Unit Plan Template - Birgit Self



Dona Flor

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Lesson Plan

Birgit Self

Lesson Plan – Dona Flor

|Author Identification |

|Name: Birgit Self |

|Course Number: |

|Date: October 2010 |

|Instructor: Marcell Archer |

|Lesson Overview |

|Grade Level: 2nd Grade |

|Subject Area: English / Language Arts |

|Lesson Title: Dona Flor |

|Lesson Goal(s): Read “Dona Flor” by Pat Mora |

| |

|This lesson teaches students about Exaggeration. Sometimes authors use exaggeration to show characters bigger or stronger than people really |

|are, and doing things that real people can’t do. Pat Mora uses exaggeration in Dona Flor. Dona Flor grows and grows until she is a giant |

|bigger than a mountain. |

| |

|This lesson explains that a tall tale is a folk tale and that they contain a lot of exaggeration. Dona Flor is a tall tale. |

| |

|This lesson’s activity involves the students learning and understanding “cause and effect” in the story, Dona Flor by Pat Mora. |

|Student Objectives (in behavioral/measurable terms): |

|Students will: |

|Understand that sequencing means remembering directions or the events of a story from the beginning to the end. |

|Understand why cause and effect is important. |

|Sequence events or directions, by using pictures and written words. |

| |

|Materials Needed: |

|Dona Flor, by Pat Mora |

|Cause and effect worksheet. |

|Comprehension Check Quiz |

|TEKS: |

| |

|TEKS 2.3 (A) Monitor comprehension, making adjustments, and connections. |

|TEKS 2.3 (B) Use context to determine the meaning of multiple meaning words. |

|TEKS 2.3 (A) Use ideas to make and confirm predictions. |

|TEKS 2.9 (B) Describe main characters in works of fiction, including their feelings. |

|TEKS RC-2 (E) Retell important events in stories in logical order. |

| |

|Social Studies TEKS 2.13 (A) The student understands the characteristics of good citizenship. |

|A |

|Context/Modifications (prior knowledge or abilities needed with possible modifications) |

| |

|Refer to their lesson from the book, Arthur Meets the President by Marc Brown. Explain that the cause and effect chart in this lesson is |

|similar to the story map they created in that lesson. |

| |

|Discussed the cause and effect scenarios in the story. I explain to the students that an event |

|In the story will “cause” (what happened), then lead to an effect (what happened because of that). |

|Anticipatory Focusing (Introductory material or activity to “set the stage” and heighten motivation for the lesson) |

| |

|Introduce to students the terms “cause” and “effect” Explain to the students that an effect is what happens in a story and a cause is why that|

|thing happens. The events in a story are often a series of cause and effect relationships. Tell the students, “As you read, ask yourself, |

|“What happened? Why did it Happen?” This will help them to understand and describe the story and events and the characters; traits, |

|motivations, actions, and feelings. |

|Setting Expectations (providing clear guidelines for procedures, outcomes, and behavior) |

| |

|Explain to the students the use of the cause and effect chart. (See attached chart) |

|Input (information presented through one or more teaching strategies with any technology or supports) |

|Show students laminated color story re-telling cards. |

|Modeling (demonstrating concepts presented) |

|Use the laminated poster chart of the cause and effect sheet. Go over the chart thoroughly with the students at the carpet. (Before they go |

|to their desks to work on their individual cause and effect charts) Tell the students they may use their books to help remember the story. |

| Checking for Understanding (techniques such as questioning to assess level of understanding) |

|Make sure the students understand by questioning them, what happens at the beginning of the story? Who are the characters? What is the |

|setting? What happens during the middle of the story? Describe an event that happened, What was the problem in the story? What was another |

|event that happened? What was the solution to the problem in the story? |

|What happened at the end of the story? Conclusion? |

| |

|Questions to ask the Students: |

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|What makes the children laugh at Dona Flor? Answer: The children laugh at Dona Flor because she is different. After that, they become her |

|friend because she always helps them. They laugh at her because she is so much bigger than they are. That makes her different. That’s why |

|the children laugh. |

| |

|CAUSE AND EFFECT: |

|What causes Dona Flor’s neighbors to be afraid? The neighbors are afraid because they hear a loud roar. They think a huge mountain lion is |

|circling the village. This causes Dona Flor to want to help her neighbors. |

| |

|What effect does it have on Dona Flor? She wants to help her neighbors. |

| |

|How does Dona Flor feel about the world around her? (Inference) |

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|Dona Flor is a nice person and is a good citizen. She cares about the world around her and she always wants to help her neighbors and friends.|

| |

| |

|Evidence: She helps children get to school by carrying them. She makes tortillas for her neighbors and friends. She tries to find a giant cat.|

|She tries to calm the grumpy wind by giving him a hug. She reads to the children and tries to cheer everyone up by making a river. |

| |

|What might the author want readers to learn from Dona Flor? (Author’s Purpose) |

| |

|The author wants us to know that nature is important. Dona Flor invites both plants and animals into her home. Nature makes Dona Flor happy. |

|The author wants us to respect nature, like Dona Flor does. Dona Flor hugs the wind to quiet him down. |

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|Did the story remind students of anything that has happened to them? |

| |

|What did you learn about heroes from this story? |

|Guided Practice (practicing concepts presented in a structured environment with close supervision) |

|While the students are individually working on their cause and effect charts, walk around the classroom checking for understanding. Do all |

|the students understand? Explain to the students who are having difficulty understanding. |

|Re-teach (additional explanation of lesson concepts) |

|For students that are struggling, ask them questions like, “What is the big thing that happened in the story? Do not give them the answer. |

|Try to prompt the students to remember the details of the story themselves. |

|Independent Practice (practicing concepts presented independently with occasional monitoring) |

| |

|Students work on the cause and effect chart worksheet. |

|Mastery Check (utilizing the criterion aspect of the objective to assess understanding) |

| |

|Students will be informally evaluated during the guided practice part of the lesson. The work that is completed by the students during |

|activity time will be used to determine which students understand the concept of cause and effect in stories. |

|Extension (provision of additional activities or greater depth to activities required in lesson for certain students or groups) |

| |

|If time allows, re-read the story to the students to the students that need extension. |

|Another extension activity is to play an audio/video of the book to the class. |

|For students who finish ahead of time, give them the following options: |

| |

|Remind the students that Dona Flor helped her neighbors in many ways. Have children imaging that Dona Flor is their neighbor. How would Dona |

|Flor help them? Have students write about what Dona Flor would do for them. Then have them draw a picture to go with their writing. Remind |

|them to use exaggeration in their writing and art. |

|Closure (drawing lesson to a close with summary; may include incentives or rewards for achievement, group process, etc.) |

| |

|Discuss aspects of the story with the students. Ask them what parts of the story they liked or disliked. |

|Reflective Critique (assess all aspects of the lesson with notes for changes) |

|Encourage a little more thinking beyond the lesson. |

|Does this story remind them of something that happened to them? |

|Have you focused more on positive behavior vs. negative behavior in the students? |

|i.e. I really like the way ____ is sitting so nicely. Great example. |

|Cross-Curriculum: |

|Social Studies TEKS 2.13 (A) The student understands the characteristics of good citizenship. |

| |

|Good Citizenship – Discuss what it means to be a good citizen. Talk about how good citizen’s help each other and work for the good of their |

|friends, family and community. |

| |

|As students: Is Dona Flor a good citizen? Yes, she helps her neighbors and friends. She makes tortillas for them. She helps them when they |

|are scared. |

|Make Connections: |

| |

|Text to Self: |

|In what ways would you like to be like Dona Flor? |

|Teacher’s comments: I like how “Dona Flor is kind to her friends. She tries to cheer them up and wants to help them solve their problems. I |

|think that I would like to help people and be kind to my friends. |

| |

|Text to World: |

|How would the world be different if everyone were like Dona Flor? |

|Teacher’s comments: I think that if everyone were kind and helpful like Dona Flor, people would get along better. If everyone respected nature|

|like Dona Flor, people would make sure to keep Earth a clean and healthy place to live. |

|Additional Resources: |

|Watch and listen to the story being narrated on DVD. |

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