This lesson is for Grades PreK - K on literacy. At Home Learning Lessons are a partnership between the North Carolina Department of Public Instruction, PBS North Carolina, and the William and Ida Friday Institute for Educational Innovation.  Each lesson contains a video instructional lesson, a PDF lesson plan with a transcript, and a PDF file of extension activities.

In this lesson, students identify the setting, main characters, the problem, and solution. Students also create a new solution to the text.

In this lesson, students will read many of Patricia Polacco’s books and other books written about families from other authors. Students will make connections from their own family experiences to some of Patricia Polacco's family experiences. Students will pay close attention to the characters, setting, problem, and solution in the text and make their own family book.

North Carolina experienced major flooding in 2018 due to Hurricane Florence. As a result there has been a huge increase in the amount and size of mosquitoes in our state. Mosquitoes are known for carrying diseases like Zika, Malaria, and West Nile. We must do something to help our community. Bats can be an answer to this problem. A single bat can eat up to 1,200 mosquito sized insects every hour and each bat can usually eat up to 6,000 to 8,000 insects per night. To help alleviate a massive amount of mosquitoes in our community we will build bat boxes and share them with our community.

This activity is designed as a project-based learning activity. It allows students to collaborate, requires them to comprehend what they have read and engages them in critical thinking. This activity can be adjusted to fit the needs and grade levels of your students.

A great lesson plan for an author study on Leo Lionni, the award winning author of several children's literature.

In this lesson, students will read 'Stand Tall, Molly Lou Melon', 'Odd Velvet', 'Hooray for Wodney Wat', and several other books. The students will study the characters feelings and compare the characters. Students will have activities that involve emotions and feelings.

Students will work in small groups to draw concept cards (character, setting, events, problem, solution, first, next, then, finally), on the BeeBot mat picture cards will be placed from the chosen Wonders Unit texts (Unit 1: Pouch!, Unit 5: My Garden, Unit 8: Bringing Down the Moon). Students will code their BeeBot to go to that space on the mat.

 Students will work in small groups to plan and create a Makey Makey project showing their knowledge of the characters, setting and main events from the text. Students will also write about what happens in the text. Kindergarten Wonders, Unit 7, week 3 will be used. 

 As the teacher begins & introduces the new Unit 4, he/she will be reading the Interactive Read Aloud Card to students, students will be actively listening as they will be doing a culminating comprehension activity: Time to Climb with Wonders content & a Nearpod activity. 

Teacher can project to do this activity for the whole group or students can complete in a station.  There is audio recording for each slide, so students will be able to hear the directions and the statement on each slide. Students will be answering character, setting and main event general questions about the standard as well as text dependent questions. Kindergarten Wonders Unit 9, Peter's Chair text is used for this activity. 

Students will use the Toontastic 3D app to draw, animate, and narrate a story. Students will include characters, setting and major events (beginning, middle, end). Students can retell a familiar story or create their own.

The story of "The Beauty and the Beast" has captivated us for many years.  It is fun to read or watch a video of.  But did it really happen?  It is fun to compare fiction and nonfiction.  Most students will in their backgrounds relate to a story like this.  Also it is fun for students to learn and then survey others based on what they have learned.

In this lesson, students will study four different versions of the Cinderella story. As a group students will identify the good characters, mean characters, problem, and solution of each story. Story elements will be written down on a large poster board and categorized so students can draw identify patterns and differences. Then, students will work in small groups of seven to identify the main parts of the traditional story. Each student will choose a part in the story to illustrate. After illustrations are complete students will practice retelling their part of the story. Students will then scan in their illustrations and use the program, Movie Maker, to format their group's story. Students will record their portion of the retelling with a microphone.

In this lesson, students complete two prewriting activities, one on brainstorming ideas using story maps, and one on creating beginnings of stories. They then work on two collaborative-writing activities in which they draft an "oversized" story on chart paper. Each student works individually to read what has been written before, adds the "next sentence," and passes the developing story on to another student. The story is passed from student to student until the story is complete. In a later lesson Collaborative Stories 2: Revising, the story is revised by the groups.

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 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.