Name: Kelly Gaffney Date: April/May 2011 Grade Level/Subject: Kindergarten/Language Prerequisite Knowledge: Students

are aware of the use of speech bubbles within the text and have been working all year towards constructing sentences with proper capitalization, capitalization, and spacing. Approximate Time: 45 minutes Student Objectives/Student Outcomes: • Students will understand the concept of a speech or thought bubble within the context of a story. • Students will be able to generate a thought within their own speech bubble Content Standards: Language Arts State Goal 3: Write to communicate for a variety of purposes. • Use correct grammar, spelling, punctuation, capitalization, and structure. o Write upper and lowercase letters. o Write words based on how they sound, using initial consonants and some ending sounds. o Begin to write simple sentences. Materials/Resources/Technology: • Smart Board • Any Mo Willems books, Elephant and Piggy series or Pigeon series are great ones • Are You Ready to Play Outside? By Mo Willems • Worksheet that includes speech bubble Implementation:

Time 5 minutes

Opening of lesson: (Objectives, hook, behavior expectations) • Invite students to carpet and tell them that you have a present for them • Wrap up Are You Ready to Play Outside? in gift paper and invite the Star of the Week to come to the front of the room to open it • When the students see the new book, they will be SO excited because they LOVE Every Elephant and Piggy book that we read • Tell them that as we read the book to really try and think about Elephant and Piggy and how they talk to each other. Keep these ideas in the back of your mind because it just might help for an activity after you read the book Procedures: Include critical thinking questions and accommodations for individual needs • Read Are You Ready to Play Outside? to the class making sure to point out the speech bubbles and asking for student response regarding what they are called • Pause to explain the purpose of a speech bubble and how we wouldn’t know that the characters were speaking if the words were simply floating in the air • After reading the story, project onto the Smart Board a worksheet that has Piggy Facing Gerald (Elephant) with a blank speech bubble coming out of his mouth. At the

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top of the page, include directions that say, “What would Piggy say to Elephant about spring?” Before writing in the speech bubble, ask for student suggestions regarding the important things to remember while writing a good sentence (suggestions should include capitalization, punctuation, and spacing) Model the whole process for them on the Smart Board. State that if this were your worksheet, you think that Piggy would say, “The birds are singing!”. Dictate throughout the whole process, “I am using a capital letter at the beginning of the sentence, making Sure that there are spaces in between my words, and remembering to put a period, Exclamation point, or question mark at the end of my sentence. Leave example on the board and send students to seat to work on their own speech bubble. Encourage them to use their best kindergarten spelling and sound out all words while writing in the speech bubble. After completing the sentence in the speech bubble, the student should turn to another student at their table and share what they wrote The partner pair should act as each other’s teachers making sure that each has included all of the necessary components for a good sentence Project a sentence check list onto the Smart Board to help with this peer review process The check list should include more visuals than words as students are still struggling to read fluently Make sure to individually visit and assist students who are of a lower ability and have difficulty with the fine motor aspect of writing as well as generating ideas and reasonable spelling

Summary/Closing: • Invite students back to the carpet and tell them to bring along their worksheet • Review with them the idea of a speech bubble and its purpose • Instruct the students to form a circle around the carpet in order to share with each other their ideas surrounding what Piggy might say to Gerald about spring • Set expectations for being a good listener and model what a good listener would look like (paper on the ground and not fooling around with it while classmates are talking) • Strategically collect papers and dismiss students to their seat but table color or what they are wearing • Save paper for use in tomorrow’s lesson Student Assessment: • Gauge student understanding of a speech bubble informally through responses during reading of the story • Again, informally assess the command of this idea through discussion of this concept at the end of the lesson • Look over speech bubble worksheets in order to assess proper sentence components; proper capitalization, spacing, and punctuation

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