Standard: Book, No Two Alike By Keith Baker

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

Reading the story as told by a young child gives the audience a deeper understanding about what the next

The learning activity chosen is for year 3 students, having the children chose a book they have read and enjoyed and get them to write up a book report detailing the Main characters, what happens at the start of the book, middle of the book and at the end along with the child’s personal connection with the book, what they think may happen to the characters after the story has finished and if they like the book or not and if they would recommend it to others. They will need to use the form provided to describe the main characters in the books and give an overview of what happens in the start, middle and end of the book. The children will also be required to explore the personal connection they have with the book and what they thought of the

For Preschoolers 3-5 years of age, I would use pictures from the book to help children see and associate the actual name with the feeling. I would help them understand the explicit theme of this

[ ] In order to build on the children’s understanding and content knowledge, lesson one’s purpose is to engage the children through making a prediction based on the text, pictures, and title. Lesson two builds on the language and literacy by continuing with using the mentor text, “Fancy Nancy” and using the rich academic language associated with the central focus of predictions. For example, each lesson has a distinct objective in which the activities are built on but all three lessons build on each other by incorporating similar academic language and literacy. The children start out in a whole group setting and are actively engaged through discussions and sharing activities. The children are then scaffolded into independent reading and activities to assess their understanding of the content objectives. They then use their prior knowledge and rich vocabulary to successfully complete the objective of each lesson through verbal discussions, independent work, and physical movement. In lesson one, the children are actively engaged through participating in a gallery walk. This gallery walk is done with the children’s table groups and encourages community and social interactions. During this activity, the children will work together to activate their prior knowledge of predictions and record through writing what they

The first poem starts out with the repeated lines, however the reader does not know they are repeated at this point. The ‘we’

The author depicts the differences between how the child understands the story. A child that consciously views the story knows and could tell about the real meaning or hidden message of the story while a child that unconsciously views the narration could not tell about what happened in the story because they do not grasp the full message intended to be taken away from the

Rhyming, alliteration and repetition are all used to create an atmosphere for the poem so that it is evocative for the reader.

I would place Bloom’s Question Starters at the “Assessment” portion of this lesson plan. One assessment guideline listed on the website says: “Students’ responses to the book that was read aloud in class.” Using these questions, the students and I would have an open classroom discussion about what occurred throughout the text. We would read the story together collectively and the students would be sitting on the carpet. After we’ve completed our activity, we would return to the carpet from our desks.

To begin with, the first element in creating a lesson plan would be an anticipatory set. An anticipatory set is used to activate students’ interest and get them ready to learn. When creating an anticipatory set teachers may want to consider students previous knowledge, learning styles, and interest. An anticipatory

After the stories the children always had questions. Some of the younger ones who hadn’t yet quite grasped the

I would introduce the book to my students with the following script: Good morning students, who can answer the following questions, What is water? Where does water come from? Is snow water, how will it transform to liquid water? I will wait for a response and then I will say: “Water surrounds us; it falls from the sky, rushes down the riverbeds, it is the oceans, it is snow, and ice and pours from faucets.The water cycle explains the existence and movement of water”. The book we are going to read today is “Snowflake: A Water Cycle Story” this book is about a snowflake that melts into a droplet, flows into the ground, bubbles up in a spring, flows into a farm's irrigation system, evaporates into the morning fog, becomes part of a cloud, rains down, enters a plumbing system, washes a little girl's face, flows out to the ocean, gets swept onto the shore and evaporates into the sky to become a snowflake once more. I will allow you to view illustrations about the water cycle process that are on the text, and feel free to ask

poem is not merely a static, decorative creation, but that it is an act of communication between the poet and

Poetry is composed of sound and syntax and without the small things poetry is no longer the complex artistry it was created to be. Parallelism is the repetition of structure

Today, we are going to create lacing cards using fish cutouts? Does that sound like fun? Who likes fish?