Stephanie De Luca

Topic: Author Study (Head to Toe by Eric Carle)

Grade: JK/SK

Subject: Language

Time: (Ongoing Wednesday/Thursday)

OBJECTIVES
Ontario Curricular Expectations
Overall expectation 2: Demonstrate understanding and critical awareness of a variety of
written materials that are read by and with the EL-K team
2.1 Demonstrate an interest in reading materials
2.9 Retell stories in proper sequence that have been read by and with the EL-K team using
pictures in the book/and or props
Lesson Objectives: Students will be able to retell the story Head to Toe by Eric Carle by
ordering the characters in the correct sequence in which they appear in the book.
Social Objectives: Mutual respect, attentive listening, turn taking
MENTAL SET
Re-read the book Head to Toe by Eric Carle out loud to students while on the carpet. Pick
12 students and give them each a character card. Ask them to hold onto their card until
they hear/see the character appear in the story. As we read the story, the student with each
character will come up and place their character card on the chart paper in the right order.
After the story has been read and all characters have been put on the chart. We will retell
the book together as a class using the chart as a reference.
DEMONSTRATE/MODEL
Materials:
-Chart paper
Show the students the 2 pages they will get to work on today. Their
task will be to colour in the characters, cut them out and paste them on -Markers
the other page in the order they appear in the story. The JKs and SKs -Oversized pictures
will have different sheets (JKs will have a chart with numbers to keep of Characters for
large group lesson
them organized, SKs will not have a chart) - See Appendices.
-3 photocopied
sheets, 30 copies
PRACTICE
each
-Pencil crayons
Students will be called up by grade (JKs first then SKs) to get their
papers and will go back to their table groups to work on them. Turn the -Glue
-Scissors
chart paper around so they can use it for reference.
-Crayons
CONSIDERATIONS

Stephanie De Luca

Multiple Intelligences:
verbal linguistic
logical/mathematical
musical/rhythmic
bodily/kinesthetic
visual/spatial
interpersonal
intrapersonal
naturalist
existential

Accommodations:
How
- kind of assignment
- breadth
- depth
- pace
- grouping
- time
- place
- other

Assessment:
- self-evaluation
- group evaluation
- teacher evaluation
- observation
- anecdotal notes
- quiz/test
- checklist
- rubric
- interview
- discussion
- learning log/journal