Frog: Word and Teacher

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Frog and Toad Are Friends UNIT
by Arnold Lobel
[pic]
http://www.amazon.com/exec/obidos/tg/detail/-/0064440206/ref=lib_dp_TFCV/102-2438701-9497711?v=glance&s=books&vi=reader#reader-link

Kimberlee Fulbright
Language Arts/Reading Lessons
03-27-03

Grade level: 2nd-3rd

Purpose/Rationale:
I am teaching this lesson because of student interest, teacher interest, and the GA QCC Standard LA.2.23 & LA.3.23 Integrates language structure (syntax), meaning clues (semantics), phonetic strategies, and sight vocabulary when reading orally and silently.

Unit Goals:
1. To teach the students how to sequence events.
2. To teach students the importance of friendship.
3. To teach the students how to identify and describe the main characters of a story.

Day 1

Essential Question: What vocabulary words can we learn by reading Frog and Toad Are Friends? Who are the main characters of this story?

Objective: With assistance from the teacher (as a whole class), the students will be able to fill in their character web and vocabulary quilt with the correct information that the whole class (and teacher) decide to put in the blanks. They must complete this activity with 100% accuracy.

QCC Standards: LA.3.14 Increases vocabulary to reflect a growing range of interests and knowledge. LA.3.27 Identifies the main characters.

Materials:
1. Character Chart (2 for each child) graphic organizer from J. Jacobson & D. Raymer. (1999). The big book of reproducible graphic organizers. Scholastic: New York. 2. Book Lobel, A. (1970). Frog and toad are friends. HarperCollinsPublishers: New York. 3. Checklist (teacher made using Microsoft Word Processor)

4. Vocabulary Quilt (1 for each student) graphic organizer from J. Jacobson & D. Raymer. (1999). The big book of reproducible graphic organizers. Scholastic: New York. 5. Pictures of Frogs and Toads (from

6. Information about frogs and toads (from
7. Seasons Poem Poster (from Macmillan Early Skills Program (1984)

Opening: The teacher will build the students’ background by asking them a few questions like: How many of you have seen a frog before? How many of you have seen a toad before? (show them a picture of both) Explain the difference between a frog and toad. After discussing frogs and toads, ask them: How many of you have a very good friend? (Tell them that you consider all of them as your very good friends.) Ask them what qualities you must have to be a good friend (write these on the board). Tell the students that by reading Frog and Toad Are Friends, they will see what it is like to have a friend. Tell them that you will be reading one chapter a day. Say: Today we are reading chapter 1 and it is titled “Spring.” Ask the students if they know what Spring is. Ask them to tell you the difference between Spring, Summer, Fall, and Winter. Look at and read the Poems for all Seasons Poster. Now, begin reading the story to them. (read only the 1st chapter)

Discussion/explanation/use of model:
The teacher will discuss the story with the class. We will go over a few vocabulary words. The teacher will say the word, give the definition, use it in a sentence. The teacher will then call on a student to use that word in a sentence. The teacher will write their sentences on the board and explain that each sentence needs a capital first letter and punctuation at the end.

Organize information through graphic organizers (and distributed practice): The teacher will show the students a vocabulary graphic organizer to write their words, definitions, and sentences on. The teacher will do the first one for them as an example/model.

Then, it is time to look at the main characters. The teacher will use the overhead transparency. The teacher will have the same Character Chart as the students (this is a graphic organizer to help the visual learners).

Apply through independent practice:
The students will complete two worksheets: Character Chart (as a class) and Vocabulary Quilt (on...
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