The Very Lonely Firefly

LESSON OVERVIEW:
 After reading two Eric Carle's books and doing activities for the last two weeks students will be engage in doing various activties that would conclude this Unit. These final activties will include:

 


 

VOCABULARY JOURNALS:
-Write two vocabulary words in their journals, define, use in a sentence and draw a picture that represents each word.

WORD STUDY: 
* Work on consonant blends/Phoneme segmentation for /gl/ blend words

SHARED READING:
-Pre-reading: 
*Meet with their Wednesday appointment to discuss some questions on friendship. (differentiated techniques: appointment calendar and timed-paired paraphrase)

-During reading:
*Sit next to their "discussion buddies" while the story is being read so they can think and respond together sharing their thoughts if chosen. (differentiated technique: name cards)

*Students would complete an informal survey on their interests and explain why they chose to go with the group their in and then ask how their feelings could relate to how the firefly felt in the book at the end when he found a group of fireflies. (Connecting text to self and world )

Post-reading:
*Answer the following question individually: Think of a person in your class that you are not that friendly with (someone you don't play with often or hang out with at school), write 3 things you could do to learn more about them that would help you become more friendly with them? (differentiated technique: exit card)

 

 INDEPENDANT AND GUIDED READING:
*Each student reads independently at their level and writes in reading journals when applicable
*One group will meet with the teacher and while reading a new selection aloud they will individually complete the Clunks and Clues graphic organizer. (This organizers will focus on fix-up strategies for self correction). After reading: They will complete "Get the Gist" section. (graphic organizer: Clunks and Clues)

 WRITING WORKSHOP:
*Pass out copies of the "Think Tac Toe" and go over. They are to choose one assignment from each row to complete a Think Tac Toe. The Think Tac Toe is a box divided into 9 squares. Each box contains an activity. (differentiated technique: think tac toe)

TEACHING TECHNIQUE AND STRATEGIES:
 Differentiated Techniques/Activities:
-Appointment Calendar
-Timed-Pair Paraphrase  
-Name Card
-Exit Card
-Think Tac Toe
-Independant Study Project
-Daily Five Technique
-Five Picks for Partner Reading
-Tic-Tac-Tell Story organizer
-Tic-Tac Look-and-Say #1

Other:
-Consonant blends/Phoneme segmentation
-Turn and talk
-Peer assistance
-Connect to prior knowledge/text to self/and world
-KWL chart
-Clunks and Clues graphic organizer
-Story Map organizer 
-Persuasive Letter Organizer
-Self Evaluation
-Browsing Boxes
-Partner Reading Chart
-Fluency Feedback chart 
-Mix and Fix organizer

Inclusion: Learning Disabled-auditory processing
-Accomodations: Have students listen to the book on tape in advance and then use their own copy of the book to follow along as it is being read. During checking for comprehension and prediction time use the  "Name Card" strategy. (For this strategy each student is paired up ahead of time with a "discussion buddy".  Each pair consists of a strong student and a weaker one. When asking questions give time for everyone to think of their response and talk it over with their discussion buddy (each takes turns talking and listening about 30-45 secs) They may also write their answers on a piece of paper if they have trouble keeping their thoughts organized. Then you pull a name card and call on one in the pair to answer...they may refer to their buddy, but they must answer.

-Modifications and Adaptations: For continuation of a story have students select from some story starter sentences and use the Story Map Graphic Organizer (2 events) printout to organize their thoughts. If necessary have a student peer assist them.

Inclusion: Learning Disabled-Attention Deficit-Hyperactivity: 
-Modifications: During Independant Reading: Use the Daily Five technique: Read to yourself, read to someone, work on writing, listen to reading, spelling and word work.

*Independent Reading: Students who have difficulty sitting and focusing for longer periods of time will be given choices. Instead of reading the entire time they will independently read for a specified time (this time will continually grow longer as the year progress and as they mature in their independent reading behavior). They will time themselves using their own timer

*Read to someone: Using the “Five picks for partner reading guide and P
artner Reading chart students will pick a partner and record it on the specified area of their guide.

*Work on writing: Depending upon the student you may have them complete the Build a Connection organizer like everyone else. Or you may have them complete one section of the Build a Connection organizer and then work on the Tic-Tac-Tell for stories organizer.

*Listen to Reading: Students will go to the listening center and listen to a fluent student read the story the inclusion student is currently reading while they follow along in their book.

*Spelling and word work: Depending on their level students will complete different word activities. An example could be doing the choice activity “Mix and Fix” from the “Tic-Tac Look-and-Say #1.


Gifted student strategies:
-Name Card: The Name Card strategy is a useful strategy for gifted students. It minimizes blurting and other attention-getting, discussion controlling behaviors.

-Independant Study Project: They may choose to do an independant study project. They will use "Browsing boxes" which will include other Eric Carle stories and another author's stories of their choosing. They will work with the librarian to assemble these boxes. They will use a 4C booklet to record their research and plan a way to share it with others. In addition, they will meet with the teacher to sign a personal interest independant study project agreement and they will use the Resident Expert Planner along with their 4C booklet to complete the project.

 Grouping:
-Individual
-Pairs
-Whole group

RESOURCES:

*The Very Lonely Firefly by Eric Carle   
*Tape Recording of The Very Lonely Firefly   
*Extra copies of a The Very Lonely Firefly (for inclusion students)   
*Name Cards (for buddy discussions)   
*Exit Cards    They are to answer the following question: Think of a person in your class that you are not that friendly with (someone you don't play with often or hang out with at school), write 3 things you could do to learn more about them that would help you become more friendly with them?

*Clunks and Clues graphic organizer   
* Think Tac Toe   

*Story Map Diagram    This Story Map diagram is to be used with the general ed. students who are working on a continuation of a story or writing a new story.

Story Map Diagram (for inclusion student) This Story Map diagram is to be used with the inclusion student. They may also have peer assistance if necessary.

*Writing a Persuasive Letter Organizer    This organizer will help students organize their thoughts in attempt to convince Eric Carle on why he should pick their character for a new book.

*How Eric Carle Paints his tissue papers    Students will use this link if they are creating one picture either The Grouchy Ladybug or The Very Lonely Firefly (use a template or DYO)using Eric Carle's technique of collage for your letter or story OR designing one picture using Eric Carle's technique of collage for a character you created in your book or the letter to Eric Carle.

Persuasive Letter Format    This letter format is an example and will be adjusted accordingly to grade level. ( you will have to scroll down to the section 8 Review persuasive letter writing)

How to create Eric Carle's Pictures    Students will use this link to learn how to make one picture either The Grouchy Ladybug or The Very Lonely Firefly (use a template or DYO)using Eric Carle's technique of collage for your letter or story OR designing one picture using Eric Carle's technique of collage for a character you created in your book or the letter to Eric Carle.

 

OBJECTIVES:
1. Recall and Identify what they've done to make friends or be a friend and name some important aspects of friendship. (Blooms, Knowledge)

2. Restate/write, define, use in a sentence and draw a picture of  the vocabulary words glow and lonely into their vocabulary journals. (Blooms, Knowledge)

3. Imitate the /gl/ sound blend using blending and phoneme segmentation (Blooms, Application)

4. Predict how they think the lonely firefly's story has to do with friendship (Blooms, Application)

5. Explain how their feelings relate to how the firefly felt in the book at the end when he found a group of fireflies. (Blooms, Comprehend)

6. Determine what they could do to learn more about them that would help you become more friendly with someone in their class that they aren't that friendly with. (Blooms, Application)

7. Create a continuation of a story, a new story or a letter. (Blooms, Synthesize)

8. Imitate Eric Carle's technique of collage for their letter or story. (Blooms, Application) OR Draw a picture of Eric Carle's character or your own using a paint program OR Design a "pop-up" picture of Eric Carle's character or your own. (Bloom, Synthesize) 

9. Record, Read, or Act out a skit about your story. (Blooms, Knowledge and Application)

 

ASSESSMENT:
1. Discuss with a partner what they've done to make friends or be a friend and name some important aspects of friendship.

2. Show they understand the meaning of their two vocab words through using them in a sentence and drawing a picture.

3. Individually demonstrate that they understand phoneme segmentation and blending by using /gl/ blending words.

4. Turn and talk their idea how the character has to do with friendship.

5. Discuss with their "discussion buddies" on how their feelings relate to how the firefly felt in the book at the end when he found a group of fireflies.

6. Answer individually on exit cards 3 things they could do to learn more about a classmate that would help them become more friendly with their classmate.

7. Create a either The Grouch Ladybug or The Very Lonely Firefly story and continue the story....what happens now? OR Write Eric Carle a persuasive letter telling him the character he should pick and why. OR Design and write their own Eric Carle style 5-10 page book choosing their own character to write about.

STANDARDS:
PA.R.1.1.2.H  > Demonstrate fluency in reading and answer comprehension questions based on material read.
PA.R.1.1.2.H.3  >--- Use appropriate rhythm and pronunciation when reading.
PA.R.1.1.2.H.6  >--- Apply information and connections from reading.
PA.R.1.3  STANDARD: Reading, Analyzing and Interpreting Literature
PA.R.1.4  STANDARD: Types of Writing
PA.R.1.4.2.A.1  >--- Include basic descriptions of people, places and things in writing.
PA.R.1.4.2.A.2  >--- Use illustrations to accompany writing.
PA.R.1.4.2.A.3  >--- Include plot elements in writing.
PA.R.1.5.2.C.2  >--- Include a beginning, middle, and end when writing paragraphs.
PA.R.1.5.2.E  > Revise writing to improve detail and sequential order.
PA.R.1.5.2.F  > Edit writing using grammar, punctuation, spelling and sentence formation.
PA.R.1.5.2.F.4  >--- Use nouns, pronouns, verbs and adjectives in writing.
PA.R.1.6.2.E  > Participate in small and large group discussions.


ANTICIPATORY SET:
Time needed: 10 min

1. To intro the next book they will be reading ask students (write on the board)  1. What have you done to make friends or be a friend? 2. What are some important aspects of friendship? 

2. Have students meet with their Wednesday appointment (they don't know this but it will be a person they don't usually  play with)

3. Using the Timed-Pair Paraphrase strategy ask students to decide which person is taller. Tell them that "shorter person" has to tell "taller person" their answers to the two questions listed. The teacher will set the timer for 1 minute.

4. After the minute is up tell "taller person" to thank "shorter person" for sharing and tell "taller person" that they are to tell  "shorter person" what they remember "taller person" saying. Set timer for 1 more minute. Remind 'shorter person" to listen until "taller person" is finished without correcting them.

5. Complete step 3, but this time have "shorter person" listen and "taller person" share their answers. Set the timer for 1 minute.

6. Complete step 4, but this time have "shorter person" thank "taller person" for sharing and "shorter person" is to tell "taller person" what they remember "taller person" saying. Set timer for 1 more minute. Remind 'shorter person" to listen until the person is finished without correcting them.

7. Have several "taller persons" share with the class what "shorter persons" said and visa versa.

 

PURPOSE:
The purpose of the activities today are for students to learn about how to make friends and be a friend, how



PROCEDURE:
Vocabulary Journals
Individual work
Time needed: 20 minutes


1. List vocabulary words glow and lonely on the board. Discuss definition/using it in a sentence and what a picture of each word may look like.

2. Walk around and check for understanding.
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WORD STUDY:
Consonant blends/Phoneme segmentation
Group/Pair work
Time needed: 5 minutes


1. Gather the students in a group on the carpet

2. Tell the students that one of their vocabulary words has a consonant blend. Do they know which one? The word is glow. Listen as I say each sound: /gl/ /o/ /w/  Let's blend the sounds together: gl-o-w. What is the word? (glow) Repeat with glide. Have the students work in pairs to segment and blend the sounds glue, glop, gloomy. Review

3. Connect sounds and symbols by using a small whiteboard and write glide on the board and say the letters i-d-e. The i stands for the long i, the letter d had the /d/ sound and the e is silent. Write the word glide on the board and read it aloud. Have children read the word with you as you draw your finger under it. Ask a volunteer to circle the letters that stand for long i and and the silent e. Repeat using these words: glue, and gloomy

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SHARED READING
Making Connections: Text to Text, Self, and World
Group/Pair/Individual work
Time needed: 45 minutes


1. Discuss the cover of the story and ask the students to predict about how they think the lonely firefly's story has to do with friendship. Have students turn and talk. Ask for responses.

2. Talk about their vocab word "glow" and introduce a "Fancy Clancy" (Fancy Nancy's brother :) ) word "Bioluminescence". Discuss what that word means. Flex a light stick to simulate the cold light of a firefly and explain. Have a boy student post the word/definition on the "Fancy Clancy" side of the word wall attaching the light stick next to the word.

3. Have the students listen to the story on tape, stopping at points to check for comprehension and use prediction questioning. They should be sitting next to their "discussion buddies" for this activity.

***Inclusion Accomodation: Learning Disabled: Have students listen to the book on tape in advance and then use their own copy of the book to follow along as it is being read. During checking for comprehension and prediction time use the  "Name Card" strategy. (For this strategy each student is paired up ahead of time with a "discussion buddy".  Each pair consists of a strong student and a weaker one. When asking questions give time for everyone to think of their response and talk it over with their discussion buddy (each takes turns talking and listening about 30-45 secs) They may also write their answers on a piece of paper if they have trouble keeping their thoughts organized. Then you pull a name card and call on one in the pair to answer...they may refer to their buddy, but they must answer.

***Gifted Students: The Name Card strategy (described above) is also a useful strategy for gifted students. It minimizes blurting and other attention-getting, discussion controlling behaviors.

4. Connect to prior knowledge/text to self/to the world: Tell the students you are conducting a survey. Ask students those who like to play video games stand up (take a look around). Have them sit down. Ask those who like to read stand up (take a look around). Have them sit down. Ask those who like to watch t.v. or play games (inside or outside) stand up (take a look around). Have them sit down.

5. Now ask students to pick one of the three (play video games, read and watch t.v./play games) and have them get into those groups. video games on one side of the room, read on another and finally watch t.v. and/or play games on another. Question students to why they picked the group they picked (for the thing itself or because they have a common interest with someone)

6. Ask students how does their feelings relate to how the firefly felt in the book at the end when he found a group of fireflies.

 7. Using Exit cards (note cards) ask students to write "The Lonely Firefly Exit question" and answer the following question: Think of a person in your class that you are not that friendly with (someone you don't play with often or hang out with at school), write 3 things you could do to learn more about them that would help you become more friendly with them?

8. Encourage students within the next week to "Do" one of those 3 things that would help them become more friendly with that person and to do the other two in the next two weeks.

9. Revisit in about a month to see what resulted from this activity.

________________________________________________________________________________________________________________________________________________________________________

INDEPENDANT READING/GUIDED READING
Individual work
Time needed: 25 minutes


1. Have students independantly read and fill in reading journals (where applicable)

***Inclusion: Learning Disabled-Attention Deficit-Hyperactivity: 
-Modifications: During Independant Reading: Use the Daily Five technique: Read to yourself, read to someone, work on writing, listen to reading, spelling and word work.

*Independent Reading: Students who have difficulty sitting and focusing for longer periods of time will be given choices. Instead of reading the entire time they will independently read for a specified time (this time will continually grow longer as the year progress and as they mature in their independent reading behavior). They will time themselves using their own timer

*Read to someone: Using the “Five picks for partner reading guide and Partner Reading chart students will pick a partner and record it on the specified area of their guide.


*Work on writing: Depending upon the student you may have them complete the Build a Connection organizer like everyone else. Or you may have them complete one section of the Build a Connection organizer and then work on the Tic-Tac-Tell for stories organizer.

*Listen to Reading: Students will go to the listening center and listen to a fluent student read the story the inclusion student is currently reading while they follow along in their book.

*Spelling and word work: Depending on their level students will complete different word activities. An example could be doing the choice activity “Mix and Fix” from the “Tic-Tac Look-and-Say #1.

2. While other students are independantly reading, meet with Level G (green) guided reading group. 
-Introduce a new book and using a KWL chart have students write one thing they know about the topic of the book and after previewing the new book have them write one question on something they want to learn on sticky notes and post it on the chart. Review.

-During Reading: they will individually complete the Clunks and Clues graphic organizer. (This organizer will focus on fix-up strategies for self correction). 

-After reading: They will complete "Get the Gist" section.

 ______________________________________________________________________________________________________________________________________________________________________

WRITING WORKSHOP
Differentiated Writing Instruction
Individual work
Time needed: 40 minutes (this will span over a few days)


1. After reading Eric Carles' books The Grouchy Ladybug and The Very Lonely Firefly and doing activities with them for the past two weeks you will have the students do 2 activities to finish up with Eric Carle. They will select these activties from the "Think Tac Toe" strategy.

2. Today's lesson will focus on the "Think Tac Toe" writing activities. You will pass out copies of the "Think Tac Toe" and go over. They are to choose one assignment from each row to complete a Think Tac Toe. The Think Tac Toe is a box divided into 9 squares. Each box contains an activity. 
For Row 1 the activities include: 
-What happens now? Pick either The Grouch Ladybug or The Very Lonely Firefly story and continue the story....what happens now? 
-Eric Carle is looking for a new friendly book character. Write Eric Carle a persuasive letter telling him the character he should pick and why.
- Design and write your own Eric Carle style 5-10 page book choosing your own character to write about.

***Inclusion Modifications and Adaptations: Learning Disabled: For continuation of a story have students select from some story starter sentences and use the Story Map Graphic Organizer (2 events) printout to organize their thoughts. If necessary have a student peer assist them.

***Gifted Student strategy:  They may choose to do an independant study project. They will use "Browsing boxes" which will include other Eric Carle stories and another author of their choosing stories. They will work with the librarian to assemble these boxes. They will use a 4C booklet to record their research and plan a way to share it with others. In addition, they will meet with the teacher to sign a personal interest independant study project agreement and they will use the Resident Expert Planner along with their 4C booklet to complete the project.

For Row 2 the activities include:
-Using a paint program "draw" one picture for either The Grouchy Ladybug or The Very Lonely Firefly OR using a paint program "draw" one picture for a character you created in your book or the letter to Eric Carle.
-Create  one "pop-up" picture for either The Grouchy Ladybug or The Very Lonely Firefly  OR create one "pop-up" picture for a character you created in your book or for the letter to Eric Carle.
-Create one picture either The Grouchy Ladybug or The Very Lonely Firefly (use a template or DYO)using Eric Carle's technique of collage for your letter or story  OR Design one picture using Eric Carle's technique of collage for a character you created in your book or the letter to Eric Carle.

For Row 3 the activities include:
-Pre-record your story. Be creative and use voices for each character in your story. Your story will be used in the listening center.
-Read your story to the class dressed as the main character.
-Perform a skit of your story.

Go over each activity for Row 1 only today. Row 2 will follow the next class and Row 3 as they near the end of the activities.

3. Status of class: I check with the students on what row 1 activity they are deciding to work on. I excuse those who are writing letters to their center.

4. Mini Lesson (10 min): I then give a mini-lesson on quotation marks to those who are writing a continuation of a story or their own story. I then meet with the letter writing group (they will be using a graphic organizer to organize their thoughts) to do a mini-lesson with them about the basic structure of writing a persuasive letter.

5. Writing and conferencing (20-40 min): This is the time where I will meet students to aide them in the writing process.

6. Have students complete their self-evaluation and hand in.

7. Sharing (10 min): Get together on the carpet and have 2-3 people share. Once students are finished if they have published they may share in the author chair, do their skit or share in the listening center.