Professional Documents
Culture Documents
Colleen Whidden
EDUC 3103
Grade: 2
Learner Focus:
The students will be learning basic sentence structure within this unit. They will also be
learning fluency and expression while reading. The students will be analyzing and responding to
books to gain a better understanding of the whole book writing process, and what books have
within them (starting ideas, illustrations, sentences, etc). Before this unit starts you will need to
know where your students are at in terms of writing. Can they write sentences? Do they
understand capital letters?, etc. You may need to modify the sentence structure lesson that is
included to better suit the needs of your class. The lessons included in this unit are exciting and
engaging, this will keep the students interested in what they are learning. We expect the
students to become familiar with illustrations and writing, as well as become comfortable with
identifying and explaining their thoughts and concerns towards books (favourite books, disliked
books, etc).
General Outcomes:
● 1 - Students will listen, speak, read, write, view, and represent to explore thoughts,
ideas, feelings, experiences.
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
● 3 - Students will listen, speak, read, write, view and represent to manage ideas and
information.
● 4 - Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication.
Specific Outcomes:
● 1.1 - Experiment with language and forms: explain why particular oral, print or other
media texts are personal favourites
● 1.1 - Express ideas and develop understanding: Talk about how new ideas and
information have changed previous understanding
● 1.1 - Express ideas and develop understanding: Express or represent ideas and feelings
resulting from activities or experiences with oral, print and other media texts
● 1.1 - Discover and Explore: express or represent ideas and feelings resulting from
activities or experiences with oral, print and other media texts
● 1.2 - Consider the ideas of others: Connect own ideas and experiences with those
shared by others
● 2.1 - Use prior knowledge: Connect personal experiences and knowledge of words,
sentences and story patterns from previous reading experiences to construct and
confirm meaning
● 2.1 - Use prior knowledge: use knowledge of how oral and written language is used in a
variety of contexts to construct and confirm meaning
● 2.1 - Use comprehension strategies: read aloud with fluency, accuracy and expression
● 2.1 - Use textual clues: use predictable phrases and sentence patterns, and attend to
capital letters, periods, question marks and exclamation marks to read accurately,
fluently and with comprehension during oral and silent reading
● 2.2 - Respond to Texts: express thoughts or feelings related to the events and
characters in oral, print and other media texts
● 2.2 Experience various texts: Respond to mood established in a variety of oral, print and
other media texts
● 2.2 Construct meaning from texts: Express thoughts and feelings related to the events
and characters in oral, print and other media texts
● 2.2 - Construct meaning from texts: retell the events portrayed in oral, print and other
media texts in sequence
● 2.2 - Construct meaning from text: connect situations portrayed in oral, print and other
media texts to personal and classroom experience
● 2.3 - Understand techniques and elements: identify main characters, places and events
in a variety of oral, print and other media texts
● 2.4 - Create Original Text: use own and respond to others’ ideas to create oral, print and
other media texts
● 2.4 - Generate Ideas: use own and respond to others’ ideas to create oral, print and
other media texts
● 3.4 - Share Ideas and Information: clarify information by responding to questions
● 4.1 - Revise and edit: Check for capital letters, punctuation at the end of sentences and
errors in spelling
● 4.2 - Attend to grammar and usage: write complete sentences, using capital letters and
periods
● 4.3 - Use effective oral and visual communication: speak in a clear voice, with
appropriate volume, at an understandable pace and with expression
● 4.3 - Present information: present ideas and information by combining illustrations and
written texts
Instructional Strategies:
Throughout our unit we use talking chips, exit slips, placemats, rally robin, stand up,
hand up, pair up, jot thoughts, corners, and pod/partner discussions. We chose these specific
instructional strategies because they really harvest a community of discussion and growth.
These strategies are often used to brainstorm ideas throughout our unit. These strategies help
get the student’s thoughts moving and out on paper, as well as supplying them with their peers’
ideas for reference and/or use; the whole idea is collaboration. We also use these strategies to
talk about new concepts/ideas, and to discuss what the students learnt. Discussing and
reflecting with a peer will help solidify the student’s learning.
http://snippetsbysarah.blogspot.ca/2012/06/writing-rubrics.html
http://www.build-creative-writing-ideas.com/writing-prompts-for-kids-magic.html
https://www.pinterest.com/pin/78601955967662113/
https://www.pinterest.com/pin/290130400969777810/
https://education.alberta.ca/media/160360/ela-pos-k-9.pdf
Differentiating Instruction
In terms of differentiating instruction, our unit is quite modifiable. This unit has a lot of
reading in it, but there are different kinds of reading. In the student’s daily 5 they will be doing
reading at their reading level, but in the afternoon lessons their activities will be based on David
Shannon’s books. Students will never have to read Shannon’s books by themselves so this will
not be an issue for struggling students. A lot of their lessons require illustrating and drawing
pictures. They will not be getting marked on their drawing ability, but on their effort. These
lessons will be great for ELL students who may not be proficient in writing and reading yet. All of
our instructional strategies promote collaboration and engagement. All of our lessons have at
least three of the multiple intelligences met so that we keep as many of our students engaged
as we can. We have many hands on activities that correlate with the linguistic aspect of
Language Arts. All of Shannon’s books have different themes and topics that are very relatable
to children, this will keep our students interested in the lessons they will be participating in. The
students will always have access to Shannon’s books to look through and read.
Timeline:
Day 1 Day 2 Day 3 Day 4 Day 5
Who is David The Rain Came No David! David Goes To David Get in
Shannon? Down Lesson Lesson School Lesson Trouble Lesson
Lesson Formative Summative Formative Summative
Formative
GENERAL OUTCOMES
● 1 - Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences
SPECIFIC OUTCOMES
● 1.1 Express ideas and develop understanding: express or represent ideas and feelings
resulting from activities or experiences with oral, print and other media texts
DIVERSITY/LEARNING STYLES
● Auditory - listening to teacher reading the biography of David Shannon
● Linguistic - Looking through & reading David Shannon books
● Interpersonal - Discussing within pod groups what each person noticed about the books
● AM: Daily 5 [30 min - 5 mins each] ● AM: Students will rotate through the
○ Read to Self - students can different centers, spending five
choose any book at their minutes on each
reading level from in the ● PM: Students look through a David
classroom Shannon book with their elbow
○ Work on Writing - Journal partner. After a pre-decided amount
about what the students did of time they will switch with the
the previous day or night other elbow partners at their table.
○ Read to Someone - students When they are done looking
can choose any book at their through both books they will re
reading level from in the group as a pod. They will each
classroom and have them have a talking chip, and they will go
find a spot in the room around the pod stating one thing
where they can read to each they noticed in the books, once
other. EEKK - Elbow to they speak they will put in their
Elbow, Knee to Knee chip.
○ Listen to Reading - Ipad App ● Students will listen to the biography
with book recording and help the teacher make a class
○ Word Work - Rainbow Write list of things they want to learn
○ Time with Teacher - Guided about the author
Reading ● Students will listen to an interview
● PM: Each Pod will receive two of David Shannon
David Shannon books. Each pair of ● Students will then read a second
elbow partners will look through one interview with an elbow partner
book, then they will switch and look ● Students will write an exit slip with
through the second book. When the the most interesting thing they
time is up they will use talking chips learnt about David Shannon
to go around the pod and say one
thing they noticed in both books [15
min]
● Read to the class a biography of
David Shannon and make a class
list of things they would like to learn
about him. [15 min]
● Read the class an interview with
David Shannon, both the questions
and answers [12 min]
● In elbow partners, the class will read
a second interview of David
Shannon [13 min]
● Get the students to make an exit
slip containing the most interesting
thing they learnt about David
Shannon [5 min]
GENERAL OUTCOMES
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
SPECIFIC OUTCOMES
● 2.2 Experience various texts: Respond to mood established in a variety of oral, print and
other media texts
● 2.2 Construct meaning from texts: Express thoughts and feelings related to the events
and characters in oral, print and other media texts
DIVERSITY/LEARNING STYLES
● Auditory - listening to book
● Linguistic - creating chart
● Interpersonal - pod work
● Intrapersonal - discussing feeling and weather
● AM: Daily 5 (30 min) ● AM: Students will rotate through the
○ Read to Self - Character centers, spending 5 minutes on
Buddies each
○ Read to Someone - Read ● PM: Talk with elbow partner about
Same Text Together the book “The Rain Came Down”
○ Word Work -Play-Doh read by the teacher.
○ Work on Writing - Think ● Make a compare and contrast
Draw Write sheet with pod group about the
○ Listen to Reading - differences between the character’s
Recorded Books of self or mood during rainy weather to the
other students sunshine. As a group, decide what
○ Time with Teacher - Guided they will share from each side of
Reading the chart.
● PM: Read the book “The Rain ● Share your thoughts and ideas
Came Down” to the class and have about how weather changes the
them talk with elbow partners about way you feel. Use words that you
the story [10 min] know from weather and emotions.
● Each pod will make a ● Make a placemat with the four
compare/contrast chart and fill in the seasons as four categories. The
differences in the character’s mood students will work as a pod to fill
from the rainy weather to the their placemat in with activities they
sunshine. Each pod will share an could do in each season that will
idea from each side of their chart make them happy
with the rest of the class, and the
teacher will write them on the
smartboard to make a class chart
[20 min]
● Discuss as a class how weather
impacts feelings and connect some
weather vocabulary with some
emotion vocabulary [15 min]
● As a pod they will make a placemat
with 4 categories: Spring, Summer,
Fall, and Winter. They will
brainstorm ideas of activities they
could do in each season that would
make them happy [15 min]
GENERAL OUTCOMES
● 1 - Students will listen, speak, read, write, view, and represent to explore thoughts,
ideas, feelings, experiences.
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
SPECIFIC OUTCOMES
● 1.2 - Consider the ideas of others: Connect own ideas and experiences with those
shared by others
● 2.1 - Use prior knowledge: Connect personal experiences and knowledge of words,
sentences and story patterns from previous reading experiences to construct and
confirm meaning
TIMELINE
AM - Daily 5: 30 mins
PM - Hook: 10 mins
Practice and Development: 40 mins
Closure/Reflection: 10 mins
BLOOM’S TAXONOMY
Remembering Understanding Applying
Students will apply David Shannon’s ideas and connect them to their own to create a
“Yes, ______” book.
DIVERSITY/LEARNING STYLES
● ELL - these students can choose to just draw, instead of including writing
● Intrapersonal - when students create their own “Yes, ________” book
● Interpersonal - rally robin, placemats, hand up stand up pair up
● Linguistic - No David! book, their own book
● Auditory - listening to the book out loud, rally robbin with partner, students sharing their
books with each other
● Visual - drawing illustrations
[ 10 min]
Practice/Development ● AM:
● AM: Daily 5 [30 min] ● Take turns reading practiced books
○ Read to Someone - Read to to a partner. Students will find a
Partner partner within their assigned group.
○ Read to Self - Whisper ● On the carpet, have the students
Phones use whisper phones so students
○ Listen to Reading - can hear their reading voices.
Tumblebooks on computers ● On the computers, either at the
(Technology) back of the classroom, in the
○ Work on Writing - “All About computer lab or COWS
Book” on David Shannon (Computers On WheelS) have the
○ Word Work - Sight Word student go onto TumbleBooks and
Games: Go Fish listen to reading.
○ Time with Teacher - Guided ● Give students Sight Word Go Fish
Reading cards and have them play with a
● PM: With their face partner, partner within their group
students will use rally robin to ● Students will take turns reading
discuss things children often hear David Shannon’s “The Rain Came
from their parents. During this, Down” book with to the teacher.
teacher will hand out piece of blank Have enough copies for each
paper to each pod (5 min) student. Students read aloud when
● Have them use a placemat (paper) the teacher directs them to, then
to write down one familiar phrase they resume reading silently while
not found in the book (3 min) other are reading.
● Student #3 from each Pod will come
● PM: Students with take turns, going
get a piece of blank white paper for
each pod member. While they are back and forth with their face
doing this, student #1 from each pod partner, listing things that they
will get the crayons/markers. [2 min] often hear from their parents
● Have each student write a “yes, ● Students will each write one
______” book about themselves, familiar phrase that they DID NOT
showing things they are proud of hear in the book down on a
doing. Each student will receive one placemat
piece of paper for their book, fold it ● Student #3 from each pod will go
hamburger style once, then again. get blank pieces of white paper for
This will allow students to have a every pod member
title page on the front, two middle ● Student #1 will go get
pages, and a back cover. As well, markers/crayons for their pod
students should have their favourite ● Students will fold their paper like a
idea taking up the whole piece of hamburger once, and then do it
paper on the inside. Students are again to form a book.
encouraged to be detailed with their ● Students will write a “Yes ___”
illustrations, including colour. [30 book about themselves to show
min] what they are proud of doing. They
[70 min] should have a front and back
cover, two middle pages, and their
FAVOURITE thing should be the
whole page when you unfold/open
the entire book up
● Students should focus on their
illustrations and include a lot of
details
GENERAL OUTCOMES
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
● 4 - Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication.
SPECIFIC OUTCOMES
● 2.1 - Use comprehension strategies: read aloud with fluency, accuracy and expression
● 2.1 - Use textual clues: use predictable phrases and sentence patterns, and attend to
capital letters, periods, question marks and exclamation marks to read accurately,
fluently and with comprehension during oral and silent reading
● 2.2 - Construct meaning from texts: retell the events portrayed in oral, print and other
media texts in sequence
● 4.3 - Use effective oral and visual communication: speak in a clear voice, with
appropriate volume, at an understandable pace and with expression
TIMELINE
● AM - Daily 5: 30 mins
● PM - Hook: 5 mins
● Practice and Development: 35 mins
● Closure/Reflection: 20 mins
BLOOM”S TAXONOMY
Remembering Understanding Applying
DIVERSITY/LEARNING STYLES
● Auditory - listening to book, discussions with pod
● Bodily/Kinesthetic - acting out book
● ESL/Struggling readers - Can act out book without words
● Linguistic - jot thoughts & brainstorming on chart paper
● Interpersonal - pod work, and work with elbow partner
MATERIALS EQUIPMENT/SPECIAL EVENTS
● Chart paper for each pod ● David Shannon’s book “David Goes
● Book transcript to School”
● Sticky notes
GENERAL OUTCOMES
● 2- Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
SPECIFIC OUTCOMES
● 2.2 - Construct meaning from text: connect situations portrayed in oral, print and other
media texts to personal and classroom experience
DIVERSITY/LEARNING STYLES
● Intrapersonal - journal, sharing their reasoning
● Interpersonal - sharing with corner groups
● Linguistic/Visual - drawing their picture/writing their sentence, journals
● Auditory - listening to book
● Visual - illustrating
● AM: Daily 5 (30 min) ● AM: Use letters to mix sight words
○ Word Work - Mix & Fix and fix them with a partner.
○ Work on Writing - Personal ● Write a true story about yourself
Narrative ● Students read texts at their level.
○ Read to Self - Whisper Either ones read as a class or done
Phones during guided reading.
○ Read to Someone -Read to ● Use whisper phones so students
Partner can hear their reading voices.
○ Listen to Reading - Ipad ● Take turns reading practiced books
Apps to a partner.
○ Time with Teacher - Guided
● Choose one or two apps to listen to
Reading reading
● Read the story and discuss the ● The pre-assigned group for today
different ways students get in will work with the teacher on guided
trouble, at home, school, etc. Make reading.
sure students understand the limits. ● PM: Think of different ways that
[10 min] you get in trouble at home, school,
● Hand out a piece of white paper for etc. and share with the class.
students to write at the bottom a ● Think of 1 sentence about a time
sentence about how they get in you got in trouble that you can
trouble. demonstrate on paper.
● After their sentence is written ask ● Illustrate this sentence. Make sure
them to illustrate the page with a it is good because it will be
picture of how they get into trouble. compiled into a class book.
[25 min] ● Students will go to corners 1-4
● Use corners to get students to share based on their number in their pod.
their illustration with a new group of
● They will have one minute to share
students. Label the corners 1-4, and with their corner group their
have students 1-4 go to those illustration, and the explanation
corners. Each student will have one behind it all
minute to share their illustration and ● Students will write in their journal
explain why they chose that specific one lesson this book taught them,
sentence. [10 min] and answer some guiding
● Compile a class book of all the ways
questions.
the class gets into trouble.
● Have students write in their journal
one lesson they learnt from this
book. Get them to answer a few
guiding questions. [15 min]
GENERAL OUTCOMES
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts
SPECIFIC OUTCOMES
● 2.3 - Understand techniques and elements: identify main characters, places and events
in a variety of oral, print and other media texts
DIVERSITY/LEARNING STYLES
● Auditory - listening to book, voice recording their book
● Linguistic - creating their own book, word cards
● Interpersonal - creating a class story
GENERAL OUTCOMES
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
SPECIFIC OUTCOMES
● 2.2 - Construct meaning from text: Retell the events portrayed in oral, print and other
media texts in sequence
DIVERSITY/LEARNING STYLES
● Intrapersonal - acting out story with partner
● Bodily/Kinesthetic - acting out story
● Auditory - listening to book
● Visual - colouring picture
● Linguistic - reading the book
GENERAL OUTCOMES
● 4 - Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication
SPECIFIC OUTCOMES
● 4.2 - Attend to grammar and usage: write complete sentences, using capital letters and
periods
● 4.3 - Present information: present ideas and information by combining illustrations and
written texts
DIVERSITY/LEARNING STYLES
● Interpersonal - group work
● Linguistic - writing newspaper article
● Auditory - listening to book
● ESL - draw pictures of what they liked, and perhaps a sentence to go along with it if they
are able, instead of writing an article
GENERAL OUTCOMES
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
● 4 - Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication.
● 4 - Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication
●
SPECIFIC OUTCOMES
● 2.1 - Use prior knowledge: use knowledge of how oral and written language is used in a
variety of contexts to construct and confirm meaning
● 4.1 - Revise and edit: Check for capital letters, punctuation at the end of sentences and
errors in spelling
● 4.2 - Attend to grammar and usage: write complete sentences, using capital letters and
periods
DIVERSITY/LEARNING STYLES
● Linguistic - creating sentences
● Bodily/Kinesthetic - making the sentences with manipulatives
● Visual - drawing pictures to match sentences
● Sentence Buddy template and cut ● David Shannon’s “Too Many Toys”
outs book
● Sentence cutouts ● Book recordings on computer
● Markers, Crayons, etc. ● Headphones
GENERAL OUTCOMES
● 1- Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.
● 2- Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
● 3. Students will listen, speak, read, write, view and represent to manage ideas and
information.
SPECIFIC OUTCOMES
● 1.1 - Discover and Explore: express or represent ideas and feelings resulting from
activities or experiences with oral, print and other media texts
● 2.2 - Respond to Texts: express thoughts or feelings related to the events and
characters in oral, print and other media texts
● 2.4 - Create Original Text: use own and respond to others’ ideas to create oral, print and
other media texts
● 3.4 - Share Ideas and Information: clarify information by responding to questions
DIVERSITY/LEARNING STYLES
● Intrapersonal - Students will write their wishes down as well as share ideas with their
group.
● Interpersonal - Working with pod groups to brainstorm, discuss what a good sentence
has, etc.
● ELL - ELL students could draw a picture instead of writing their wishes.
GENERAL OUTCOMES
● 2- Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
SPECIFIC OUTCOMES
● 2.4 - Generate Ideas: use own and respond to others’ ideas to create oral, print and
other media texts
DIVERSITY/LEARNING STYLES
● Interpersonal - reading sentences to pods
● Linguistic - writing sentences
● Visual - drawing illustrations
GENERAL OUTCOMES
● 1 - Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences
SPECIFIC OUTCOMES
● 1.1 - Express ideas and develop understanding: Talk about how new ideas and
information have changed previous understanding
● 1.1 - Express ideas and develop understanding: Express or represent ideas and feelings
resulting from activities or experiences with oral, print and other media texts
● 1.1 - Experiment with language and forms: explain why particular oral, print or other
media texts are personal favourites
DIVERSITY/LEARNING STYLES
● Linguistic - book walk, writing the letter
● Interpersonal - group/partner work
● Visual - drawing an illustration
GENERAL OUTCOMES
● 1 - Students will listen, speak, read, write, view, and represent to explore thoughts,
ideas, feelings, experiences.
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
● 4 - Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication.
SPECIFIC OUTCOMES
● 1.2 - Consider the ideas of others: Connect own ideas and experiences with those
shared by others
● 2.1 - Use prior knowledge: Connect personal experiences and knowledge of words,
sentences and story patterns from previous reading experiences to construct and
confirm meaning
● 2.1 - Use comprehension strategies: read aloud with fluency, accuracy and expression
● 2.1 - Use textual clues: use predictable phrases and sentence patterns, and attend to
capital letters, periods, question marks and exclamation marks to read accurately,
fluently and with comprehension during oral and silent reading
● 2.2 - Construct meaning from texts: retell the events portrayed in oral, print and other
media texts in sequence
● 4.3 - Use effective oral and visual communication: speak in a clear voice, with
appropriate volume, at an understandable pace and with expression
TIMELINE
● Hook - 5 min
● Practice/Development - 26 min
● Closure - 1 min
BLOOM”S TAXONOMY
Remembering Understanding Applying
Students will apply David Shannon’s ideas and connect them to their own to create a
“Yes, ______” book.
Students will understand fluency, accuracy, and expression, and apply it by acting out
David Goes To School.
DIVERSITY/LEARNING STYLES
● ELL - these students can choose to just draw, instead of including writing, can act out
book without words
● Intrapersonal - when students create their own “Yes, ________” book
● Interpersonal - rally robin, placemats, hand up stand up pair up, partner work, and work
with elbow partner
● Linguistic - No David! book, their own book, jot thoughts & brainstorming on chart paper
● Auditory - listening to the books out loud, rally robbin with partner, students sharing their
books with each other, discussions with partner
● Visual - drawing illustrations
● Bodily/Kinesthetic - acting out book
Practice/Development
● Split students into two groups (one ● As a small group, on a placemat,
group of 4, another of 3) use a write down familiar phrases you hear
placemat (paper) to write down from your parents that are not found
familiar phrases you hear from your in the book.
parents that are not found in the
book. (2 min)
● Have one group member take 30 ● Share with the other group some of
seconds each to share some of the the ideas you came up with.
ideas that they came up with on their
groups placemat. (1 min)
● Each person needs a blank piece of
paper and crayons/markers.
● Have each student write a “yes,
______” book about themselves,
showing things they are proud of
doing. Each student will receive one ● Write a “Yes, _____” book about
piece of paper for their book, fold it yourself. Fold your paper hamburger
hamburger style once, then again. style once, then again. Make sure
This will allow students to have a title you have a title page on the front,
page on the front, two middle pages, two middle pages, and a back cover.
and a back cover. As well, students Have your favourite idea taking up
should have their favourite idea the whole piece of paper on the
taking up the whole piece of paper inside.
on the inside. Students are ● Use detail on illustrations, including
encouraged to be detailed with their color.
illustrations, including colour. [10
min]
● Read “David Goes To School” (5
min) ● Pay attention to the expression used
● Students will now act out the book, by the teacher in “David Goes to
“David Goes To School” with their School”
elbow partner. ● With your elbow partner, discuss
● Have a print out of the transcript for with your partner who will be David
every person in group. and who will be the teacher. You can
● Students will have two minutes to follow your transcript sheet or
discuss with their elbow partner and memorize the lines.
decide who is David and who is the
● Make sure you are expressive and
teacher. (2 min) use good acting/drama skills.
● Students will act out the book in front
● Act this out to the small group.
of the small group starting at partner
group 1 and going around the room
clockwise (5 min)
[ 25 min]
[ 1 min]