LESSON TITLE: Diary of a Fly

Grade Level(s): 2-5

Subject(s): Language Arts

Lesson Length: 2 hours

Prepared by: Group Orange Bryce Nickels, Ivana Gonzalez, Melanie Record, Jeimy Ruiz

Overview: The students will read a dramatized story of a fly's life and compare their
own lives with the life of a fly. They will also learn the importance of selective
grammar and the use of diaries.
Standards:
LAFS.2.L.1.AP.1a: Use collective and irregular plural nouns in writing and speaking.
LAFS.2.L.1.AP.1b: Use past tense irregular verbs in writing and speaking.
Learning Objective:
To read, comprehend and make sense out of narrative fiction by identifying
perspective
To identify examples of nouns and verbs in a rhyming text structure
To extend text by considering author intent and theme
Students are encouraged to write daily in their new diaries for at least a week
Materials/Resources Needed:
Smart Board/ Digital Projector
E-Book
Tablets
Diary of a Fly book
Introduction: Introduce the book Diary of a Fly. Show specific pictures of the
book on the digital projector to enable students to predict what might happen in the
story. Continue to read the book, Diary of a Fly, and play on the smartboard to
accommodate all students (ELL). Engage students by stopping every other page
and ask questions about how the story may proceed ahead and continue playing.

Lesson Activities:

Instructions
Review the structure of the book Diary of a Fly with the students.
Do a brief picture walk and support students with identifying the
characters/settings in this diary-style text)
Explain to the students that this diary-style story is written from the
perspective of a fly discuss with students their understanding of
perspective accept all answers and use clarifying questions to reduce
confusion and dispel misconceptions
Discuss with students how often a story has an underlying theme that Is not
overtly addressed in the story (e.g. courage, friendship, etc.).
Ask the students to think about what the underlying theme might be in this
story.
Read Diary of a Fly to students, orally.
When students are finished with their first reading/listening experience,
provide opportunities to share ideas and understandings from the story using
turn and talk strategy (3 5 minutes)
Encourage students to share their ideas about the story, for example:
Who are the characters?
What did they notice about the structure of the story?
From whose perspective is the diary written?
Where is the evidence?
What might another insect think about this story?
Following the discussion of the story, engage students in the following
activities:
Process
Ask students to revisit the text and find examples of nouns and verbs
in the rhyming text, and write them down in the appropriate column on the
Noun/Verb handout sheet.
Ask students as a class, to engage in an activity on the smartboard. The
activity will include finding verbs and nouns from the story.
https://www.ixl.com/ela/grade-2/select-the-nouns

Independent practice, evaluation and closure

In their digital diary on the tablets, ask students to write their opinions about
the authors purpose in writing this story - what do they think the underlying
theme is in this story?

Strategies ESE/ESOL:
Students will listen to Diary of a Fly using an E-Book. Students will answer
questions orally.
Strategies Integrating Technologies:
The Primary technology used in this lesson is the smartboard during activities as
well as tablets to create their own diary.
Evaluation/Critique of Educational Software/Web-based Resource:
The Ebook is more appealing to the students. It helps them to engage, together, in
the lesson. The E-Book sounds very exciting, because it brings the story to life.
Summary:
The lesson allows the students to learn about the importance of nouns and verbs,
and how to use them, effectively. They also learned about the life of a fly in a
dramatized setting. They also learned how to use comparison, by comparing their
own lives with the life of a fly. They also learned about diaries and their use.
Assessment Type:
Students will complete the noun and verb worksheet.
Teacher will collect and grade the work and give additional direction if
needed.
Educational Theorist: Vygotsky believed that learning should be a mutual
experience for the student as well as the teacher. Vygotskys theory stresses the
point that the teachers job is to facilitate the student in understanding instead of
imparting knowledge to the student. In this lesson plan, the students are involved in
the lesson being taught.