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Sylvie

The document provides details about a 1st grade reading lesson on the book "Sylvie" that focuses on describing characters and their actions and feelings. Key points of the lesson include: - Students will listen to the story and determine the meaning of vocabulary words to describe the main character Sylvie and her actions and feelings as she eats different foods and changes color. - A writing activity has students describe what they would look like if they ate a particular food, drawing and coloring a picture of themselves in that form. - The lesson incorporates guided reading groups to discuss other stories and work on skills like sight words and phonics.

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276 views2 pages

Sylvie

The document provides details about a 1st grade reading lesson on the book "Sylvie" that focuses on describing characters and their actions and feelings. Key points of the lesson include: - Students will listen to the story and determine the meaning of vocabulary words to describe the main character Sylvie and her actions and feelings as she eats different foods and changes color. - A writing activity has students describe what they would look like if they ate a particular food, drawing and coloring a picture of themselves in that form. - The lesson incorporates guided reading groups to discuss other stories and work on skills like sight words and phonics.

Uploaded by

api-301812560
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Sylvie

Materials/Equipment: Book “Sylvie” on Curriculum Integration: Bloom’s Taxonomy:


YouTube: https://youtu.be/7Menxpzted8 Reading Art Writing Knowledge/Remember Analysis
Flamingo cutout and writing page Theatre Comprehension/Understand Evaluate
Application Create

Differentiated Learning: TEKS Achieved: Classroom Strategies:


Auditory Visual/Spatial ELAR: Hands-On
Kinesthetic Reading (6C) Determine what words mean from how they are Technology Centers
Verbal/Linguistic used in a sentence (Vocabulary). Independent Activities
Intrapersonal Interpersonal Reading (9B) Describe characters in a story and the reasons Lecture
for their actions and feelings. Charts Whole-group
Writing (21) Write legibly and use appropriate capitalization
and punctuation.
ELPS:
(2E) use visual, contextual, and linguistic support to enhance
and confirm understanding of spoken language.

Submitted by: Allyson Edge

Grade Level: 1st grade Subject: Reading

Rationale: The students will gain an understanding of describing characters in a story.

Objectives:
• TSW determine what our vocabulary words mean and listen for them in the story.
• TSW describe the main character’s actions and feelings in the book, Sylvie.
• TSW write legibly and use correct capitalization and punctuation when responding to the story.
• TSW use support from the pictures in the story to understand the meaning of words.
Lesson Plan:
Introduction: (Anticipatory Set/Motivation):
Ask students, “What do you know about flamingos?” Play the video:
https://youtu.be/3IA_HRxnQSA with facts about flamingos. Discuss what we learned about
Flamingos.
Process:

Information Giving:
• The teacher will ask students, “Look at the character’s facial expression. What type of character do you think
she will be?” Compare her to the character from yesterday’s book, “The bad seed.”
• The teacher will inform the students that today we will be reading the book, Sylvie. The students will pay
close attention to the character’s actions and feelings.
• (Actions) What does the character does in the story. (Feelings) we can tell how a character feels by looking at
their facial expression.
• There are four vocabulary words in our story. We also need to be listening for these words. Go over the
meaning of each vocabulary word: Delicious, wonder, nibbling, and bouquet. Also, put a movement with each
word for the students to do when they hear one of these words.

Modeling: What is Sylvie doing in the story? (eating other foods/ changing color). How do you think Sylvie feels
after she turns green from eating the leaves?
Check for Understanding: Do you think Sylvie was unhappy being pink? How does she feel after eating all of these
different foods? What lesson do you think Sylvie learned? Do you think that Sylvie will continue to eat different
foods?

Guided Practice: Ask the students, “What food would you like to try if you were Sylvie? What would you look
like?” Have them turn and talk with a partner. Call on some students to share their thoughts.

Independent Practice: The students will complete the writing prompt: “If I ate ______, I would look ____.” They
will fill in the blanks with their idea. After writing they will grab a flamingo page to color how they said they would
look. They will then cut this out and glue it to their writing.

Closure/Culminating Activity: Pick a few to share with the class.


Enrichment/Extension: Students can write about and illustrate something that they are
afraid of.

Daily 5 Centers:
1. Read to Self
2. Vowel Work
3. Listen to Reading-Epic!
4. Writing- Scary story
5. Word Work- writing spelling words

Guided Reading:
Purple Fish
• Go over reason for reading. Send to read chapter 6.
• Questions to discuss after reading chapter 6: Why was Junie B. in the Nurse’s
office? Have you ever been in the nurse’s office? How do you think Junie B. is
feeling? Why do you think that?
Pink Cats
o Sight words
o Phonemic awareness cards- rhyming, deleting sounds
• Before reading- Words to know. We are going to read to see what is on the
shopping list and if we would want any of these things on our own shopping list.
• During reading- listening to reading, taking notes
• After reading- What was on the shopping list? Is any of this on your shopping list?
Do you buy any of these things at the store?
Green Frogs
o Sight Words
o Word work- sound boxes with spelling words.
• Before reading- Words to know. What you notice about the cover? We are reading
to see what the characters dress up as.
• During reading-listening to reading, taking notes
• After reading- What did they dress up as? What would you want to dress up as?

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