Laura Numeroff

Numeroffs Mice Escapades

By Erin Gebert

Title: Journey of Mice throughout our Imagination Disciplines/Content Areas: Science, Math, ELA Grade Level: Grades 1-2 Duration: 2 weeks- 1 week per book Description of the School: The setting of the public school is in a small town in a suburban community. The total number of students within this elementary school is close to 500. The classroom size this unit will be implemented in will be around 25 students. In the classroom, there are 5 ESL students as well as 4 gifted and talented learners. In the classroom the teacher has access to a smart-board, a white board, and an overhead projector. There are two computers in the back of the classroom which the students have open access too.
Goals: If You Give a Mouse a Cookie: Students will appreciate authors creative use of cause and effect and sequencing throughout the book.

If You Take a Mouse to School: Students will demonstrate their ability to understand and apply knowledge of the sequence of events.

Content Outline: I. Laura Numeroff a. Laura Numeroff accredited her current profession of being a writer to two childhood favorite stories: E.B. Whites Stuart Little and Kay Thompsons Eloise. Numeroffs story she wrote in one of her classes called Amy for Short was published and began the start of Numeroffs writing career. If You Give a Mouse a Cookie A. Language Arts 1) Sequencing 2) Cause & Effect 3) Fact vs. Fiction B. Math 1) Fractions 2) Even and Odd numbers 3) Subtracting

II.

4) Addition C. Science 1) Mouse Facts 2) Food III. If You Take a Mouse to School A. Language Arts 1) School vocabulary 2) Sequencing 3) Back to school 4) Fact vs. Fiction 5) Conflict 6) Solution 7) Cause & Effect 8) Retelling 9) Imagination IV. Culminating Activity a. Students will make a timeline of events that have occurred in their life using pictures and sentences. Students will make a big poster board. Their work will be hung throughout the room. Activities Activity 1: Students will be given a variety of pictures that relate to different events that occurred in the story, If You Give a Mouse a Cookie. They will have to color them, cut them out, and then sequence them in order that they occurred in the story. They will put the pictures on construction paper. Activity 2: Students will retell the story using their own pictures from If You Take a Mouse to School. They will have to write a sentence about what is occurring under each picture. Objectives: Students will understand how to sequence events after listening to the story If You Give a Mouse a Cookie. Students will display their reading comprehension by retelling the story If You Take a Mouse to School.

Steps: If You Give a Mouse a Cookie Teacher will teach students the importance of sequencing. Teacher will ask students the sequence of events in their morning routine. Teacher will read students If You Give a Mouse a Cookie. Teacher and students will collaboratively discuss the sequence of events that occurred in the story. Students will color, cut, and glue pictures of the events that occurred in the story.

If You Take a Mouse to School

Teacher will have the students pay attention to authors craft and how she uses repetition to help the students recall info. Teacher will tell students to pay attention to the sequence of events within the story. Teacher will read students If You Take a Mouse to School. Teacher will ask students what would happen if they brought their pet to school. Students will retell the story by drawing pictures and writing a few sentences about their pictures.

Materials: Worksheet that incorporates different pictures from story Scissors Construction Paper Glue Colored pencils Markers Crayons Evaluation: Students will be evaluated on whether or not they sequence the order of events throughout the story. They will also be evaluated on whether or not their comprehension displays their knowledge of sequencing. Fun Culminating Activity: As a class, teacher and students will bake cookies together. The point of this activity is to show students the list of ingredients and the order in which they must be made. Teacher will explain the importance of the order of events in cooking in the final product. Students will then finally bake the cookies as a class. Final Evaluation for the Unit: Students will be assessed based on the following samples in their portfolio Their knowledge of sequencing based on whether or not they correctly placed the pictures in the right order Reading comprehension- Students will be assessed based on whether or not their drawings signify their comprehension of retelling.

Additional Titles by Laura Numeroff: 1. IF YOU GIVE A MOUSE A COOKIE 2. IF YOU GIVE A MOOSE A MUFFIN 3. IF YOU GIVE A PIG A PANCAKE

4. IF YOU GIVE A CAT A CUPCAKE 5. IF YOU TAKE A MOUSE TO SCHOOL 6. IF YOU TAKE A MOUSE TO THE MOVIES 7. IF YOU GIVE A PIG A PARTY 8. THE CHICKEN SISTERS 9. LAURA NUMEROFFS 10 STEP GUIDE TO LIVING WITH YOUR MONSTER 10. WHAT MOMMIES DO BEST/WHAT DADDIES DO BEST 11. WHAT AUNTS DO BEST/WHAT UNCLES DO BEST 12. WHAT GRANDMAS DO BEST/WHAT GRANDPAS DO BEST 13. TWO FOR STEW 14. THE HOPE TREE KIDS SPEAK OUT ABOUT BREAST CANCER (with DR. WENDY HARPHAM) 15. WHY A DISGUISE? (Illus. David McPhail) 16. SOMETIMES I WONDER DO POODLES LIKE NOODLES? 17. DOGS DONT WEAR SNEAKERS 18. CHIMPS DONT WEAR GLASSES 19. MONSTER MUNCHIES 20. SHERMAN CRUNCHLEY (with NATE EVANS) 21. WHEN SHEEP SLEEP 22. THE JELLYBEANS and the BIG DANCE! 23. EMILYS BUNCH with Alice Richter 24. WALTER 25. AMY FOR SHORT 26. DOES GRANDMA HAVE AN ELMO ELEPHANT JUNGLE KIT? 27. YOU CANT PUT BRACES ON SPACES (with ALICE RICHTER) 28. PHOEBE DEXTER HAS HARRIET PETERSONS SNIFFLES 29. IF YOU GIVE AN AUTHOR A PENCIL (AUTOBIOGRAPHY)

30. BEATRICE DOESNT WANT TO http://lauranumeroff.com/books/work_in_progress.htm Resources: Books: If You Give a Mouse a Cookie by Laura Numeroff If You Take a Mouse to School by Laura Numeroff Internet Sites: Retrieved on April 15th, 2013. https://en.wikipedia.org/wiki/Laura_Numeroff Retrieved on April 27th, 2013. http://lauranumeroff.com/books/work_in_progress.htm Retrieved on April 27th, 2013. http://www.hubbardscupboard.org/if_you_give_a_mouse_a_cookie.html People: Parents will be invited to the party where we bake cookies in order to display students knowledge of sequencing. Emphasis on Multiculturalism: Laura Numeroff does not use emphasis on multiculturalism within the two books used throughout this unit.

Name : Erin Gebert Grade/Subject Area: 1st Grade ELA Lesson Community Attributes: This lesson plan is designed for a differentiated suburban New

York City classroom. The 1st grade classroom has a total of 24 students including 7 gifted students and 5 ESL students. Date of Lesson: May 5th, 2013

NEW YORK STATE LEARNING STANDARDS

Science Standards: 5. The Living Environment D. Interdependence of Life By the end of 2nd grade, students should know that 5D/P1: Animals eat plants or other animals for food and may also use plants (or even other animals) for shelter and nesting. 5D/P2: Living things are found almost everywhere in the world. There are somewhat different kinds in different places.

Reading: 1.RL.1 1. 1.RL.2 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.RL.7 7. Use illustrations and details in a story to describe its characters, settings, or events Speaking & Listening 1.SL.1 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Ask and answer questions about key details in a text

1.SL.2 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

PURPOSE- The purpose of this lesson is to teach students about the element of cause

and effect used throughout the narrative. In order to do this, I will use charts that display examples from the story that show cause and effect relationships as well as everyday examples. I will also use a video that shows what cause and effect is. The video also shows examples so that students can apply what they already know to the story. The NYS ELA standards require that students participate in collaborative conversations about key details in a text, which in this case, is cause and effect. The model of student differentiation includes three key elements which are student readiness, student interest, and student learning profile which can be displayed throughout this lesson plan (Tomlinson, 1999). The rationale for this lesson is that children have previously touched on the subject of cause and effect and have a broad idea of making predictions of what is going to happen next in the story. They are now ready to apply real life examples to display their knowledge of cause and effect.

OBJECTIVE(S)-

The students will demonstrate his/her ability to recognize cause-and-effect relationships in literary text

The students will be able to apply cause-and-effect relationships to everyday life. Students will be able to ask and answer questions about essential narrative elements that include beginning-middle-end, setting, characters, problems, events, and resolution of a read-aloud

Students will use graphic features and graphic organizers to understand text VOCABULARY & KEY TERMS/IDEAS=

Cause: Person or thing that gives rise to an action Effect: A change that is a result of an action Relationship: The way in which two concepts are connected Mouse: A small rodent that typically has a pointed snout, large ears, and eyes, and a long tail Identify: Indicate who or what something or someone is

5 PRE-ASSESMENT1) I determined these objects are appropriate for the learners by observing what the kindergarten ELA standards are. I first read the book and determined what elements would be appropriate for teaching 1st grade students. I determined what the students prior knowledge should be. I simplified definitions of the elements of cause and effect in order to meet 1st grade students needs.

2) The learners are expected to meet the objects at a mastering level as the vocabulary and differentiated lesson plan is appropriate for students of different abilities as well as grade level. All tasks will be modeled for the students in order to ensure their understanding. 3) In order to plan for instruction, I discussed the idea of cause and effect as a literary element with my teacher. We are working on an author study in class; therefore, I determined that sequencing or cause and effect would be most appropriate for 1st grade students. I thought of different interactive lessons that could be incorporated into the unit and determined that a cause and effect lesson would be both fun and interactive! I did my own research on the topic in order to ensure my background knowledge on the topic before teaching it to my students.

6 LESSON PRESENTATION: a SET-INDUCTION- In order to get my students interested in my lesson, I will have
students I will ask them what it means to cause something. I will explain that it means to start something or to make something happen. I will then get a ball and ask one of my students to kick it. I will then ask the class what happened when that student kicked the ball. I will then tell them that they observed an example of cause and effect. He/she kicked the ball, so the ball travelled. I will explain that an effect is what happens as a result of a cause. Kicking the ball is the cause and the effect is that kit moves. Explain that cause and effect form is a pattern. Events follow in a predictable order. The first event is followed by the second event. I will also ask students what a mouse is. I will ask them if they have ever seen this rodent running around the city streets. I will draw a mouse on the front board in order for students to have visualization.

b PROCEDURE After the students understand what cause and effect is, they will be read the book, If You Give a Mouse a Cookie by Laura Numeroff. Students will be looking specifically for examples of cause and effect throughout the story. For example, when students are read the scenario when the mouse eats cookies, and then he wants a glass of milk. He wants a glass of milk because he is eating and needs a drink to help him digest his food properly. Students should recognize this example from the story as cause and effect. After the students are read the story, they will be shown a video that activates what they just learned from the story, http://www.youtube.com/watch?v=PVLF5ENMtuc. This video shows examples of cause and effect. For example, the video shows an example of a little girl falling off her bike. The cause is her falling off her bike, the effect is her crying. The video also goes over specific examples from the story, If You Give a Mouse a Cookie. The video has students match what happened when the mouse did certain things, such as when he was drinking the milk. He needed a straw in order to drink the milk. Students should recognize the milk as the cause and the effect as needing a straw in order to drink the milk. Students will observe as I write out the main ideas of cause and effect in a chart form.

I will then hand out the sheet for the activity. Students will be placed in groups, mice, cookies, and milk. The mice group will be differentiated for students who are ESL. The cookies group will be the regular leveled students. The milk group will be the gifted and talented group.

I will hand out the materials for the activity which include crayons, glue, scissors, and construction paper.

The mice group will cut out the pictures that resemble the events from the story. They will present them in sequential order of cause and effect as described in the story. They will write numbers to indicate the order in which the events occurred.

The cookies group will be handed the sheet that indicates the pictures and sentence starters. They will then cut the pictures out and label them accordingly

The milk group will have a chart that doesnt indicate any pictures. The chart will indicate the cause that happened in the book. The effect will not be listed. They will have to recall the information from the story to write a sentence about

the effect. They will also be asked to write a specific real life example that signifies cause and effect on the back of the paper. I will model what each group will do in order for them to understand their specific group activity. Students can work collaboratively to discuss their work.

CLOSURE- In order to close this lesson, I will ask again what cause and effect is. The

students answers should include specific examples from If You Give a Mouse a Cookie and should also include terms such as what made it happen and what actually happened, or the result. Students will discuss their work collaboratively. Students work will be hung around the classroom.

MATERIALS-

Teacher: Web link for video 1 prepared chart showing the basics of cause and effect 1 black sharpie 24 copies of group activity Construction Paper

Student: Crayons Colored pencils Scissors Glue

FOLLOW-UP ACTIVITY or ASSIGNMENT- As a follow up activity, students will be

assigned homework. The homework will direct them to demonstrate their knowledge of cause and effect by thinking of a real life example and drawing a picture of this example. They will color in their example on a blank white sheet of paper. They will then write a few sentences describing their example and which picture is the cause and which picture is the effect.

EVALUATION / ASSESMENT- The students will be informally assessed on their

participation in their group activity, their ability to recall the events in the story, ability to learn new vocabulary (cause and effect), and their ability to have an understanding of the material based on their homework. This informal assessment will serve as a tool by which we measure their comprehension from the lesson.

10

DIFFERENTIATION- This lesson plan has been differentiated to accommodate different

learning styles and level of abilities throughout the classroom. There is a variety of different activities that incorporate different multiple intelligences. The bodily-kinesthetic learners are addressed in the opening demonstration where a few students come to the front of the classroom and kick the ball to display cause and effect. The visual-spatial learners are addressed in the video that they watch that addresses cause and effect from the story If You Give a Mouse a Cookie by Laura Numeroff. The visual-spatial learners are also addressed throughout the teachers reading of the actual book. The intrapersonal learners are addressed during the homework activity. Each group activity addresses interpersonal learners as well as visual-spatial learners who learn by seeing. The lesson is differentiated for ESL students and gifted and talented students. By placing these students in separate groups, they are able to work at each others pace. ESL students can help one another understand the directions. Expectations for the

gifted and talented students should be higher. For example, their real life example should relate to the activity. This lesson plan has been differentiated in order for each student to learn and excel at their own level of performance (Tomlinson, 1999).

11

APA REFERENCE LIST

AAS Benchmark Online. (2009). The Benchmarks Online Science Standards- The Living Environment: Interdependence of Life. The Benchmarks Online. American Association for the Advancement of Science. Retrieved April 27th, 2013, from http://www.project2061.org/publications/bsl/online/index.php?chapter=5#D1 Cause & Effect Podcast. Youtube.com. http://www.youtube.com/watch?v=PVLF5ENMtuc Childress, S. (2011, November). Fabulous Fourth Grade- anchor charts. Retrieved April 27th, 2013, from http://fabulous-fourth.blogspot.com/p/anchor-charts.html If You Give a Mouse a Cookie Sequencing Worksheet. Firststage.org. http://www.firststage.org/media/pdf/Mouse_EG_FINAL.pdf If You Give a Mouse a Cookie Worksheet. Readworks.org. http://www.readworks.org/sites/default/files/bundles/lessons-grade1-cause-and-effect.pdf NYSED.gov. (2013). New York State Common Core Learning Standards for English Language Arts & Literacy. Curriculum & Instruction. State Education Department. Retrieved

April 27th, 2013, from http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_lea rning_standards_ela.pdf Numeroff, L.J. (1985). If You Give a Mouse a Cookie. Harper & Row. Story Circle Worksheet. Readwritethink.org. http://www.readwritethink.org/files/resources/lesson_images/lesson809/story-circleclr.pdf Tomlinson, C.A. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: Association for the Supervision and Curriculum Development.