This lesson plan features an example of a cumulative literary experience or “literature unit” structured around a text set made up of conceptually-related fiction and nonfiction for reading aloud and for independent reading.

Beginning with a comparative study of selected, illustrated retellings of the traditional folktale “Little Red Riding Hood,” including versions from several different cultures, this literature unit continues with a study of modern revisions of this well-known tale. After students have an opportunity to explore similarities and differences among the retellings and revisions, they are introduced to fiction and nonfiction texts featuring wolves in order to provide them with a different perspective of the “villain” in the "Little Red Riding Hood" tales. The unit culminates in a class-written version of the folktale.

"Reading like writers," students will explore the ways that stories are structured; then, "writing like writers," students explore organizational structures in their own writing. Students listen to a reading of Long Night Moon, a circular story. Nexzt, they develop their own examples of circular stories which they share out with their peers.

Students engage with the text by talking back to characters in Cinderella, dramatizing events in Bubba the Cowboy Prince, inserting themselves into the story of Little Red Riding Hood, and critiquing and controlling story elements in Little Red Cowboy Hat. After comparing and contrasting Little Red Riding Hood and Little Red Cowboy Hat, students plan and create an original fractured tale.

Students listen as the teacher reads different picture books by Ezra Jack Keats. Following the story, the students undertake class discussion and compare the different stories and plots using a story mapping graphic organizer. As a culminating project, students choose their own characters, define a problem and a solution appropriate for their characters, and then write their own problem-solving stories.

In this lesson, students listen to a story containing letters and newspaper articles describing a dog's experience at obedience school as he tries to convince his owner that he does not belong there.

In this lesson, students explore key elements of design such as color, shape, size, texture, density, and layout to understand and appreciate how these elements combine to convey meaning in Little Blue and Little Yellow, by Leo Lionni. Using art and digital media, they will then create their own designs to express meaning for setting, character relationships, and plot.

Please listen to or read The Empty Pot (you can find the link or book below)
Then re-read pages 26-27
Answer the questions about the characters.
You can find pages 26-27 and the questions in the google slide below.
https://drive.google.com/open?id=1Z5ph-CTsN13UMllhopJ6wWFOUjgc266C085PmJkfctU&authuser=0

The resource has standards based lesson plans, graphic organizers, puzzle makers, handwriting tools, clip art, etc. Even though abcteach is through subscription, there are free resources available to teachers. Teachers can create a free teacher account to access the free resources.

Getting children to use their imaginations when writing a story can sometimes be difficult. Drawing, however, can create a bridge between the ideas in a child's head and the blank piece of paper on the desk. In this lesson, students use factual information gathered from the Internet as the basis for creating a nonfiction story. Story elements, including setting, characters, problem, solution, and endings, are then used as a structure for assembling students' ideas into a fiction story.

In this lesson students identify the specific traits of Anansi, a popular character in African folklore, by completing a character web.

In this lesson, students analyze within and across texts. Students will compare characters in a story and identify who is telling a story at various points in a text. They will also analyze two texts on the same topic and tell how they are similar and different.

In this lesson, students will read part of a story and use details in the text, personal experience, and prior knowledge to predict the way the story will end. To support their predictions, the class discusses the plot elements of the book to the stopping point as well as experiences they have had with other books in the genre and in their own lives. Students individually create illustrations of the story’s ending that reflect their predictions and share these illustrations with the class before the entire book is read again. After the entire book has been read, students compare their endings to the ending in the original story.

Students listen to A Pocket for Corduroy and three other Corduroy stories and discuss the characters and plots. A letter to parents introduces a follow-up writing activity, in which a stuffed classroom "Corduroy" goes home with a different student each night. With parents' help, students write and illustrate a two- to three-sentence adventure story about Corduroy's stay with them, and share their stories with the class.

Students listen to A Pocket for Corduroy and three other Corduroy stories and discuss the characters and plots. A letter to parents introduces a follow-up writing activity, in which a stuffed classroom "Corduroy" goes home with a different student each night. With parents' help, students write and illustrate a two- to three-sentence adventure story about Corduroy's stay with them, and share their stories with the class.

Rationale - Many students today come to school not knowing how to handle their emotions and conflicts. Through this project, students will gain knowledge and the tools they need throughout the school year.

Overview - Students explored different emotions through stories, videos, and experiences. They learned about rules and their importance for safety. Students learned about calming techniques such as: breathing, going to a safe place, and expressing emotions appropriately. Students designed and implemented a safe place in the classroom by making posters, sensory bottles, stress balls, and breathing pinwheels.

In this lesson, students choose their own reading material, respond to reading in a journal, and talk about their books daily in small groups. The teacher guides the work through structured prompts and by rotating participation with the groups. Students read at their individual levels, while heterogeneous grouping provides peer support. This lesson is a structured guideline for helping students learn to think about the books they read, and to ask questions about books shared by other students.

This lesson plan was created by Milay Alvarez -First DL Spanish Teacher at Allen Jay Elementary School and Jhonatan Marín -First DL Spanish Teacher at Hunter Elementary School.

ABCya! presents its fifth children's storybook for the classroom. It's called Marvin Makes Music, an original work by Michelle Tocci. The story is about a frog that is sad because he cannot sing like his friends, until one day when he gets a new musical instrument. This is a great storybook to share with kids using an interactive whiteboard.

*This storybook has narration! Students can click the speaker button to have the story read to them.