help me create a better
way to tie this feather to my head than the example I have here.
Create:
We are going to devise a better way to tie these blue feathers to our heads today friends!
I am going to give everyone a blue feather. I will give you some time to brainstorm and figure out
what you want to do. Then we will move on and create our design. I need all of you to try really
hard because there is a prize in store for the winner. Whoever uses the smallest length of supplies
will win my prize. Good luck!
Assessment
Students will complete an assessment that has them label 2 sets of objects with shortest
and longest. Friends, we are going to complete this fun activity. On this sheet are a set of combs
and a set of pipes. I want you to look at the pictures and identify which one is the longest and
which one is the shortest. Do not worry about the words at the top of the page- we are using
easier words! I need you to work on your own! Does anyone have any questions? Great!
Closure
I am going to ask you a series of questions that can be answered silently in three waysthumbs up, down, or sideways. Thumbs up means I completely agree, thumbs down is I dont
agree, and sideways means you feel so-so about it. Does this require talking? No! Q1- I know
how to compare the length of objects. Thumbs up, down or sideways. Great! Q2- If you show me
a picture, I can tell you which thing is the longest and which is the shortest. Yay! Last one, Q3- I
liked getting to design and build a solution to the problem. Thank you so much for answering
friends! We had so much fun today didnt we?
Elmo projector
Unifix cubes
Chicken Chuck book
Blue feather for each student

Various Craft supplies
Rope, string, ribbon
Comparison worksheet

Lesson Title: Happy Birthday Mr. Martin!
Curriculum Area & book connection: Culminating
Chicka Chicka Boom Boom

Content Area: 1.15.) Order three objects by length; compare the lengths of two objects
indirectly by using a third object. [1-MD1]
Content Area: When given three strips of paper, students will be able to put their first, middle,
and, last name in order by length from longest to shortest or shortest to longest with no errors.
Arts Area: When given construction paper, scissors, glue, and stick on foam letters, students will
create a Chicka Chicka Boom Boom tree using the multiple resources to show display their full
names with no errors.
Engagement:
The teacher will start the lesson by asking the students about what they remembered
learning about Bill Martin Jr. Okay boys and girls, if I could get all of you to come to the carpet
and we are going to begin. Can anyone tell me the name of the author that we have been talking
about the past few days? Student answers. Thats right! Bill Martin Jr. What are some of the
books that we have read that he has written? Multiple students answer. Great job. Brown Bear
Brown Bear, What Do You See? and Chicka Chicka 1 2 3 are just a few of the many books that
he has written. Today is the last day we are going to study about him and his works. Also,
because today is March 20th, we are going to celebrate his birthday by having a party for him!
Today he would have been 100 years old. To start off today, we are going to read on of his most
famous books, which is Chicka Chicka Boom Boom. We havent read this story yet but it is a
good one! It talks about the alphabet and we are going to be looking at a new topic of
measurement today as it relates to the length of our names! Pay close attention to this book and
notice if you see anything about length in this story! Transitions into Activity.
In this activity, the students will have to count the number of letters in their full name. They
will write out their full name on a piece of construction paper. They will count the number of
letters in their first, middle and last name and then write the number of letters there is in each
word next to the name. Once they complete that, they will cut out their first middle and last name
and place them in order from longest to shortest on their desk. Once they have completed that,
the teacher will ask the students to bring their name to the front of the classroom and put their
names in order from longest to shortest and then shortest to longest. The students will be
working with their table groups and then they will come together to work as a class. Vocabulary:
order, length, measurement.
Build Knowledge
Okay boys and girls, today we read a story about the letters of the alphabet. We all have
different letters of the alphabet in our names and we are going to be counting those letters to see
who has the longest name in the class and who has the shortest name. The big word that we are
going to be talking about today is the word measurement. Does anyone have any idea what that
word means? Student answers. Good. It is how big something is or how long something is. We
are going to be looking at the length of our names today. I want everyones eyes up here. Teacher
writes her name full name on chart paper on the board. You are going to write your full name just
like this on your paper. Teacher writes her first name on the top line, middle name on the middle
line and last name on the bottom line. After you do this, you are going to write the number of
letters in you name next to the word. This shows us the measurement of that word. The meaning
of measurement is the size, length, or amount of something. Each letter is one unit. An example
of a unit would be an inch. Inches are a unit of measurement used to measure distance. Other
units of measurement include seconds (time), degrees (temperature), and grams (mass). I want
you to come up to the front of the room and grab a sheet of construction paper and then go back
to your seats. Once you have written your name with the number of letters next to them, I want
you to cut out each word and put them in order from longest to shortest. Then once you have
completed that, I want you to do the same thing with just your first name but with your whole
table group. The name that has the biggest amount of letters should be at the top and the name
with the smallest amount of letters should be at the bottom. You guys can do the same for your
middle and last name as well.
Model
Now boys and girls, we are going to show what we know about the word measurement and
unit. You just counted the number of units in your names. Now we are going to make a Chicka
Chicka Boom Boom tree to display how many letters we each have in our names. We are going
to put our full names on the tree. You will have to be strategic on how you place the letters on the
tree because some of your names are very long. You will glue this little paragraph at the bottom
of your tree that says, Chicka Chicka Boom Boom, will there be enough room?
_______________ has ____ letters in his/her full name In the first blank you are going to write
your full name and in the second blank you will write the number of how many letters there are
in your full name. I will display my example on the Elmo camera and I will stick some other
examples up on the board that you can come look at. I want you to be creative and I want yours
to be unique.
Create
Okay boys and girls, we are going to create our own Chicka Chicka Boom Boom trees
today and put our full names on the trees. First, you are going to come and pick up this green
piece of construction paper with outlines of leaves on them. You are going to cut out the leaves.
Then you will pick up a strip of brown paper and you are going to fold it like an accordion.
Teacher demonstrates how to fold the paper for the class. You will also include three coconuts
that you will cut out from this small piece of brown paper. You will put together the tree and then
add the letters of your full name. There will be a lot of letters so you are going to need to
strategically place them on the tree to get them all to fit. Then you will fill out this paragraph
(teacher holds up paragraph) with the correct information. You can work with your table groups
and talk to them if you have any questions. If they cant answer your questions, you may come to
me!
Assessment
Okay boys and girls, I will be looking at your trees making sure that they included your
full name, the paragraph is attached to the background and your tree contains all the element
(leaves, trunk, and coconuts).
Closure
Thank you boys and girls for being such good listeners! Lets go over what we talked
about today. What was our main focus when looking at the letters of our name? Good! It was
measurement. I am so proud of you guys for paying attention today. We are now going to have a
little snack that looks like the tree in the book. You are going to put cream cheese on a piece of
celery and use your alphabet cereal to spell out your first name on the trunk or piece of
celery. This will be our snack that we will have at our party! There will also be cupcakes with
different letters on them from our story that will spell out Happy Birthday Bill Martin Jr.! We
will count the number of units in that phrase and then get to enjoy the cupcakes because today is
his birthday!
Construction paper (leaves, coconuts, and trunk)
Scissors
Glue
Cut outs of the paragraphs Chicka Chicka Boom Boom will there be enough room.
Sticky foam letters
Chicka Chicka Boom Boom
Additional Resources
4.
Knots On A Counting Rope Worksheet

Name: ___________________________
Traits of the Grandfather
Traits of the Boy
What Did the Author want you to learn? What is the message of the story?
Technology Resources
Virtual Manipulatives. (n.d.). Retrieved November 19, 2015, from
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMFInterface.html
Traditional Korean Sword Dance Geom-mu. (n.d.). Retrieved November 19, 2015, from
Polar Bear, Polar Bear What Do You Hear - Puppet Show. (n.d.). Retrieved November 19, 2015,
from https://www.youtube.com/watch?v=XxYk9SIxdyQA video interview with Bill Martin Jr. (n.d.). Retrieved November 19, 2015, from
http://www.readingrockets.org/books/interviews/martin
Chicka Chicka 123 Song. (n.d.). Retrieved November 19, 2015, from
https://www.youtube.com/watch?v=BPf5Rr1SGi4&feature=youtu.be
# Flash Interactive. (n.d.). Retrieved November 19, 2015, from
http://www.fuelthebrain.com/games/number-flash/
Interactive Story Time

Book: Chicken Chuck
Standards:
Theater: 1.4.) Depict simple stories and situations through the use of puppetry
Dance: 1.1.) Demonstrate movement in various tempos, rhythms, and meters
Visual: 1.1.) Create works of art using a variety of techniques.
Music: 1.4) Demonstrate vocal responses to conductor cues for loud and soft.
Before reading: The teacher will start the lesson by asking the students if they remember the
author we have been learning about. Good morning! Boys and girls, lets come to the carpet
and start the reading lesson for today. Who can tell me who our guest author has been this
month? Thats right, Bill Martin, Jr. Teacher will point to the picture of Bill Martin, Jr. one the
author board. Can somebody tell me some of the books that we have read by Bill Martin, Jr?
Youre right, Chicka Chicka Boom Boom, Knots on a Counting Rope, and Ten Little Caterpillars
are all written by Bill Martin, Jr. We have only read some of his books, but he has written many
more. Who can remember when Bill Martin, Jr. learned to read? Correct, he did not learn to
read until he was in college. We were all surprised to learn that. Today we will be reading
another book by this author, but first I want everyone to stand up quietly in your spot. I am
going to play a song that we all know and I want you to follow the movements in the video.
There are some parts where you can free dance, but make sure that you stay in your own
personal bubble. This song also has parts where the speed of the song, or tempo, is fast and
some parts where it is slow. You have to pay attention so you know what to do. The teacher will
start the youtube video of the Chicken Dance. She will dance with the students. The students
dance to the song for 2:46 minutes. Okay, lets sit back down in our spots. You all did an
awesome job dancing like chickens. Have any of you ever seen a chicken before? What are
some words that you would use to describe chickens? Where do chickens live? Has anyone ever
touched a chicken before? Well today, we will be reading a book called, Chicken Chuck. This
story is about a chicken that lives in a model barnyard and he is very bossy to the other animals.
He has a blue feather and thinks that he is better than all the other animals that do not have
blue feathers. The teacher holds up a blue feather for the students to see. I am going to pass
around this blue feather for everyone to touch. The teacher passes around the blue feather and
asks the students some questions. What does it mean to think that you are better than somebody
else? Has anyone ever bossed you around? Have you ever been bossy towards somebody else?
Has somebody ever had something that you wished you had? How did it make you feel when
they thought they were better than you? Those are all good answers. Thank you. Now we are
going to see what happens to Chicken Chuck and his blue feather.
Present
The story will be presented through a puppet show. Each student will have a puppet, and
as the teacher reads the story, the students will act out the story with their puppets. They will
follow the actions of their character precisely, and each student will have a special and unique
puppet. The puppets will include Chicken Chuck, Henna the Hen, Necky the Goose, Blimpy the
Pig, Butterfat the Cow, Donnie the Donkey, Pluck the Duck, 3 little ducklings, the white horse in
the picture with 2 blue feathers, a tiger, a lion, a giraffe, a bear, an elephant, and a little monkey.
There will be 2 prop managers. Props will include a blue feather, a blue seed, soap, shampoo, a
bathtub, a circus poster, the hen house, a box of blue feathers. Each of the students will be
randomly assigned a puppet, by grabbing from the bag, and the students who are the prop
managers will be in charge of each of the props. One, two, three, all eyes on me. Today, we are
going to do something a little different while we are reading. Instead of you all just listening
quietly, you get to be part of the reading today, because we are going to put on a PUPPET
SHOW. Has anyone ever seen a puppet show before? When you go to a puppet show, sometimes
the puppets talk, and sometimes someone else talks, right? Today, our puppets are going to act it
out while someone else talks. While I am reading the book Chicken Chuck, each one of you
will get to play a very special role. When you hear your character called, you will act out with
your puppet whatever the character is doing. For example, if I said that Chicken Chuck was
pecking, then you would make your puppet peck. Does everyone understand? This means that
you need to pay very close attention to the book, and you need to listen very closely to hear what
your character does. Lets pick our puppets now! I brought my Big Bag of Fun with me today,
and I bet you can guess whats inside of it! When I call your name, please come draw a puppet.
Call on one student at a time to come draw a puppet out of the Big Bag of Fun. Once you have
your puppet, I want you to place it carefully in front of you. We are not going to play with anyone
elses puppet. Keep your hands to yourself! Each of the puppets are labeled with their name, so
that you know which puppet you are! Can everyone read what their name says? Now, there are
two people who get to play another important role. There are some props in this story that are
very important for the plot. Whenever you hear one of these props called, it is your job to make
sure they are in the right place! If there are no more questions, then we can all move to the
puppet theater and begin our activity. Once the students are ready, begin reading the book. Stop
at certain points to make sure the students are acting out what is happening, and actively
participating.
After reading:
After reading and acting out the story, students will be given a Chicken Paint by Number
worksheet. They will use watercolor paints to paint the chicken. Once they have completed that,
they will glue a blue feather onto the chicken, so it will look like Chicken Chuck. One, two,
three, all eyes on me. I will wait until everyone is sitting quietly in front of our theater. Good job,
boys and girls! I love the way each one of you acted out your character. That was excellent
work! Now, we are going to silently return to our desks. Lets see which desk group can properly
return to their desks and be ready in 10 seconds. 10-9-8-7-6-5-4-3-2-1. I like what I see! While I
am handing out a Paint by Number worksheet, I need each of the supplies managers at the
desk group to get aprons and watercolor sets for your desk mates . Now, has anyone ever done
one a paint by numbers before? This is a good exercise for following directions. The picture
we are coloring has numbers all over it! Do you see at the top of the page how there is a number,
and then a color next to that number? Whenever you see that number, you will paint that section
the color that corresponds with the number. For example, I will color the body of the chicken
brown, because it says 1, and the number 1 is brown! Does anyone have any questions? Now, we
are going to be using water colors. That means I need you all to put on your aprons, and be very,
very careful not to spill your water or get your paint everywhere. We are neat first graders,
remember? I know you all be will very neat and paint the right colors. I have one more direction
for you. Once your chicken is all painted, you will come get a feather from the front of the room,
and glue it onto the head of the chicken, so that it looks like Chicken Chuck. Come show me
when you are finished, because I am so excited to see all of these beautiful chickens! You may
begin.
Resources
Chicken Paint By Number http://www.makinglearningfun.com/t.asp?
b=m&t=http://www.makinglearningfun.com/Activities/Farm/FarmColorbyNumber/Roost
erColorbyNumber.gif
Chicken Dance Song https://youtu.be/Hb9FwlubyIQ
Chicken Chuck puppet template

Henna the Hen puppet template
Necky the Goose puppet template
Blimpy the Pig puppet template
Butterfat the Cow puppet template
Donnie the Donkey puppet template
Pluck the Duck and 3 little ducklings puppet template
the white horse in the picture with 2 blue feathers puppet template
Tiger puppet template
Lion puppet template
Giraffe puppet template
Bear puppet template
Elephant puppet template
Little monkey puppet template
A real blue feather
A real (or painted) blue seed

A bar of soap
A bottle of shampoo
A miniature toy bathtub
A circus poster
A toy hen house
A box of blue feathers.
Watercolors
Blue feathers
Aprons
Chicken Chuck book
Works Cited
Animals: Facts, Pictures, and Videos -- National Geographic Kids. (n.d.). Retrieved
November 19, 2015, from http://kids.nationalgeographic.com/animals/
Brown Bear BINGO. (n.d.). Retrieved November 19, 2015, from
https://www.teacherspayteachers.com/Product/Brown-Bear-BINGO-845991
Character Trait Worksheet for Knots On A Counting Rope. (n.d.). Retrieved November
19, 2015, from
https://www.teacherspayteachers.com/Product/Character-Trait-Worksheet-for-Kn
ots-On-A-Counting-Rope-719128
Chicka Chicka 123 Song. (n.d.). Retrieved November 19, 2015, from
https://youtu.be/BPf5Rr1SGi4
Chicken Dance. (n.d.). Retrieved November 19, 2015, from
https://youtu.be/Hb9FwlubyIQ
English worksheets: Worksheet to use with the book Panda Bear, What do you see?
from Eric Carle. (n.d.). Retrieved November 19, 2015, from
http://www.eslprintables.com/printable.asp?id=673328
Making Learning Fun. (n.d.). Retrieved November 19, 2015, from
http://www.makinglearningfun.com
Martin, B., & Archambault, J. (1987). Knots On a Counting Rope. New York: H. Holt.
Martin, B., & Archambault, J. (1987). Here Are My Hands. New York: Holt.
Martin, B., & Carle, E. (1992). Brown Bear, Brown Bear, What Do
You See? New York: H. Holt.
Martin, B., & Carle, E. (1991). Polar Bear, Polar Bear, What Do You Hear? New York: H.
Holt.
Martin, B., & Carle, E. (2003). Panda Bear, Panda Bear, What Do
You See? New York: H. Holt.
Martin, B., & Egielski, R. (1996). Fire! Fire! said Mrs. McGuire. San Diego: Harcourt
Brace.
Martin, B., & Ehlert, L. (2011). Ten Little Caterpillars. New York:
Beach Lane Books.
Martin, B., & Martin, B. (2000). Chicken Chuck. Delray Beach, Fla.: Winslow Press.
Martin, B., & Sampson, M. (1996). Si Won's Victory. United

States: Celebration Press.
Martin, B., & Sampson, M. (2006). Chicka Chicka 1 2 3. New
York: Scholastic Audio.
Polar Bear, Polar Bear What Do You Hear - Puppet Show. (n.d.). Retrieved November
19, 2015, from https://www.youtube.com/watch?v=XxYk9SIxdyQ
Ten Little Caterpillars Plan Poetry Sequence Comparison Very Hungry Caterpillar. (n.d.).
Retrieved November 19, 2015, from
https://www.teacherspayteachers.com/Product/Ten-Little-Caterpillars-Plan-Poetr
y-Sequence-Comparison-Very-Hungry-Caterpillar-845568
Traditional Korean Sword Dance Geom-mu. (n.d.). Retrieved November 19, 2015, from
U.S. Flag Coloring Page. (n.d.). Retrieved November 19, 2015, from
http://www.education.com/worksheet/article/color-flag-usa/
Virtual Manipulatives. (n.d.). Retrieved November 19, 2015, from
http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/V
MF-Interface.html
What's the Weather? (n.d.). Retrieved November 19, 2015, from
http://busyteacher.org/21509-whats-the-weather.htm
(n.d.). Retrieved November 19, 2015, from
http://www.pre-kpages.com/docs/chicka-uppercase.pdf
http://thespeechroomnews.com/wp-content/uploads/2012/12/Screen Shot
2012-12-3811.jpg
http://bogglesworldesl.com/files/easy_wordsearch_farmanimal.jpg
http://www.makinglearningfun.com/t.asp?b=m&t=http://www.makinglearningfun.c
om/Activities/Farm/FarmColorbyNumber
# Flash Interactive. (n.d.). Retrieved November 19, 2015, from
http://www.fuelthebrain.com/games/number-flash/

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Instructor(s): Freeman, Hancock, Hughes, and Walker

Grade Level: 1st Grade

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Chicken Dance Song https://youtu.be/Hb9FwlubyIQ

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Martin, B., & Sampson, M. (1996). Si Won's Victory. United

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