Grade: 2

Subject: Language Arts

Length of Lesson: 40 minutes

Topic/Theme: Thunder

Purpose:

Instructional Objective: Students will increase their range of aesthetic responses through the use of a character journal.

Behavioral Objective: Given ten minutes and a variety of topics, students should be able to write a response in their character journals which accurately depicts the perspective from the character, Patricia. This will develop aesthetic responses, an interest/enthusiasm for learning, and an appreciation for Russian culture. Other skills or understanding that will develop throughout the lesson are: writing skills, listening comprehension, making reasonable predictions, justifying predictions, following instructions, and the reinforcement of certain vocabulary words. I also expect for students to gain the ability to understand the character or, at least, recognize how they can relate to Patricia’s experiences. The meaning which results from this will be developed through their writing experience.

Materials, Resources, Methods, Classroom procedures:

Materials: The book, Thundercake by Patricia Polacco, stand for book, journals, pencil, paper, chalkboard, and chalk

Methods: Read Aloud Response Character Journal Activity

Classroom Procedures: Reading Corner session and individual work and shared responses.

Background Knowledge:

It would be helpful, but not necessary, if the children had an idea of where Russia and Michigan are so that they can better understand the grandmother, her background (in Russia), and how they can relate to her. They will also be able to picture the setting of Michigan. Students will also need to know meanings of certain vocabulary words found within the book (taught during a previous lesson--weather, storm, thunder, roar, fear) and the meaning of a character journal, especially knowing how to write one.

Body of Lesson:

A. State the purpose of the lesson: I will make sure that the students understand that they will have to pay careful attention to the book as they will be involved in a learning activity later in the lesson.

B. In a reading corner, gather the children together, show them the book, Thundercake by Patricia Polacco, and ask them to predict what the book will be about. I will then begin reading the book to the class, stopping only briefly to ask a few questions and explain some unknown words, such as, damp, drift, sharp, horizon, survey, Babushka=grandmother in Russian...Some sample questions are: Do you ever get scared of thunder? Does Patricia remind you of yourself? What do you think is going to happen next? Why? Do you think that Patricia will overcome her fear of thunder? Why?

C. After the book has been read and discussions have been ceased by the teacher, the students will return to their desks to await instruction. I will then tell the children that they are now going to be writing a response in their character journals. They will be writing a response as if they were the character, Patricia. The class will then brainstorm several writing tasks/topics, many of which will be added to the list of topics provided by the teacher.

Examples:

As Patricia,

1. Why were you afraid of the thunder? Why are you not afraid of it anymore?
2. Describe another time when your Babushka helped you to be brave.
3. Describe what you would tell your mother, while on the telephone, about your day at Babushka’s house when you had to make thunder cake.
4. Do you like your Babushka? Write about why you do or do not like her and describe what types of things she does that makes you feel this way.
5. Describe one of your visits to Babushka’s farm in Michigan. Did you do any chores? What did you do for fun?

***If possible, make sure that you include details like what the house and farm looked like, how you felt, what your Babushka looked like and did, the weather, what you were wearing, what you could hear, and use some of the vocabulary words that were in the story.

D. Share Responses: Children will form groups of four and read their responses out loud to their groups. I will circulate and listen to some of the responses.

E. Expand on Earlier Entries: Towards the end of our unit, I will have children look through their journal entries and choose one that they feel that they can expand on. Perhaps they will wish to fully explain their visit to Babushka’s house or write a diary of the time spent with Babushka.

Closure of Lesson:

The students will share with the whole class what they liked about Thunder Cake and what type of response they made. Journals will be collected.

Assessment:

My assessment will be both informal and formal. I will be assessing the children throughout the lesson. I will listen to their responses and their justifications of their responses while I read the book. Journals will be marked for meaning, spelling, their understanding of Patrica, whether they have answered the question and added details to make the response more authentic.