Lesson #5

Book Study: The Littles

Date

Dec 3, 2014

Subject/Grade
Level

Language Arts/ Grade 2

Time
Duration

60 minutes

Unit

Teacher

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

1. Explore thoughts, ideas, feelings and experiences

2. Comprehend and respond personally and critically to oral, print and other media texts
3. Students will listen, speak, read, write, view and represent to manage ideas and
information
1.1 Discover and Explore
-Talk about how new ideas and information have changed previous understanding
2.1 Use Strategies and Cues
-Use knowledge of the organizational structures of print and stories, such as book covers,
titles, pictures, and typical beginnings, to construct and confirm meaning
-Connect personal experiences and knowledge of words, sentences and story
patterns from previous reading experiences to construct and confirm meaning
3.1 Plan and Focus
-Relate personal knowledge to ideas and information in oral, print and other media texts

LEARNING OBJECTIVES
Students will:
1. Write in their journals a time they were brave to help them make a personal connection to the
story

ASSESSMENTS
Observations:

Key Questions:
Products/Performance
s:

Are the students talking about new ideas and information that has changed
their previous understanding of the story?
Are the students able to think of a brave moment?
Are they able to make personal connections to the book?
When was there a time you were really brave?
Did you feel the same way that Lucy was feeling when she attacked the cat?
The students journal writing

LEARNING RESOURCES CONSULTED

The Littles, by John Peterson

MATERIALS AND EQUIPMENT

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and
Behaviour

Advance
Organizer/Agenda

Check who the helping hands are

Introduction
Read chapters 8-9.

Time
10 min

Review the predictions from the day before.

5 min

Students will sit criss crossed and listen at the carpet. Praise the
students who came to the carpet quickly and are sitting quietly.
Warn students that if they do not listen, they will get one warning
to either find a new spot or come sit at the front with you. If they
move and still do not listen, they chose to come sit next to you.
Write on the board: The date, The Littles, I was brave when . . .

Transition to Body

Learning Activity #1

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

Feedback From
Students:
Feedback To Students
Transition To Next
Lesson
Sponge
Activity/Activities

After reading chapter 9, talk to students about how brave Lucy

was.
Body
Discussion: through the whole book Lucy talks about how scared
she is of cats, and even said she would lock her self in her room
until the mice went away. It took a lot of bravery to save Mr. Little.
Have the students close their eyes and think about a time when
they were really, really brave. Give the student one of your own
examples to get them thinking. Then pull popsicle sticks and ask
those students what they there brave moment was. Students will
then be asked to write their bravest moment in their journals. Try
to get 5 sentences in 20 minutes.
Remind students, for COMICS, they can outline their speech
bubble or action bubble in marker.
Ask students to put a thumb up if they understand what they are
supposed to do, a side ways thumb if they are unsure and a down
wards thumb if they do not know. Have the students wait at the
carpet if they are struggling to think of things.
Ask the helping hands to hand out the journals and then dismiss
students by table groups.
Assessment:
Are students able to think of times when they were brave? Can
they make a connection to the book? Are they writing in complete
sentences
Differentiation:
Allow students to make a quick sketch first before they start
drawing.
If students struggle with spelling or thinking of ideas provide them
with one-on-one help.
Closure
Give students a 2 minute warning at 7 minutes. Have students put
their journals away and meet back at the carpet Have two
students share what they wrote and make predications. Record
them on the smart board.
At the carpet, ask students to raise their thumbs if this helped
them understand the book better, a side ways thumb if their
unsure and a down wards thumb if it did not
Provide praise and feedback for students while they work.
Put your journals away and stand at your desk and you will be
dismissed to recess.

Time

30 min

Time
7 min

Work on their comics from the day before. If a large number of students get
this done have them complete the I like cards

Reflections from the lesson

The first comment a student had after I finished chapter 9 was Lucy was
very brave when she attacked the cat, this was a great transition.
When thinking of a brave moment as a class, I was going to work with
students in a small group who could not think of one. Instead, my TA
helped provide examples, like when the school went swimming, which
really helped the students who could not think of anything. I could have
also had students turn to a friend and try to think of ideas on the carpet.