Reading Enrichment Unit

Go Away, Big Green Monster! By: Ed Emberley

West_J
GRADE: 1ST
LIBRARY CONTEXT:
Fixed
Flexible
Instruction
Stand-alone lesson

Combination

Lesson in a unit

COLLABORATION CONTINUUM:
None
Limited

Individualized

Multiple lessons in a unit

Moderate

Intensive

CONTENT TOPIC: Reading and Applying Different Phonics Strategies

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS
AASL Standard(s):
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to
make inferences and gather meaning.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve
problems.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

Georgia Standard(s):
CC.1.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
CC.1.R.F.4.a Read grade-level text with purpose and understanding.
CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in a text.
CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
CC.1.SL.1 Comprehension and Collaboration: Participate in collaborative conversations with diverse partners
about grade 1 topics and texts with peers and adults in small and larger groups.
CC.1.W.6 Production and Distribution of Writing: With guidance and support from adults, use a variety of digital
tools to produce and publish writing, including collaboration with peers.

Skills Indicator(s):
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways
that others can view, use, and assess.

Benchmark(s): Students will increase oral reading fluency by reading a selected story multiple times during
shared and paired reading.

Responsibilities Indicator(s): 4.1.3 Respond to literature and creative expressions of ideas in various
formats and genres.

Scenario:
1

After discussing with the first grade teachers some reading skills that the students may need
reinforced, it was decided to focus on sight and vocabulary words - particularly word families. We also
decided to center the lessons around the upcoming Scholastic book fair and its Monster Book Fair
theme. I chose to use the book, Go Away, Big Green Monster! by Ed Emberley, as the focus of the
lessons.
READING COMPREHENSION STRATEGY: CC.1.SL.2 - Ask and answer questions about key details
in a text read aloud or information presented orally or through other media.
LESSON OBJECTIVES: The teachers stated that I should incorporate the following objectives into the
lesson:
Students will:
Recognize and be able to read high-frequency vocabulary words in the story.
Recognize and be able to read sight vocabulary words in the story.
Generate word families for words in the story by differentiating onset and rime.
Apply phonics skills by writing stories about their big green monsters and publishing
them online. Develop editing skills as they read and revise their own stories and those of their
peers.
Final Product:
Students will write a story about their created monster and publish it on the Web using a 2.0 tool such
as Google Docs or publishing website such as Kids on the Net.
Each Estimated Lesson Time - 30-45 Minutes

ASSESSMENT
Product - The students will create a story about their own monster that they have created.
Process - The students will create a monster after listening to the story Go Away, Big Green
Monster!
Student self-questioning - Do I understand what I am being asked to do? Do I know enough
to create my monster?

Instructional plan

Resources students will use: (Check the appropriate box and list the resources below)
Online subscription database(s) Web sites
Books
Reference
Nonprint
Periodicals/newspapers
Other (list):

Lesson 1:

Instruction/activities

The students will come to the media center and enter the reading room where I will have
the text from the story displayed on chart paper.
The media specialist will introduce the story to the class. We will watch the attached
video of Go Away, Big Green Monster! This is a closed captioned video and was chosen for
those students in the class that are hearing impaired.
Once the students have watched the video, they will reread the story using the text on
the chart tablet. This will be done in several formats (i.e. popcorn reading, left side/ right side,
boys reading, girls reading). Reading the story in many different ways helps to build fluency,
adds interest and speeds word recognition.
The media specialist will point out the colored words in the story, asking if students
recognize the color name. Review the sight words and point out the known words in the story.

Literacy Centers to be set up around media center:

1. Computer Center - Students will watch the video of Go Away, Big Green Monster! and
sing along with the text to practice fluency and word recognition skills.
2. Puppet Center - Students will work in pairs to act out the story using puppets.
3. Word Family Center - Students choose words from the story Go Away, Big Green
Monster! to generate word family lists. They will write these on dry-erase boards. Remind them
on onset and rime.
4. Puzzle Center - Students will put together monster puzzles. They will engage in
meaningful conversation about monsters while doing so. Adult monitored.
5. Reading the Chart - Students will work in pairs to read the chart with the text from the
story, Go Away, Big Green Monster!
Lesson 2:
Read the story again with the students. Talk about the descriptive words used in the
story. Have students close their eyes and imagine the monster as you read about it.
Then, give each student a sheet of paper and have them draw the monster. Once the
students are finished with their drawings, they can wash them with diluted black tempera paint.
These will be displayed during the book fair at school.
Lesson 3:
Read the story again with the students to introduce the writing workshop.
Have students imagine their own big green monsters. What do their monsters do? How
to they act? Where do they live?
Have students work with a partner to generate ideas.
Students will begin writing their stories about their big green monsters using descriptive
words.
Once students have written a draft of their story, have them read it to a partner. This will
be the editing phase. Tell students to remember punctuation and look for spelling, especially on
sight words and word families.
Students may publish their writing using Google Docs or online at Kids on the Net.
Create a class book by binding printed stories and monster illustrations into a book. This
will be placed in the media center for checkout. One may also be made for the classroom as
well.

Strategies for Differentiation

Students can work in pairs to create the books. We can pair strong students with those that
need
more support. Flash cards can be made to reinforce the sight words and color words that are
introduced in the book.