Lesson Plan

Wed Feb Mo Willems author study Grade 2

Date Lesson Title
28 Level

Time in 60 min ELA 1

Subject Lesson #
Lesson

Developed by Samantha Lange

Objective of Lesson (in own words)

Introduction to Mo Willems author study.

Learning Outcomes (Program of Studies) Personalization/Differentiation

Organizing Idea: Comprehension: Text comprehension - Various modes of representation for all
is supported by applying varied strategies and learners- visual/audio/text
processes and by considering both particular contexts - Scaffolding into smaller chunks
and universal themes. - Hands on experiment
- Word banks
Guiding Question: How does comprehension facilitate - Extensions
the meaning of a text? - Option to work in group/alone
- visual/audio/text
Learning Outcome: Students examine and apply a - Flexible groupings
variety of processes to comprehend texts. - Clarify vocabulary
- Use of language
- Choice and autonomy

Specific Knowledge, Skills, Strategies and Procedures Assessment Strategies

By the end of this lesson students will… (I can Formative:

statements) ● Teacher Observations & Feedback
- Students participation and engagement with
● I can Listen and respond to a variety of material
fictional and informational texts that are read - Direction following
aloud. - Prompts, hints, cues
● I can Interpret ideas and information from ● Conversations with students
print texts read independently. - Asking students questions
● I can Interpret information from illustrations Summative:
or visuals when summarizing texts. ● Product/Worksheet
Resources/Materials:

- Youtube video
- Slideshow/Canva
- White board
- Paper
- Pencil
- Eraser
-

Time Teaching Strategy Student Activity

Introduction Discussion: - Students at carpet

- How many people know who - Group discussion
Mo Willems is? - Listening to read aloud
- What is he famous for?
- What characters does he write
about?

https://www.youtube.com/watc
h?v=c8cYF_O9_hA

Read Mo Willems book-

Pigeon

Activity Introduce Mo Willems and facts: - Student at carpet

Sequence - Slideshow - Interactive slide show and discussion
https://www.canva.com/design/
DAF9u1Rsx_E/Kg-bI44Ws757fU7
_dsdq8Q/edit?utm_content=DA
F9u1Rsx_E&utm_campaign=desi
gnshare&utm_medium=link2&u
tm_source=sharebutton

Expression game:
- Mo Willems characters are
known for their expressive facial
expressions
- That means you can tell by
their eyes, mouth and face how
they're feeling- they don't even
have to use words
- Find a partner and face each
other - odd number form group
of 3

Show that you are (with your

face (eyes/mouth) no words):
- Very sad
- Super excited
 - Attitude
- Annoyed
- Shy
- Very angry
- Scared

Activity Author's craft: - Students at carpet for discussion

Sequence What is an author's craft: - Students at desk for worksheet
Author's craft is the special way
they write stories to make them
interesting and exciting for
readers.

For example: Mo’s characters

use lots of expressions in each
story!
- He uses a lot of body
movement
- He uses talk
speeches/talking
bubble and thought
bubbles
- His words get really big,
or small to express
volume

Book: Point out the author

crafts markers in the book

Worksheet: What do you see?

Hand out extra books for

students to look at

Conclusion Wrap up Clean up

Reflection:

Originally I had an elephant and piggie, and my PT teacher suggested starting with Pigeon. As well when reading
the books to the class to introduce them in order of the publish date. The video about Mo was added after, but it
was a great add as it gave the students a chance to not only put a face to Mo Willems, but to see his silly funny
side of him, as that's a big part of who he is and how he writes his books. Another teacher from another class
used this video: https://www.youtube.com/watch?v=OmVGByQeRHw which I want to leave for future reference.
We then went over the Powerpoint slide show and had a very interactive discussion. The partner expression
game went really well, the kids had fun it also was a bit of a body break. We then went through author's craft,
and the book and pointed out each specific craft Mo uses. I did find the same students answering the questions
over and over. Sometimes I would call on students who didn't have their hand up. Once we finished this, there
was quite a bit of time in the lesson, so we ended it a smidgen short. We will carry on the worksheet next lesson!

Lesson Plan
Mon March Mo Willems author study Grade 2
Date Lesson Title
4 Level

Time in 60 min ELA 2

Subject Lesson #
Lesson

Developed by Samantha Lange

Objective of Lesson (in own words)

Students will develop inferencing skills by examining Mo Willems' books, particularly focusing on the Pigeon
series. Through analyzing both the text and illustrations, students will learn to read between the lines, gathering
information that may not be explicitly stated in words to understand characters' feelings and thoughts.

Learning Outcomes (Program of Studies) Personalization/Differentiation

Organizing Idea: Comprehension: Text comprehension - Various modes of representation for all
is supported by applying varied strategies and learners- visual/audio/text
processes and by considering both particular contexts - Scaffolding into smaller chunks
and universal themes. - Hands on experiment
- Word banks
Guiding Question: How does comprehension facilitate - Extensions
the meaning of a text? - Option to work in group/alone
- visual/audio/text
Learning Outcome: Students examine and apply a - Flexible groupings
variety of processes to comprehend texts. - Clarify vocabulary
- Use of language
- Choice and autonomy

Specific Knowledge, Skills, Strategies and Procedures Assessment Strategies

By the end of this lesson students will… (I can Formative:

statements) ● Teacher Observations & Feedback
- Students participation and engagement with
● I can Listen and respond to a variety of material
fictional and informational texts that are read - Direction following
aloud. - Prompts, hints, cues
● I can Interpret ideas and information from ● Conversations with students
print texts read independently. - Asking students questions
 ● I can Interpret information from illustrations Summative:
or visuals when summarizing texts. ● Product/Worksheet

Resources/Materials:

- Mo Willems' Pigeon book

- Video: How to draw Pigeon
- https://www.youtube.com/watch?v=VO5Lds_xLow
- Mini Whiteboard and markers
- Chart paper for demonstration
- Worksheet: Individual copies of selected Pigeon illustrations
- https://docs.google.com/document/d/1lfBI0ZX0FiE4_TJG4SNMuoWVOik2ukMhVcWGGY2Wz9c/edit

Time Teaching Strategy Student Activity

Introduction Group discussion: Students at carpet

- Begin by discussing what
inferencing means. Define it as
the skill of reading between the
lines, gathering information that
might not be explicitly
mentioned in the words of a
story.

Activity Video: How to draw Pigeon by Students at carpet with white boards-
Sequence Mo Willems: practicing along with video
https://www.youtube.com/watc
h?v=VO5Lds_xLow

Activity Demonstrate Worksheet on Students at carpet- group activity

Sequence chart paper:`

- Chart paper- draw 4 boxes

- Find Pigeon book where he is
not saying anything
- Draw pigeon from book in all 4
boxes, draw empty thought
bubble in each box
- Read leading up to page (about
2 pages)

Explain Worksheet: Now that we

have pigeon in each box… your
 job is to now come up with his
thoughts

- Show final copy sample

Worksheet: Students at desk/around room filling in their

worksheet
- Then students go on own, and
fill in thought bubbles in the
four boxes, based on the book
(storyline from that book)

Conclusion Wrap up Clean up

- Review key concepts,

emphasizing the importance of
both words and pictures in
understanding a story.

- Reflect on how inferencing

helps us better understand
characters and events in a book.

Reflection:

I think the students were able to determine what the pigeon was thinking, but I think they maybe would not
remember the word inferencing, and be able to remember that is what we are doing to determine what the
pigeon is thinking. However, they all did a really great job drawing and writing pigeons' thoughts. The pigeon
drawing was a huge help for the lesson, and the kids felt very successful knowing that their drawings were good.
This lesson was guided, and each picture was displayed on the smart board one at a time, then I read a couple
pages leading up to the picture, to give them a better idea of what the pigeon might be thinking. Overall I think
this lesson went well.

Lesson Plan
Wed March Mo Willems author study Grade 2
Date Lesson Title
6 Level

Time in 60 min ELA 3

Subject Lesson #
Lesson

Developed by Samantha Lange

Objective of Lesson (in own words)

Students will be able to express their opinions in writing by using evidence from Mo Willems' books, focusing on
"Don't Let the Pigeon Drive the Bus!"

Learning Outcomes (Program of Studies) Personalization/Differentiation

Organizing Idea: Comprehension: Text comprehension - Various modes of representation for all
is supported by applying varied strategies and learners- visual/audio/text
processes and by considering both particular contexts - Scaffolding into smaller chunks
and universal themes. - Hands on experiment
- Word banks
Guiding Question: How does comprehension facilitate - Extensions
the meaning of a text? - Option to work in group/alone
- visual/audio/text
Learning Outcome: Students examine and apply a - Flexible groupings
variety of processes to comprehend texts. - Clarify vocabulary
- Use of language
- Choice and autonomy

Specific Knowledge, Skills, Strategies and Procedures Assessment Strategies

By the end of this lesson students will… (I can Formative:

statements) ● Teacher Observations & Feedback
- Students participation and engagement with
● I can Listen and respond to a variety of material
fictional and informational texts that are read - Direction following
aloud. - Prompts, hints, cues
● I can Interpret ideas and information from ● Conversations with students
print texts read independently. - Asking students questions
● I can Interpret information from illustrations Summative:
or visuals when summarizing texts. ● Product/Worksheet

Resources/Materials:

- Video: https://www.youtube.com/watch?v=pJYPHnW9dsI
- Chart paper and marker
- Worksheet:
https://docs.google.com/document/d/1zRtXCrZ4iVzOIR4jZBSNwnOjaddWDoJfbHqgPHwClQo/edit?usp=
sharing
- Pencils
- Erasers
 Time Teaching Strategy Student Activity

Introduction Revisit: Don't let the Pigeon - Students at the carpet

drive the bus - Group discussion

Animated Video:
https://www.youtube.com/watc
h?v=pJYPHnW9dsI

Write on chart paper - list of

reasons why Pigeon thinks he
should drive the bus
- List of reasons why he
should not

Group discussion about

‘Opinions.’
- What is an opinion (an
opinion is a personal
belief or judgment
about something that
may not necessarily be
based on facts.)
- What is a fact?
Example:
Let's think about ice cream
flavors. Some people might say
chocolate is the best, while
others might think vanilla is the
best. These are opinions
because they are what someone
personally believes, and it's okay
if different people have different
opinions.
- Other things we can have
different opinions on?

Authors use characters in stories

to express opinions. Just like real
people, characters in a story can
have their own thoughts and
feelings about things.

Activity Demonstration: - Students at carpet

Sequence - Model the process of
opinion writing
- Use pigeon as example
- Opening sentence,
Express your opinion,
 giving reason for it
(2-3), closing sentence

Activity Worksheet: Would you let the - Students individually working on their
Sequence pigeon drive the bus, why or worksheet
why not?

Option to share their opinion - Students at desk and volunteers at front of

writing with the class room

Conclusion Wrap up Clean up

Reflection:

As we have already read Don't let the pigeon drive the bus, I found a video to respark our memory. The voice is
actually animated by Mo Willems, and it was such a great video. Super cute and quick. Then we had a group
discussion about what opinions are. Some of the students had the right idea, but it was a little bit of a struggle.
I originally only had a list for why pigeon thinks he should drive the bus, then we added reasons why ‘we’ think
he shouldn't drive the bus. The students were looking back on this when writing, so it was definitely helpful. As
well it was better to demonstrate the exact things they were writing about, so I gave an opening line about my
opinion. I wrote: I do not think the pigeon should drive the bus. I think this because he could get hurt….. 3
sentences. Would you let the pigeon drive the bus? (Closing/closer line). We did not finish all the students,
therefore we did not have time to share their opinions. My PT took a small group out in the hall to help them
with their writing, as I stayed with the rest of the class. Tomorrow we will finish these up, and edit. The students
who did finish early, drew and colored pigeons on the back of their sheet, as the other students continued
working.

Lesson Plan
Thurs Mo Willems author study Grade 2
Date Lesson Title
March 7 Level

Time in 60 min ELA 4

Subject Lesson #
Lesson

Developed by Samantha Lange

Objective of Lesson (in own words)

Students will summarize a Pigeon book through words and/or pictures, and create imaginative excuses for the
Pigeon's reluctance to take a bath.
 Learning Outcomes (Program of Studies) Personalization/Differentiation

Organizing Idea: Comprehension: Text comprehension - Various modes of representation for all
is supported by applying varied strategies and learners- visual/audio/text
processes and by considering both particular contexts - Scaffolding into smaller chunks
and universal themes. - Hands on experiment
- Word banks
Guiding Question: How does comprehension facilitate - Extensions
the meaning of a text? - Option to work in group/alone
- visual/audio/text
Learning Outcome: Students examine and apply a - Flexible groupings
variety of processes to comprehend texts. - Clarify vocabulary
- Use of language
- Choice and autonomy

Specific Knowledge, Skills, Strategies and Procedures Assessment Strategies

By the end of this lesson students will… (I can Formative:

statements) ● Teacher Observations & Feedback
- Students participation and engagement with
● I can Listen and respond to a variety of material
fictional and informational texts that are read - Direction following
aloud. - Prompts, hints, cues
● I can Interpret ideas and information from ● Conversations with students
print texts read independently. - Asking students questions
● I can Interpret information from illustrations Summative:
or visuals when summarizing texts. ● Product/Worksheet

Resources/Materials:

- Mo Willems pigeon books

- Worksheet: Plot summary & Excuses Excuses
- Pencils
- Erasers
Pencil crayons

Time Teaching Strategy Student Activity

Introduction Read: the pigeon needs a bath - Students at the carpet

- Group discussion
Use the Pigeon needs a bath-
verbally explain the beginning,
middle and end- not
summarizing the entire story
 Provide an example of an excuse
for the pigeon- Encourage
creativity and humor.

Example: “I don't want to”

- What's wrong with that

Activity Begin worksheet - Students individually filling out their

Sequence worksheet
- Students find a pigeon book of - Students can look at books together
their choice
- Begin filling out their
worksheet (beginning, middle,
end)
- Once finished, complete other
side

Conclusion Wrap up Clean up

Reflection:

It was difficult for the students to summarize the entire beginning, middle and end without re reading the
book/pages. There were only 3 boxes to summarize. The students wanted to write multiple things that
happened rather than being able to summarize a couple pages. As well about 3 students were copying words
from the books and inserting into the boxes rather than using their own words. Should have spent more time
talking about summarizing the plot and breaking the story into 3 parts. “If you were to tell a friend what this
book is about, what are the 3 main things you would tell them.”

1. Not copying words from the books

2. If explaining to someone else what this book was about, what would you say
3. Summarize multiple pages into one thought

Lesson Plan
Tues March Mo Willems author study Grade 2
Date Lesson Title
12 Level

Time in 60 min ELA 5

Subject Lesson #
Lesson

Developed by Samantha Lange

Objective of Lesson (in own words)

Create your own pigeon book.

Learning Outcomes (Program of Studies) Personalization/Differentiation

Organizing Idea: Comprehension: Text comprehension - Various modes of representation for all
is supported by applying varied strategies and learners- visual/audio/text
processes and by considering both particular contexts - Scaffolding into smaller chunks
and universal themes. - Hands on experiment
- Word banks
Guiding Question: How does comprehension facilitate - Extensions
the meaning of a text? - Option to work in group/alone
- visual/audio/text
Learning Outcome: Students examine and apply a - Flexible groupings
variety of processes to comprehend texts. - Clarify vocabulary
- Use of language
- Choice and autonomy

Specific Knowledge, Skills, Strategies and Procedures Assessment Strategies

By the end of this lesson students will… (I can Formative:

statements) ● Teacher Observations & Feedback
- Students participation and engagement with
● I can Listen and respond to a variety of material
fictional and informational texts that are read - Direction following
aloud. - Prompts, hints, cues
● I can Interpret ideas and information from ● Conversations with students
print texts read independently. - Asking students questions
● I can Interpret information from illustrations Summative:
or visuals when summarizing texts. ● Own Pigeon book

Resources/Materials:

- Pencils
- Erasers
- White paper folded x8
- Pigeon books
- Pencil crayons

Time Teaching Strategy Student Activity

Introduction Discussion: We’re going to be creating our Students at carpet
own pigeon books! This is going to take
place over a couple lessons. Show my book
as an example.
I'm going to teach you the steps to get here.
Good authors always plan their work and
edit it to make it better.

Discuss the different types of pigeon books

- Don't let the pigeon (drive the
bus/stay up late)
- The pigeon needs (a bath)
- The pigeon wants ( a puppy)

I chose Dont let the pigeon…

- Discuss what our books need

Discuss what our books need:

- Normally 30 pages- we have 7
- Cannot be a Mo ideas- has to be
your own
- But has to follow Mo style books
- What does that include: author's
craft that we practiced
- speech/thought bubbles that tell a
story
- Movement lines/directional
lines/quotation marks, big words
- Your book must have 3 features
- How do the Mo books start? Bus
driver says something or the
pigeon sees something.

Read my pigeon book/discuss

- What do we think
- What are some of the authors'
crafts I used?
- How did I follow Mo’s style of don't
let the pigeon books?

Group brainstorm topics/book titles

- Discussion- no need to write down

Before we begin our book- we need to

make a rough draft
- Plan
- Edit

Show them my rough draft- page for page

Activity Fold paper Students at desk
Sequence - Step by step folding the paper
- Model
- Hamburger fold x4
- Should have 8 boxes
- Number the pages 1-8 top corner

Activity Look at teachers rough draft - on smart Students at desk

Sequence board
- Go through all the boxes
- Start with page 1- title page
- What kind of pigeon book is it?
- Title- picture- author
- Grab book of the same theme
- Can trace/look at pictures

Students begin their rough draft

- Individually at desk

Can keep going with other boxes on rough

draft

Conclusion Wrap up Clean up

Reflection:

The kids were prefaced with this last week, and have been super excited and looking forward to this lesson. We
talked about the different types of pigeon books, but after they got their title, they were getting a little stumped
on the second page, as each pigeon book has a similar theme, they vary between “don't let the pigeon” and the
“pigeon wants/needs/finds” However as this was our first rough draft, it was slowly coming together really well.
This lesson will continue until we finish the books!