Lesson: Where is Braidy?
Purpose: supplemental work on where/when for story setting.
by Ellen Weber, Ed.S., CCC-SLP, 11/3/09
Student Objective(s): Answering WH- questions/ expressing spatial concepts/ vocabulary for spatial concepts (prepositions)/ constructing Subject + Verb sentences.
Curriculum Standards: Grades 1/2
ELA1R6.c Comprehension : Asks and answers (implicit, explicit, and evaluative) questions about essential narrative elements (e.g., beginning-middle-end, setting, characters, problems, events, resolution) of a read-aloud or independently read text.
ELA1R5: Vocabulary :The student acquires and uses grade-level words to communicate effectively.
ELA1W2e : Narrative Writing: Begins to develop characters and setting through dialogue and descriptive adjectives.
Materials:
1. Go to website to download and print out Where Is Braidy? photos:
(I print large page-size photos to make a book, and a set of 4 per page smaller cards for individual student use).
2. Print one activity sheet for each students (attached).
3. One copy of word wall (Boardmaker icons for prepositions) for each small group.
Activities:
1. Have whole group go through book with you, saying in unison where Braidy is in each picture. You might need to remind some of them that Where questions are asking for a place, and it requires more than one word to answer the question completely. For example, saying Braidy is “on” does not tell us on what. I use ASL signs or Boardmaker icons for visuals for the prepositions for the visual learners who cannot remember the words and as a word wall. You can work in some antonyms/synonyms here very easily. You can also encourage describing words to add interest.
2. Break into small groups and divide up all the small pictures evenly among each group.
3. Have each student choose 3 of the photos and write a sentence for each one, describing where Braidy is in the pictures. Use attached activity page that has the rubric at the bottom that students can use like a checklist to make sure they are completing all critical parts of the assignment. Encourage appropriate writing habits, like capitals and punctuation. Encourage use of word wall for spelling.
4. If time permits, students can trade papers and check their peer’s work, using the rubric.
Carryover:
Leave a copy of the same page without the book title filled in for the teacher to use
1) with the students in class to choose three books from their reading totes to write a sentence about where the character is in the beginning of each book, or
2) as homework, having the students do same for three books they read at home and listed on their daily reading logs.
Name: ______Date: ______
Book Title: Where Is Braidy?
Choose 3 pictures from the Where Is Braidy book. Write a complete sentence for each picture, one in each section of your paper. Your sentence should begin “Braidy is ...” and tell where he is in the picture.
1.
______
2.
______
3.
______
Rubric:
Name/dateon paper? / Three complete sentences? / Do all 3 sentences tell where? / Do the sentences match the photos? / Extra Credit: If you have time, you can draw a picture for each sentence.