Apple Thematic Unit 46

Spring Arbor University School of Education Lesson Plan Format

Title: Readers Theater Presentations Grade Level: First Grade

Teacher Candidate: Debbi Badgley Time Allotted: 3 hours Day 1 1 hour 10 minutes Day 2-4 -30 minutes Day 5- 1 hour 20 minutes

Materials Required: Readers Theater scripts Adapted from The Biggest Apple Ever by Steven Krol, adapted from Johnny Appleseed by Patricia Demuth , Ten Apples On Top by Dr. Suess , The Giving Tree by Shel Silverstien, short Readers Theaters scripts by Joanne Griffins, pencils, paper, construction paper, scissors, glue, art supplies. _____________________________________________________________________________________ Common Core Standard:

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.6 Identify who is telling the story at various points in a text. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RF.1.3f Read words with inflectional endings. RF.1.4 Read with sufficient accuracy and fluency to support comprehension. RF.1.4a Read grade-level text with purpose and understanding. RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Objective(s): Stated in terms of Blooms taxonomy (level/verb) The student will {Blooms taxonomy verb} 1. Students will build fluency in reading skills to perform a Readers Theater presentation. 2. Students will write a review and give opinions of performance.

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Purpose of lesson: Have students build reading fluency. Have students build opinion-writing skills. ___________________________________________________________________________________ Instructional Procedure: What information do students need to accomplish the objective? Time Allotted Day 1 5 min Day 1 3 min. 1. Anticipatory Set: 2. Read The Giving Tree by Shel Silverstein. 1. State Purpose and Objective(s) of Lesson: a. You will be performing your own Readers Theater. Essential Element

b. Part of performing a Readers Theater is practicing your lines enough times that you become fluent at them. Becoming a fluent reader is important because you will need reading skills for the rest of your life. c. Review classroom rules. In addition, this will be working in groups for this project. When you work in a group, you need to participate in all of the work. 2. Instructional Input Plan: a. Modeling: Day 1 5 min i. Model the Readers Theater The Apple and the Worm by Joanne Griffin. ii. Show students the YouTube Readers Theater Performance 3 min (http://www.youtube.com/watch?v=nPWTS6I_UvQ ) b. Guided Practice: i. Break the class into groups of two or three students (student choice on 12 min partners), and have them practice the short RT scripts. Have students Day2 practice this script during class time (on two different periods throughout

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25 min 15 min the day). In addition, have them bring their scripts home and practice as homework. On the following day, have them practice one more time with their groups. Then have them perform in front of class. ii. Teacher will circulate around room during practice to give pointers. Day 1 30 min c. iii. Later in lesson, after class presentations, the students write a review of another groups performance, as well as a short reflection on their own. Independent Practice: Teacher will assist in breaking the class into groups based on preference of script, reading level, and group dynamics. Students will read Days 2-5 10 min per day through the script with their groups. The roles will be assigned and they will be given time to read another time. i. Students will be asked to read their lines at least twice for home work each night. ii. Students will be given class time each day to read through with their Day 5 30 min group. iii. Students will have a dress rehearsal performance for the class before the presentation to the families at the Apple Fest Celebration. Day 5 30 min iv. The students will be able to deliver their lines with fluency, intonation, with prosody. v. Student will write a short opinion piece on one of their classmates performances, and a reflection on how they could have made theirs better. 3. Differentiation Considerations (accommodations): a. Teachers grouping will based on the reading abilities.

b. Students will have an opportunity to create additional props for their presentations. 4. Assessment: Students will be assessed based on the attached rubric.

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Day 5 5 min 5 min 5. Closure: a. Tell me what you learned about performing a RT? Tell me what else you have learned about apples throughout this project? (Add to KWL) b. Review a student approved opinion piece. In addition, make comments on most improved or other outstanding performances as appropriate.

Teacher Reflection: Your reflection of the lesson should include the following: What did I want the students to learn? How will I know they learned it? What will I do for the student(s) that didnt?

What will I do for the student(s) that did? What went well? What would I change if/when I teach this again?

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Reader's Theater Rubric

Student Name: CATEGORY Voice 4 Always speaks loudly, slowly and clearly. Is easily understood by all audience members all the time The story is told slowly where the storyteller wants to create suspense and told quickly when there is a lot of action. The student uses consistent voices, facial expressions and movements to make the characters more believable and the story more easily understood. The storyteller knows the story well and has obviously practiced telling the story several times. There is no need for notes and the speaker speaks with confidence. Connections between events, ideas, and feelings in the story are creative, clearly expressed and appropriate. ________________________________________ 3 Usually speaks loudly, slowly and clearly. Is easily understood by all audience members almost all the time. The storyteller usually paces the story well, but one or two parts seem to drag or to be rushed. 2 Usually speaks loudly and clearly. Speaks so fast sometimes that audience has trouble understanding. The storyteller tries to pace the story, but the story seems to drag or be rushed in several places. 1 Speaks too softly or mumbles. The audience often has trouble understanding. The storyteller tells everything at one pace. Does not change the pace to match the story.

Pacing

Acting/ dialogue

The student often uses voices, facial expressions and movements to make the characters more believable and the story more easily understood. The storyteller knows the story pretty well and has practiced telling the story once or twice. May need notes once or twice, but the speaker is relatively confident. Connections between events, ideas, and feelings in the story are clearly expressed and appropriate.

The student tries to use voices, facial expressions and movements to make the characters more believable and the story more easily understood. The storyteller knows some of the story, but did not appear to have practiced. May need notes 3-4 times, and the speaker appears illat-ease.

The student tells the story but does not use voices, facial expressions or movement to make the storytelling more interesting or clear. The storyteller could not tell the story without using notes.

Knows the Story

Connections/ Transitions

Connections between events, ideas, and feelings in the story are sometimes hard to figure out. More detail or better transitions are needed.

The story seems very disconnected and it is very difficult to figure out the story.

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READERS THEATER-- Short Scripts for guided practice There are readers theater's and poems here for two or three students to a class. Several of them were written by me or my class. Joanne Griffin Grizzly Bear by Mary Austin Reader 1: If you ever, ever, ever, meet a grizzly bear Reader 2: You must never, never, never, ask him where he is going, Reader 3: Or what he is doing; Reader 1: For if you ever, ever, ever, dare to stop a grizzly bear Reader 2: You will never, never, never, meet another Reader 3: grizzly bear.

Grizzly by David Booth Reader 1: Grizzly bear, where have you been? Reader 2: Over the mountains, Reader 3: Such things I've seen! Reader 1: Grizzly bear, what have you done? Reader 2: Eaten blueberries Reader 3: Made ripe by the sun. Reader 1: Grizzly bear, what have you found? Reader 2: Ice-cold spring water Reader 3: Deep from the ground. Reader 1: Grizzly bear, what do you dream? Reader 2: Sweet tasting salmon Reader 3: Swimming upstream. Reader 1: Grizzly bear, where do you creep? Reader 2: Into my dark cave Reader 3: Alone, let me sleep! Polar Bear Reader 1: Polar Bear, where have you been? Reader 2: Over the ice, and through the snow Reader 3: Such things I've seen!

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Reader 1: Polar Bear, what have you done? Reader 2: Eaten seals Reader 3: While laying in the sun. Reader 1: Polar Bear, what have you found? Reader 2: A mother Polar Bear with her cubs Reader 3: Coming deep from the ground. Reader 1: Polar Bear, what do you dream? Reader 2: Sweet tasting seals Reader 3: Swimming in a stream. Reader 1: Polar Bear, where do you creep? Reader 2: Along the ice and snow Reader 3: Leave me alone, let me sleep! Polar Bear Reader 1: Brrr! Brrr! Polar bear, living on the frozen ice. Reader 2: Your bright, white furry coat, keeps you warm and nice. Reader 3: Brrr! Brrr! Polar bear, swimming in the sea. Reader 1: In the freezing water catching seals. Reader 2: Hundreds of miles from shore he runs. Reader 3: Searching for lots of lively seals. Reader 1: Running on the frozen ice and looking for his next meal. Reader 2: Brrr! Brrr! Sometimes he need to swim under the ice to catch his prey. Reader 3: Four inches of blubber keeps him warm. Polar Bears by J. Griffin

Reader 1: Polar Bears are meat eaters and can go weeks between meals. Reader 2: They have a large stomach and they store body fat. Reader 3: They are about 3 1/2 tall when on all four feet, and are about eight to eleven feet from nose to tail. Reader 1: The females weigh about 660 pounds & the males weigh about 1,200 pounds. Reader 2: Their forepaws are about 12 inches wide with some webbing between their toes. Reader 3: Their feet are covered with dense fur for better walking and running on the ice. Reader 1: Polar bears have two types of white or yellowish white fur. They have thick woolly fur close to the skin to keep them warm. Reader 2: They also have hollow guard hairs that stick up, protect the bears from getting wet, and help them float in the water.

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Reader 3: Polar bears can swim 60 miles without resting. They are excellent divers and can stay underwater for two minutes. Reader 1: Mother polar bear usually has two babies in December or January while hibernating or sleeping. Reader 2: The babies are born helpless and Mother Bear has to teach them to take care of themselves. Reader 3: The bear cubs usually stay with mother for two and a half years before going off on their own. Reader 1: Polar bears talk to each other through body language and grunts, groans and growling. Reader 2: They sometimes look for another polar bear so they can play. Reader 3: They travel long distances and can cover over 100,000 square miles in their lifetime. They can live to be 25 years or older.

Dinosaur Land author unknown CHARACTERS: 2 MEAT EATER -----------------------------------------------------MEAT EATER: PLANT EATER: MEAT EATER: PLANT EATER: ANIMALS. MEAT EATER: PLANT EATER: MEAT EATER: PLANT EATER: MEAT EATER: PLANT EATER

(LOOKING AT PLANT EATER) IS THAT ALL YOU EVER EAT? WHY NOT? I HAPPEN TO LIKE PLANTS. YOU'LL NEVER GROW UP TO BE BIG AND STRONG LIKE ME! AT LEAST I DON'T GO AROUND EATING POOR HELPLESS LITTLE

YOU WOULD, TOO, IF YOU WEREN'T SUCH A SISSY! A SISSY! WATCH IT, BUSTER, OR l'LL THROW THIS TREE AT YOU! YOU PLANT EATERS RUIN THE COUNTRYSIDE. AT LEAST PLANTS GROW BACK. ANIMALS NEVER DO! WELL I HAVE TO EAT, DON'T 1?

PLANT EATER: I SUPPOSE. BUT SO DO I. SO STOP PESTERING ME. BESIDES, I'M ON A DIET THIS MONTH. MEAT EATER: G0TTEN. YOU SHOULD BE! (LOOKIN6 UPWARDS) LOOK HOW B1G YOU'VE

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PLANT EATER: LOOK WHO'S TALKING. I MAY BE TALLER, BUT YOU'RE CERTAINLY B1GGER AROUND THE MIDDLE. MEAT EATER: PLANT EATER: MEAT EATER: PLANT EATER: MEAT EATER: PLANT EATER: MEAT EATER: LUCKY FOR YOU I DON'T LIKE PLANT EATING ANIMALS. OH, YEAH? AND LUCKY FOR YOU YOU'RE NOT A PLANT. OH, YEAH? (PUFFS OUT CHEST AND STRUTS) YEAH! (ALSO PUFFS OUT CHEST) ONE OF THESE DAYS . . . (RAISES FIST) ONE OF THESE DAYS YOU WON'T BE AROUND ANY MORE! WELL, IF I GO, YOU GO TOO!

THE GREAT KAPOK TREE Play by J. Griffin's class ANNOUNCER: Lynne Cherry wrote The Great Kapok Tree to let the world know what happens to the Rain Forest creatures and to the entire planet when Rain Forests are destroyed. SCENE 1: Two men walk up to kapok tree (one with ax). The other man points to the tree & leaves. The man with the ax starts cutting on the tree, Ax man keeps chopping on tree, & keeps wiping sweat off face. Finally gets tired & sits down at the bottom of the tree & falls asleep. SCENE 2: Boa constrictors slither down tree & hisses in axmans ear. BOA 1: S-S-S-Senhor, this tree is a tree of miracles-s-s-s. BOA 2: It is my home, where generations-s-s-s of my ances-s-s-s-tors-s-s-s have lived. BOA 1 & 2: Do not chop it down! Boas go back up tree & settle on branch. SCENE 3: Bees buzz around man & say in his ear. BEE 1: Senhor, my hive is in this Kapok tree, and I fly from tree to tree and flower to flower collecting pollen. BEE 2: In this way, we pollinate the trees and flowers throughout the rainforest. BEE 1 & 2: You see, all living things depend on one another. Bees land on tree branch. SCENE 4: Monkeys scamper down to the man and chatter in his ear.

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MONKEY 1: Senhor, we have seen the ways of man. You chop down one tree, then come back for another. MONKEY 2: The roots of these great trees will wither and die, and there will be nothing left to hold the earth in place. MONKEY1: When the heavy rains come, the soil will be washed away. MONKEY 2: And the forest will become a desert. Monkeys climb back up into tree. SCENE 5: Birds fly down & squawk into mans ear. TOUCAN; Senhor! you must not cut down this tree. MACAW: We have flown over the rainforest and seen what happens once you begin to chop down the trees. COCK-OF-THE-ROCK: Many people settle on the land. They set fires to clear the underbrush, and soon the forest disappears. TOUCAN: Where once there was life and beauty... MACAW & COCK-OF-THE-ROCK: ...Only black and smoldering ruins remain. Birds fly up on to tree limb. SCENE 6: Tree frogs crawl down & squeak into mans ear. FROG 1: Senhor, a ruined rain forest means ruined lives...many ruined lives. FROG 2: You will leave many of us homeless if you chop down this great Kapok tree. Frogs hop off. SCENE 7: Jaguar silently growls into mans ear. JAGUAR: Senhor, the Kapok tree is home to many birds and animals. If you cut it down, where will I find my dinner? Silently goes back onto tree limb. SCENE 8: Porcupines whisper into mans ear. PORCUPINE 1: Senhor, do you know what we animals and humans need in order to live? PORCUPINE 1 & 2: Oxygen. PORCUPINE 2: And Senhor, do you know what trees produce? PORCUPINE 1 & 2: Oxygen. PORCUPINE 1: If you cut down the forests... PORCUPINE 2: You will destroy that which gives us all life. Porcupines stay on ground. SCENE 9: Anteaters climb down & say to the sleeping man. ANTEATER 1: Senhor, you are chopping down this tree with no thought for the future. ANTEATER 2: And surely you know that what happens tomorrow depends upon what you do today.

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ANTEATER 1: The big man tells you to chop down a beautiful tree. ANTEATER 2: He does not think of his own children... ANTEATER 1 & 2: ...Who tomorrow must live in a world without trees. Anteaters stay on ground. SCENE 10: Three-toed sloths climb down on ground & speak in lazy voices. THREE-TOED SLOTH 1: Senhor, how much is beauty worth? Can you live without it? THREE-TOED SLOTH 2: If you destroy the beauty of the rain forest, on what would you feast your eye? Sloths stay on ground. SCENE 11: Boy who lives in the rain forest kneels and whispers in mans ear. BOY: Senhor, when you awake, please look upon us all with new eyes. Then he stands & looks at the man. SCENE 12: Man awakens and stares at all the animals and boy. He looks about, smells the flowers, and looks around some more. He stands & picks up his ax and swings back his arm to chop on the tree. Suddenly he stops. He turns and looks at the animals again. Then he throws the ax down & walks away. ANNOUNCER: I hope you have enjoyed our play. It was written by Mrs. Griffins 2000-2001 homeroom class. Arthur is Bored by J. Griffin Two characters: Arthur & D.W. Arthur: Im bored! D.W: Do you want to play dolls with me? Arthur: No way! D.W: We could watch T.V. Arthur: No, I dont want to watch T.V. D.W: I know! I have the new Bionic Bunny book. We could read that. Arthur: Ive already read it at school. D.W: We could look for our water guns. Arthur: I broke mine and it wont shoot water very far. D.W: We could call Francine and see if we could play together. Arthur: Francines gone to visit her cousin. D.W: We could play catch. Arthur: Have you looked outside? Its pouring down rain! D.W: Well, I give up! I cant think of anything better for us to do. Arthur: We could go play the new computer game Mom bought us last week. It looked like it would be fun to play. D.W: Yes! Lets go play that new game! I get to play first and I bet Ill have the highest score!

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FIRE! FIRE! by Bill Martin Jr. All: Fire! Fire! Reader 1: said Mrs. McGuire. All: Where? Where? Reader 2: said Mrs. Bear. All: Down! Down! Reader 3: said Mrs. Brown. All: Help! Help! Reader 4: said Mrs. Kelp. All: Here I come, Reader 1: said Mrs. Plumb. All: Water! Water! Reader 2: said Mrs. Votter. All: Well, I declare! Reader 3: said Mrs. Wear. All: Oh, help, come and save us! Reader 4: cried Mrs. Davis. All: As she fell down the stairs With a sack of potatoes. Alphabet Rap Reader 1 & 2: A-B- CDE Reader 1: Down on the farm is where I want to be! Reader 1 & 2: F-G- HIJ Reader 2: Milking the cows and bringing in the hay! Reader 1 & 2: K-L- MNO Reader 1: Where the trees and the plants from seedlings grow! Reader 1 & 2: P-Q- RST Reader 2: Riding a horse across the fields so free! Reader 1 & 2: U-V- WXY Reader 1: But it's time to leave and say good-bye! Reader 1 & 2: Z-Z- ZZZ

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Reader 2: Down at the farm is where I want to be. School Time by Vera Trembach

Reader 1: A B C D E F G Reader 2: School time, learning time Reader 3: For you and me. Reader 1: H I J K L M N O P Reader 2: Recess time, book time, Reader 3: For you and me. Reader 1: Q R S T U V Reader 2: Gym time, sing time, Reader 3: For you and me. Reader 1: W X and Y and Z Reader 2: I'll be really tired, Reader 3: When I go to bed. All: Shhhhh! I Know All the Sounds The Animals Make by Jack Prelutsky Reader 1: I know all the sounds that the animals make, Reader 2: And make them all day from the moment I wake, Reader 1: I roar like a mouse, and I purr like a moose, Reader 2: I hoot like a duck and I moo like a goose. Reader 1: I squeak like a cat and I quack like a frog, Reader 2: I oink like a bear, and I honk like a hog. Reader 1: I croak like a cow, and I bark like a bee.

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Reader 2: No wonder the animals marvel at me. Animals Reader 1: This is the way the elephant goes Reader 2: With curly trunk instead of a nose Reader 1: The buffalo, all shaggy and fat Reader 2: Has two sharp horns in place of a hat Reader 1: The hippo with his mouth so wide Reader 2: Lets you see what is inside Reader 1: The wiggle snake upon the ground Reader 2: Crawls along without a sound Reader 1: But monkey see and monkey do Reader 2: Are the funniest animals in the zoo. Wouldn't It Be Funny? by Pixie O'Harris Reader 1: Now, wouldn't it be funny If the creatures in the Zoo Were all let out to walk about And look at me and you? Reader 2: And wouldn't it be funny If they put us in the cages, And Kangaroos and Cockatoos Came guessing at our ages. Reader 3: And wouldn't it be funny If the Hippopotamus Said, "Don't go near, I really fear They're very dangerous."

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I Love Bears Reader 1 & 2: I love bears Reader 1: Fat bears, thin bears Reader 1 & 2: I love bears Reader 2: Tall bears, short bears Reader 1 & 2: I love bears Reader 1: Happy bears, sad bears Reader 1 & 2: I love bears Reader 2: Black bears, brown bears Reader 1 & 2: I love bears. Reader 1: But most of all... Reader 2: I love teddy bears!!! Five Little Bear Cubs Reader 1: Five little bear cubs eating an apple core. Reader 2: One had a sore tummy and then there were four. Reader 1: Four little bear cubs climbing in a tree. Reader 2: One fell out and then there were three. Reader 1: Three little bear cubs playing peek-a-boo. Reader 2: One was afraid, and then there were two. Reader 1: Two little bear cubs sitting in the sun. Reader 2: One ran away and then there was one. Reader 1: One little bear cub sitting all alone. Reader 2: He saw his Mommy, and then he ran home.

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Fleagle the Beagle by Diane Briggs Reader 1: Fleagle the Beagle Reader 2: it's time for the tub Reader 1: I know you don't like it, Reader 2: but you need a scrub Reader 1: I'll wash you with soap Reader 2: from your tail to your head Reader 1: And when you're all clean Reader 2: you can sleep on my bed. Birthday Cake by Aileen Fisher Reader 1: If little mice have birthdays Reader 2: (and I suppose they do) Reader 1: And have a family party Reader 2: (and guests invited too) Reader 1: And have a cake with candles Reader 2: (it would be rather small) Reader 1: I bet a birthday CHEESE cake Reader 2: would please them most of all. Five Little Mice by Marc Brown Reader 1: Five little mice on the pantry floor Reader 2: This little mouse peeked behind the door Reader 1: This little mouse nibbled at the cake Reader 2: This little mouse not a sound did make

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Reader 1: This little mouse took a bit of cheese Reader 2: This little mouse heard a kitten sneeze Reader 1: Ah-choo sneezed the kitten and squeak they cried Reader 2: As they found a hole and hid inside. The Squirrel by Marc Brown Reader 1: Whisky, frisky, hippity hop Reader 2: Up he goes to the tree top Reader 1: Whirly, twirly, round and round Reader 2: Down he scampers to the ground Reader 1: Furly, curly, what a tail Reader 2: Tall as a feather, broad as a snail Reader 1: Where's his supper, in the shell Reader 2: Snappity, crackity, out it fell. Dinosaur Bones Reader 1: Let's look for bones. Reader 2: Dig, dig, dig. Reader 1: Dinosaur bones. Reader 2: Big, big, big. Reader 1: Back to the lab. Reader 2: Zip, zip, zip. Reader 1: Clean the bones. Reader 2: Chip, chip, chip. Reader 1: Put them together.

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Reader 2: So, so, so. Both: We've built a dinosaur! What's For Lunch? Reader 1: Carnivore, carnivore, what do you eat? Reader 2: "I am a hunter. I only eat meat!" Reader 1: Herbivore, herbivore, what do you eat? Reader 2: "I enjoy plants and leaves for lunch." Reader 1: Omnivore, omnivore, how about you? Reader 2: "I like meat and plants to chew." I'm a Little Ice Cube Reader 1: I'm a little ice cube, melting in the sun Reader 2: Melting, melting, melting in the sun. Reader 1: I'm a little ice cube getting smaller than before Reader 2: Smaller, smaller, smaller than before. Reader 1: I'm a little ice cube turning into water Reader 2: Turning, turning, turning into water. Reader 1: I'm a little water puddle looking at the sun Reader 2: Looking, looking, looking at the sun. Boom! Bang! Thunder! Reader 1: Boom, bang, boom, bang Reader 2: Rumpety, lumpety, bump! Reader 1: Zoom, zam, zoom, zam Reader 2: Clippety, clappety, clump

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Reader 1: Rustles and bustles and swishes and zings. Reader 2: What wonderful noises a thunderstorm brings. If All of the Raindrops Reader 1: If all of the raindrops, Reader 2: Were lemon drops and gum drops, All: Oh, what a rain that would be. Reader 1: I'd stand outside, Reader 2: With my mouth open wide. All: Oh, what a rain it would be. Reader 1: If all of the raindrops, Reader 2: Were lemon drops and gum drops, All: Oh, what a rain it would be. Reader 1: If all of the snowflakes, Reader 2: Were chocolate bars and milk shakes, All: Oh, what a snow it would be. Reader 1: I'd stand outside Reader 2: with my mouth open wide. All: Oh, what a snow it would be. Reader 1: If all of the snowflakes, Reader 2: Were chocolate bars and milk shakes, All: Oh, what a snow, it would be. The More It Rains Reader 1: The more it rains, Reader 2: tiddely-pom Reader 1: The more it goes, Reader 2: tiddely-pom Reader 1: The more it goes, Reader 2: tiddely-pom, Reader 1: on raining. Reader 2: And nobody knows, Reader 1: tiddely-pom Reader 2: How wet my toes, Reader 1: tiddely-pom Reader 2: How wet my toes, Reader 1: tiddely-pom, Reader 2: are growing.

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All: tiddely-pom. If A Tree Could Talk Reader 1: If a tree could talk what would it say? Reader 2: "Don't chop me down, just walk away." Reader 1: If a river could talk, what would it say? Reader 2: "Don't dump in trash, throw it away." Reader 1: If the air could talk, what would it say? Reader 2: "The factories must learn to keep smoke away." Reader 1: If the animals could talk, what would they say? Reader 2: "Help us to live, we wish to stay." Reader 1: If the Earth could talk, what would it say? Reader 2: "Protect me by making every day Earth Day!" In Search of Cinderella Reader 1: From dusk to dawn, Reader 2: From town to town, Reader 1: Without a single clue. Reader 2: I seek the tender, slender foot Reader 1: To fit this crystal shoe. Reader 2: From dusk to dawn, Reader 1: I try it on them Reader 2: Each damsel that I meet. Reader 1: And I still love her so, but oh, Reader 2: I've started hating feet.

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All: I think Ill look tomorrow! Gooseberry Jam by Eve Merriam Reader 1: Gooseberry, Reader 2: Juice berry Reader 3: Loose berry jam. Reader 1: Spread it on crackers Reader 2: Spread it on bread, Reader 3: Try not to spread it onto your head. Reader 1: Gooseberry, Reader 2: Juice berry, Reader 3: Loose berry jam. Reader 1: No matter how neatly Reader 2: You try to bite in, Reader 3: It runs like a river down to your chin. Reader 1: Gooseberry, Reader 2: Juice berry, Reader 3: Loose berry jam. Going on a Picnic Reader 1: Were going on a picnic, Reader 2: Were leaving right away. Reader 1: If it doesn't rain, Reader 2: We'll stay all day. Reader 1: Did you bring the hot dogs? Reader 2: Yes, I brought the hot dogs. Reader 1: Did you bring the chips? Reader 2: Yes, I brought the chips. Reader 1: Did you bring the cokes? Reader 2: Yes, I brought the cokes.

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Reader 1: Were ready for the picnic. Reader 2: Lets go! Both: Lets go! A Little Seed Reader 1: Dig a little hole Reader 2: Plant a little seed Reader 1: Pour a little water, Reader 2: Pull a little weed. Reader 1: Chase a little bug Reader 2: Watch him go. Reader 1: Give a little sunshine Reader 2: Let it grow, grow, grow! Both: Let it grow, grow, grow! Metamorphosis Reader 1: I'm a tiny egg under a leaf Reader 2: I'm a tiny egg under a leaf Reader 3: I'm a tiny egg under a leaf All: That's the first part of my metamorphosis. Reader 1: I'm a hungry caterpillar eating up leaves Reader 2: I'm a hungry caterpillar eating up leaves Reader 3: I'm a hungry caterpillar eating up leaves All: That's the second part of my metamorphosis. Reader 1: I make a chrysalis and take a nap inside

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Reader 2: I make a chrysalis and take a nap inside Reader 3: I make a chrysalis and take a nap inside All: That's the third part of my metamorphosis. Reader 1: I wake up and emerge as a butterfly Reader 2: I wake up and emerge as a butterfly Reader 3: I wake up and emerge as a butterfly All: That's the fourth part of my metamorphosis. Wiggle Worm Reader 1: Do you always have to wiggle? Reader 2: Do you always have to squirm? Reader 1: You wiggle and jiggle, like a regular wiggle worm. Reader 2: You wiggle in your chair, and wiggle in your bed. Reader 1: And wiggle with your legs, and you wiggle with your head. Reader 2: You wiggle with your hands, and you wiggle with your feet. Reader 1: You wiggle when you're playing and you wiggle when you eat. Reader 2: I guess you're made to wiggle, Reader 1: And I guess you're made to squirm. Reader 2: You wiggle and you jiggle just like a wiggle worm.

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The Giving Tree by Shel Silverstein Readers Theater Script written by Debbi Badgley, Katy Watrous, Melissa Cross, Hannah Bloswick, and Heather Walton Narrator: Once there was a tree.... and she loved a little boy. And every day the boy would come and he would gather her leaves and make them into crowns and play king of the forest. He would climb up her trunk and swing from her branches and eat apples. And they would play hide-and-go-seek. And when he was tired, he would sleep in her shade. And the boy loved the tree.... very much. And the tree was happy. (pause) But time went by. And the boy grew older. And the tree was often alone. Then one day the boy came to the tree Tree: "Come, Boy, come and climb up my trunk and swing from my branches and eat apples and play in my shade and be happy." Teen Boy: "I am too big to climb and play "I want to buy things and have fun. I want some money?" Tree: "I'm sorry, but I have no money. I have only leaves and apples. Take my apples, Boy, and sell them in the city. Then you will have money and you will be happy."

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Narrator: And so the boy climbed up the tree and gathered her apples and carried them away. And the tree was happy. But the boy stayed away for a long time.... and the tree was sad. And then one day the boy came back and the tree shook with joy Tree: "Come, Boy, climb up my trunk and swing from my branches and be happy." Young Man: "I am too busy to climb trees, I want a house to keep me warm, "I want a wife and I want children, and so I need a house. Can you give me a house ?" Tree: " I have no house "The forest is my house, but you may cut off my branches and build a house. Then you will be happy." Narrator: And so the boy cut off her branches and carried them away to build his house. And the tree was happy. But the boy stayed away for a long time. And when he came back, the tree was so happy she could hardly speak. Tree: "Come, Boy, "come and play." Retired Man: "I am too old and sad to play," "I want a boat that will take me far away from here. Can you give me a boat?"

Apple Thematic Unit 71

Tree: "Cut down my trunk and make a boat, "Then you can sail away... and be happy." Narrator: And so the boy cut down her trunk and made a boat and sailed away. And the tree was happy ... but not really. And after a long time the boy came back again. Tree: "I am sorry, Boy," but I have nothing left to give you My apples are gone." Old Man: "My teeth are too weak for apples Tree: "My branches are gone," You cannot swing on them - " Old Man: "I am too old to swing on branches," Tree: "My trunk is gone, You cannot climb - " Old Man: "I am too tired to climb Tree: "I am sorry," "I wish that I could give you something.... but I have nothing left. I am just an old stump. I am sorry...." Old Man: "I don't need very much now," "just a quiet place to sit and rest. I am very tired."

Apple Thematic Unit 72

Tree: "Well an old stump is good for sitting and resting Come, Boy, sit down. Sit down and rest."

Narrator: And the boy did. And the tree was happy.

Apple Thematic Unit 73

The Biggest Apple Ever

Adapted from a book by Steven Kroll Illustrated by Jeni Bassett

Character
Narrator 1 Narrator 2 Mr. Mouser (School Principal) Penelope James Clayton Desmond Mrs. Mousely (Teacher) Claytons Dad Uncle Vernon Mr. Tony

Student playing the character

Narrator 1
Narrator 2

Once there were two mice who fell in love with the same apple pie, but you had to be there to see how it happened. On opening day at Mouseville, School, the principal, Mr. Mouser, made an announcement. We will be learning about apples this fall, and to get things started, we will have a contest. Whoever brings in the biggest apple to his teacher will win a special prize. The judging will take place on Friday. Good luck to everyone. I have an apple tree in my backyard. I bet it has really big apples.

Mr. Mouser

Penelope
(walking home from school with James; excited)

Apple Thematic Unit 74 James (walking home

from school with Penelope)

Theres an apple tree across from my house. Im going to climb it as soon as I get home. I dont have any apples, but Im going to find Mrs. Mousely the biggest apple ever. No youre not, I am. Oh, yeah? Yeah! Maybe I could grow an apple tree with really big apples.

Clayton (talking to
Desmond)

Desmond (talking to
Clayton)

Clayton Desmond Clayton (while on the

bus riding to school talking to Desmond)

Desmond Clayton Desmond Narrator 2

It takes too long. I heard Mrs. Mousely say six years. Ill think of something. So will I. When Clayton got off the bus, he sneaked back into town to see what Penelope and James were up to. Penelope had come down from her tree. She was carrying two tiny apples. James was still up in the tree across the street. He was picking very small apples. Clayton knew hed seen bigger ones at the market. When Desmond came by a little later, he realized the same thing. The next day at school, Penelope and James brought in their tiny apples. No one had brought in anything. Class, we have a lot of work to start the year, but because we are learning about apples and having an apple contest, we will go to Barnabys Orchid this afternoon. Im going to find the winning apple. Im going to find the winning apple.

Narrator 1

Narrator 2

Narrator 1

Narrator 2

Mrs. Mousley (In

class, clearing her throat)

Clayton Desmond

Apple Thematic Unit 75 Narrator 1 At the orchard, Mrs. Mousely pointed out the different kinds of apples. Then everyone disappeared into the trees, looking for a winner. Clayton walked down one row, craning his neck. Desmond walked down another row, craning his neck. Then Clayton saw what he thought was a really big apple. It was a little too high to reach, but he stretched for it. At the moment, Desmond saw the very same apple on the very same branch. He stretched for it too. They bumped heads and fell down. I think we should bring this apple in together. No one said we couldnt. But when they got back to the bus, James had an apple that was even bigger. The apple was so big, he could hardly carry it. Clayton and Desmond looked at each other. What could they do now? That night at dinner, Clayton explained the problem to his dad. Hmm, Apples dont come in too many sizes. Do you think youll find a bigger one? I dont know. Then maybe James will win the prize this time. Its okay if he does. Over at Desmonds house, Uncle Vernon said exactly the same thing. The next afternoon, they met at Barnabys Orchard. They picked two huge baskets of apples, but nothing they found was bigger than the apple James had picked. You know. I think Dad was right. This time James gets to win. But weve got all these apples. Why dont we bake a big apple pig? Great! Lets bake the biggest apple pie ever! And well make it

Narrator 2

Narrator 1

Clayton Desmond Narrator 2

Narrator 1 Claytons Dad

(holding is chin)

Clayton Claytons Dad

Narrator 2

Narrator 1

Clayton (outside, in
the orchid, picking apples with Desmond)

Desmond (excited to

Apple Thematic Unit 76

hear)

for our class! And I think I know where well find a pie pan thats big enough. The following afternoon, Desmond arrived at Claytons house with Uncle Vernon. Everythings packed up and ready. Its all in Dads truck. But where are we going? Youll find out in a minute. Dad drove, with Clayton and Desmond beside him in the front seat. Uncle Vernon stayed in back, with the apples and other ingredients for the giant pie. As they came around a corner Desmond gasped. Tonys Pizza! Of course, What could be better than a giant pizza pan? Mr. Tony greeted them at the door. Welcome! Welcome! We are ready to begin! And so they got to work, making the dough for the crust, kneading it, rolling out half into a big circle, and spreading it over the deep-dish pan. Then everyone peeled and sliced the apples, mixed together the sugar and spices, and spread the rest of the dough on top. Wow!

Clayton (nodded) Narrator 2

Clayton Desmond Clayton Narrator 1

Desmond (surprised) Clayton Narrator 2 Mr. Tony Narrator 1

Narrator 2

Clayton and Desmond (looked at

each other in amazement)

Clayton and Desmond Mr. Tony Narrator 1 Narrator 2

Wow, wow, wow!

An hour! Give me an hour! The giant pan just fit into his huge oven. The next day was Friday. Who would have the largest apple? James of course! And Mr. Mouser handed him the prize, a

Apple Thematic Unit 77 cheddar cheese pie. Narrator 1 Mrs. Mousley looked surprised.

Mrs. Mousely (curious Clayton? Desmond? Nothing from you?

and surprised)

Narrator 2

The two of them grinned. At the same moment, the classroom door flew open. In came Claytons Dad, Uncle Vernon, and Mr. Tony, struggling to carry the giant pie by themselves. How wonderful! Thats the biggest pie ever. We made it for the whole class! All of us together! They shared a high five, and everyone in the class had a very big slice. The END

Mrs. Mousely
(excited and surprised)

Clayton Desmond Narrator 1

Everyone

Apple Thematic Unit 78

Ten Apples Up On Top!

by:Theo Lesieg Illustrated by: Roy Mckie

Character Lion Tiger Dog Bear

Student playing the character

Lion Dog Lion Dog

Tiger

Dog Lion Dog Tiger Lion and Dog

Two apples up on top! Look, you. I can do it, too. Look! See! I can do three! Three Three I see. I see. You can do three but I can do more. You have three but I have four. Look! See, now. I can hop with four apples up on top. And I can hop up on a tree with four apples up on me. Look here, you two. See here, you two. I can get five on top. Can you? I am so good I will not stop. Five! Now six! Now seven on top! Seven apples up on top! I am so good they will not drop. Five, six, seven! Fun, fun, fun! Seven, six, five, four, three, two, one! But, see! We are as good as you. Look! Now we have seven, too. And now, see here. Eight! Eight on top! Eight apples up! Not one will drop. Eight! Eight! And we can skate. Look now! We can skate with eight. But I can do nine. And hop! And drink! You can not do this, I think. We can! We can! We can do it, too. See here. We are as good as you!

Apple Thematic Unit 79 Tiger, Dog and Lion Tiger Tiger, Dog and Lion Dog Bear Dog We all are very good I think. With nine, we all can hop and drink. Nine is very good. But then Come on and we will make it ten Look! Ten apples u on top! We are not going to let them drop! Look out! Look out! I see a mop. I will make the apples fall. Get out. Get out. You! One and all! Come on! Come on! Come down this hall. We must not let our apples fall! Out of our way! We can not stop. We can not let our apples drop. This is not good. What will we do? They want to get our apples, too. They will get them if they them. Come! We can not let them get them. Look out! The mop! The mop! The mop! You can not stop our apple fun. Our apples will not drop. Not one! Come on! Come on! Come one! Come all! We have to make the apples fall. They must not get our apples down. Come on! Come on! Get out of town! Apples! Apples up on top! All of this must STOP STOP STOP! Now all our fun is going to stop! Our apples all are going to drop. Look! Ten apples on us all! What fun! We will not let them fall. THE END!

Tiger

Tiger, Dog and Lion Bear Tiger, Dog and Lion Bear Tiger, Dog and Lion Bear All

Apple Thematic Unit 80

Johnny Appleseed
First Grade, Theme 8, Selection 3 Narrator: Have you heard of Johnny Appleseed? Do you know why he is famous? Wed like to tell you about how he helped America. Reader 1: Johnny Appleseed was a real person. His real name was John Chapman. Reader 2: He planted a lot of apple trees. That is why people called him Johnny Appleseed. Reader 3: Johnny lived a long time ago. Families were moving out West. They traveled in covered wagons. Reader 4: There was a lot of empty space because there were no towns, no schools, and not many homes. Also, there were no apple trees in the West. Reader 1: Johnny Appleseed decided to move West. He wanted to plant apple trees. Reader 2: He got a big bag and filled it with apple seeds. Next, he started his journey but he did not travel in a covered wagon. Reader 3: Johnny walked for days and weeks. He didnt have any shoes and soon his clothes became torn and dirty. Reader 4: Johnny Appleseed wore a cooking pot on his head so that he didnt have to carry it. Narrator: When winter snow came, it didnt stop Johnny Appleseed. He made snowshoes and kept walking. Reader 1: The snow finally melted. Spring came. Johnny had traveled all the way to the West. Reader 2: He stopped by a river and dug a hole. He placed an apple seed inside the hole. Then he covered the hole with dirt. Reader 3: Johnny Appleseed knew that one day an apple tree would stand there. Johnny started to walk again. He had lots

Apple Thematic Unit 81

more apple seeds to plant. Narrator: Johnny walked everywhere. There were no cars or streets in those days. There was lots of open space. Reader 4: Animals lived freely in the open space. Many people were afraid of animals, but not Johnny Appleseed. He felt animals were his friends. Reader 1: One day, Johnny Appleseed walked very close to a big, black bear. The bear saw Johnny but the bear did not harm him. Maybe the bear knew that Johnny Appleseed was a friend to animals. Reader 2: Johnny Appleseed made friends with Indians, too. He learned from them. They taught him how to find good food. Reader 3: Johnny Appleseed did not build a home. He liked to sleep with nature. He could hear the wind, see the moon, and sleep with the animals in the wild. Narrator: Many years passed. Johnny Appleseed was able to plant apple seeds in many, many places. Reader 4: One day Johnny Appleseed traveled back to the place where he planted the first apple seed. The seed had grown into a big tree. Reader 1: A little girl was swinging in it. He stayed for dinner with the girls family. The family asked him to stay in the area and build a home. Reader 2: Johnny Appleseed explained that the whole world was his home and he still had many apple seeds to plant. Narrator: From then on, people picked the apples and made apple pies, apple butter, and apple cider all thanks to the seeds Johnny planted.

Apple Thematic Unit 82

Culminating Activity
At the end of the apple unit, the students and their parents will be invited to the school for Apple Fest. During this time, parents will receive recipe books at the door filled with oodles of apple recipes created by the students. Each student will have brought in their familys favorite apple recipe, which will have then been put into a recipe booklet for the parents to take home. One of our students will greet our parents at the door and direct them to the multiple centers that will be set up throughout the classroom. Each center will be filled with the students artifacts and activities that they have created and completed throughout the entire two-week apple unit. There will be a center for math, science, social studies, language arts, an art center, as well as a center filled with all the wonderful books we have read. Some artifacts and activities will include; photos from our trip to Knaebes Apple Farm, our Life Cycle of an apple tree art project, Apple Investigation and Parts of an Apple worksheets, photos from our Apple Graphing activity, and our Johnny Appleseed Hats and letters. Parents will be free to walk around or have a seat and watch the Johnny Appleseed story that will be playing in the background. Students and their parents will also be asked to bring in their favorite desert for everyone to sample. At the end of Apple Fest there will be four Readers Theatre presentations given by the students. The students will been working very hard the past two weeks at perfecting these presentations and I am sure the parents will be very pleased with the way they have turned out. Everyone is welcome to stay and enjoy the presentations, visit with one another, as well as eat our special apple deserts and drink hot apple cider brought back from Knaebes Apple Farm.

Apple Thematic Unit 83

Bibliography
Badgley, D., Bloswick, H., Cross, M., Waltonen, H., & Watrous, K. (2013, April). The Giving Tree Reader's Theater Script. Unpublished working paper, North Central Michigan College, Petoskey, MI. Demuth, P. (n.d.). Johnny Appleseed. In Reading. (Reprinted from Reading, 2012, Houghton Mifflin) Dolling, Kelley. "PEN PAL NEWS + FRIENDLY LETTER FREEBIE." Web log post. Teacher Idea Factory. Kelley Dolling, 22 July 2013. Web. 22 Nov. 2013. http://teacherideafactory.blogspot.com/2013/07/pen-pal-news-friendly-letter-freebie.html Geisel, T. S. (1961). Ten Apples Up On Top! Random House. Griffin, J. (n.d.). Reader's Theater. Retrieved November 23, 2013, from Joanne Griffin website: http://www.jologriffin.com/ Hall, Zoe. The Apple Pie Tree. Illus. Shari Halpern. New York: Scholastic, 1996. Print. Johnny Appleseed [Johnny Appleseed Readers Theater Script]. (n.d.). Retrieved from http://www.smbsd.org/uploaded/reading/files/First_grade_reading/Readers_theater/ Readers_Theater_Johnny_Appl.pdf Johnny Appleseed. YouTube. YouTube, n.d. Web. 22 Nov. 2013. http://www.youtube.com/watch?v=NHLOLO5iJiI Kilburn, B. (n.d.). Mrs. Kilburn's Kiddos. Retrieved November 23, 2013, from Mrs. Kilburn's Kiddos website: http://mrskilburnkiddos.wordpress.com/thematic-units/apples/ Kroll, S. (2011). The Biggest Apple Ever. Cartwheel Books. Marciniak, Julie. "Johnny Appleseed." Web log post. First Grade Critter Cafe. Julie Marciniak, 30 Sept. 2012. Web. 23 Nov. 2013.http://firstgradecrittercafe.blogspot.com/2012/09/johnny-appleseed-let-me-just-say this.html Martion, Shannon. "Hodge Podge." Kindergarten Hoppenings. DJ Inkers Commercial License, 12 Nov. 2012. Web. 17 Nov. 2013. http://kinderpond.blogspot.com/search/label/

Apple Thematic Unit 84

Apples Novobilsky, L. (2012, September 17). The story of the apple star. Retrieved from http://www.cometogetherkids.com/2012/09/the-story-of-apple-star.html Osborn, S. (n.d.). How to make prints using an apple. Retrieved from http://familycrafts.about.com/cs/applecrafts/a/blapprint.htm Reader's Theater Performance [Video file]. (2011, July 28). Retrieved from http://www.youtube.com/watch?v=nPWTS6I_UvQ Rosenberg, Lori. "Johnny Appleseed 3-2-1 Reading Strategy." Teachers Pay Teachers. Lori Rosenberg, n.d. Web. 22 Nov. 2013. Silverstein, S. (1964). The Giving Tree. HarperCollins. Spaulding (Ed.). (n.d.). Readers Theater. Retrieved from Dr. Spaulding Wiki website: http://spaldinglae3414.wikispaces.com/Readers+Theater Thematic Unit APPLES. Vol. 266. N.p.: Teacher Created Materials, 1990. Print. Tompkins, G. E. (2013). Patterns of Practice: Language Arts (8th ed.). Boston, MA: Pearson. Wallace, N. (2004). Apples, apples, apples. Two Lions. Zalket. (2012, September 7). [Apples]. Retrieved from http://castlehillschool.com/sites/kindergarten/2012/09/07/apples/

Apple Thematic Unit 85

References
Common core state standards. (n.d.). Retrieved from http://www.corestandards.org/ Demuth, P. (n.d.). Johnny Appleseed. In Reading. (Reprinted from Reading, 2012, Houghton Mifflin) Dolling, Kelley. "PEN PAL NEWS + FRIENDLY LETTER FREEBIE." Web log post. Teacher Idea Factory. Kelley Dolling, 22 July 2013. Web. 22 Nov. 2013. http://teacherideafactory.blogspot.com/2013/07/pen-pal-news-friendly-letter-freebie.html Geisel, T. S. (1961). Ten Apples Up On Top! Random House. Griffin, J. (n.d.). Reader's Theater. Retrieved November 23, 2013, from Joanne Griffin website: http://www.jologriffin.com/ Hall, Zoe. The Apple Pie Tree. Illus. Shari Halpern. New York: Scholastic, 1996. Print. Johnny Appleseed [Johnny Appleseed Readers Theater Script]. (n.d.). Retrieved from http://www.smbsd.org/uploaded/reading/files/First_grade_reading/Readers_theater/ Readers_Theater_Johnny_Appl.pdf Johnny Appleseed. YouTube. YouTube, n.d. Web. 22 Nov. 2013. http://www.youtube.com/watch?v=NHLOLO5iJiI Kilburn, B. (n.d.). Mrs. Kilburn's Kiddos. Retrieved November 23, 2013, from Mrs. Kilburn's Kiddos website: http://mrskilburnkiddos.wordpress.com/thematic-units/apples/ Kroll, S. (2011). The Biggest Apple Ever. Cartwheel Books. Marciniak, Julie. "Johnny Appleseed." Web log post. First Grade Critter Cafe. Julie Marciniak, 30 Sept. 2012. Web. 23 Nov. 2013. http://firstgradecrittercafe.blogspot.com/2012/09/johnny-appleseed-let-me-just-say this.html Martion, Shannon. "Hodge Podge." Kindergarten Hoppenings. DJ Inkers Commercial License,12 Nov. 2012. Web. 17 Nov. 2013. http://kinderpond.blogspot.com/search/label/Apples Novobilsky, L. (2012, September 17). The story of the apple star. Retrieved from http://www.cometogetherkids.com/2012/09/the-story-of-apple-star.html

Apple Thematic Unit 86

Osborn, S. (n.d.). How to make prints using an apple. Retrieved from http://familycrafts.about.com/cs/applecrafts/a/blapprint.htm Rosenberg, Lori. "Johnny Appleseed 3-2-1 Reading Strategy." Teachers Pay Teachers. Lori Rosenberg, n.d. Web. 22 Nov. 2013. Silverstein, S. (1964). The Giving Tree. HarperCollins. Spaulding (Ed.). (n.d.). Readers Theater. Retrieved from Dr. Spaulding Wiki website: http://spaldinglae3414.wikispaces.com/Readers+Theater Thematic Unit APPLES. Vol. 266. N.p.: Teacher Created Materials, 1990. Print. Tompkins, G. E. (2013). Patterns of Practice: Language Arts (8th ed.). Boston, MA: Pearson. Wallace, N. (2004). Apples, apples, apples. Two Lions. Zalket. (2012, September 7). [Apples]. Retrieved from http://castlehillschool.com/sites/kindergarten/2012/09/07/apples/

Apple Thematic Unit 87

Appendixes
The Day I Travelled to the Apple Orchard17 An Orchard Map....18 KWL Chart.23 Sequencing.24 Seasons of a Tree...25 Apple Investigation30 The Story of the Apple Star..31-32 The Parts of an Apple33 Apple Survey.38 3-2-1...44 Journal Entry..45