The Very Lonely Firefly Lesson (shared reading section)
(see the full lesson: The Very Lonely Firefly )
Objectives:
1. Predict how they think the lonely firefly's story has to do with friendship (Blooms, Application)
2. 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)
3. 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)
Assessment:
1. Turn and talk their idea how the character has to do with friendship.
2. 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.
3. 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.
Resources:
-The Very Lonely Firefly by Eric Carle
-Taped Recording of The Very Lonely Firefly
-Extra copies of a The Very Lonely Firefly (for inclusion students)
-Name Cards (for buddy discussions)
-Exit Cards
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.
