Unit Topic: Building a story Unit Goals:

UNIT PLAN Grade: 2 Unit Theme: Franklin Students will be able to demonstrate different writing skills to create their own story. Students will be able to identify different ways of expressing stories. Students will be able to express their reflections through the form of a journal. Methods/Activities/Procedures APK Exerbreak to the Franklin theme song. Students will be encouraged to dance. https://www.youtube.com/watch?v=Zf8t-uAzhk Development At the carpet, teacher will do a book walk with the book, Franklins Bad Day. (Visual) Teacher will read the book, Franklins Bad Day. Teacher will ask various questions about the book, emphasizing how Franklins day was made better. (Visual, Auditory) Teacher will discuss with students what happens on a bad day, and how we can turn bad days around. (Interpersonal) Students will be put in groups of five and shown four different centers. Center one includes students writing in their reading journals about a bad day they had and how it could be made into a better day, when students are done, they can draw a picture. Students with exceptionalities will draw a picture instead of writing. (Intrapersonal) Center two includes acting out parts of the previously read Franklin book. Each student will take turns acting out one part of the book. (Interpersonal, Verbal-linguistic, kinesthetic, visual-spatial) Center three includes writing a letter to a family member explaining what happened to Franklin, and how if the student were Franklin, they would change their day around, when students are done, they can draw a picture. Students with exceptionalities will draw a picture, instead of writing. They may also label their picture if they are able to. (Intrapersonal) Center four includes working with the teacher. Students will have an opportunity to look at the book again. The teacher will orally ask questions to students about the book and bring the story back into their life experiences, by asking the students about one of their bad days. (linguistic) Students will have ten minutes at each center then will switch to the next center. Closure Students will return to their tables and talk, with their tables. They will talk about how they could make their bad day, (that was discussed earlier or any bad day if they forget) into a better day, using the skills they learnt today. (Interpersonal, Resources Franklins Bad Day YouTube video: https://www.youtube .com/watch?v=-Zf8tuAzhk Smart board Letter template made for the students to write about. Assessment Strategies GCO 6: Students will be expected to respond personally to a range of texts: Students will be expected to make personal connections to text and share their response in a variety of ways. Students will be assessed orally on their ability to comprehend the text and respond to it with the teacher in small groups. Students will be assessed through two writing pieces on their ability to explain to a family member about the story, and their ability to write in their journal about a bad day they experienced. Teacher will glance over to assure the students grasped the concept through their acting.

Lesson Title Franklins Bad Day A day of centers.

Specific Outcomes GCO 6: Students will be expected to respond personally to a range of texts. Students will be expected to make personal connections to text and share their response in a variety of ways.

verbal-linguistic) Building positive vocabulary GCO 3: Students will be expected to demonstrate a growing awareness of social conventions such as turn taking and politeness in conversation and cooperative play. Students will be expected to recognize some examples of unfair and hurtful vocabulary, and begin to make vocabulary choices that affirm rather than hurt people. APK Students will reflect on the question Have you ever felt left out by friends? Explain how you felt. If not, how do you think it would feel if it were to happen to you? using their reading journals Procedure The teacher will perform a book walk of the book Franklins Secret Club. Read the story up until page 12. The book should end at the point of conflict between Beaver and Franklin. Get the students to break into small groups of 4 and assign each member one of the following jobs: Turn maker, time keeper, recorder, and reporter. Explain each of their jobs (C4U) Pass out a piece of chart paper to each group. Demonstrate that you want the recorder to divide the chart paper into three different sections. Next, title the sections What Franklin Did, What Franklins Problem Is, What should Franklin Do? Explain that students will work together to try to fill out each column with at least one thing and try to work together to find the solution to the action and the problem. (C4U) Development Get students to work in groups (MI Interpersonal, Verbal/Linguistic). If students are experiencing trouble, ask some probing questions such as, What did Franklin say that could have been potentially hurtful? Where is it in the text? Once students have completed their charts, get them to post them up on the walls. Get reporters to stand by their posters and have the remainder of the students return to their seats (MI Kinesthetic). One by one, have reporters report on what they thought the problems were and potential solutions could be. Create a master list on the whiteboard at the front of the class. Conclude the reading of the book. Closure As a group before class ends, develop a word wall that focuses on vocabulary that affirm rather than hurt people. Have students retrieve their reading journals and revisit the original question. Re read their own responses and answer the following question bellow their answers, What could I have done differently to tell my friends what was bothering me? (MI Verbal/Linguistic, Intrapersonal) If they answered that they didnt ever feel left out, get them to answer the following question: What is another way that Franklins Secret Club GCO 3: Students will be expected to demonstrate a growing awareness of social conventions such as turn taking and politeness in conversation and cooperative play. Students will be expected to recognize some examples of unfair and hurtful vocabulary, and begin to make vocabulary choices that affirm rather than hurt people. Students will participate in social conventions such as turn taking and politeness in conversation and cooperation through group work and defined group roles. Assessment as learning strategy will be evaluated and supplemented by observations made by teacher. Students will recognize unfair and hurtful vocabulary through their group work and identifying them on their charts. Students will develop their own affirmative vocabulary first amongst themselves then there will be a word wall developed upon the conclusion of the book. Those vocabulary words will be reinforced by a second entry that requires them to use words identified from the lesson and the word wall.

What did Franklin learn?

GCO 1: Students will be able to speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings and experiences. Students will be expected to express thoughts and feelings and describe experiences Students will be expected to express opinions and give simple explanations for some of their opinions (I like because).

Beaver could have handled her problem of feeling left out? The focus should be on recognizing hurtful actions and words and to develop positive ways to deal with situations. Bell Work Have students do a bell-work sheet of their choice. EX. Fill in the blanks, crossword, word search, puzzles, colour by number Franklin pictures, Fill in the blank using numbers and letters, spelling games. This would be a combination of math and literacy activity. (MIs) critical thinking, logical mathematical, Transition: (Using the large visual three minute hourglass timer) Students will put their finished/unfinished worksheet in their Franklin duo tang for another time to do as an early finishing activity throughout the day. APK At the beginning of each lesson have students reassess their learning from the previous classes by going over the RAN chart. Then have students add/move their sticky note on the RAN chart accordingly. Followed by 2-3 minute discussion. (MIs) intra/inter personal, auditory/verbal, kinesthetic Development Transition: Have students join you on the carpet starting with the quietest group. (MIs) kinesthetic, visual/spatial Book walk, after ask students what they may know about this book. (MIs) intra personal, interpersonal, verbal/visual Post words on the word wall during each lesson that students need help spelling or understanding. Take a couple of minutes to have students use the confusing/unknown words in a sentence. Each student can take a turn writing the WW words down, and someone else can post it. (fostering team work and sharing) (MIs) inter/intra personal, critical thinking, Closure Students will add to RAN chart and spend 5 minutes writing in their journals. (MIs) kinesthetic, critical thinking, communication. -

Franklin Forgets Bell Work activity sheets Hourglass timer

GCO 1: Students will be able to speak and listen to explore, extend, clarify and reflect on their thoughts, ideas, feelings and experiences. Students will be expected to express thoughts and feelings and describe experiences Students will be expected to express opinions and give simple explanations for some of their opinions (I like because). Students will explain what they learned from the Franklin story with the class through a grand discussion and shared writing in their journals. At the end of each lesson students will record in their reading journal something they learned or have questions about in relation to the Franklin stories. As a wrap-up to the Franklin stories students will work in teams of two to create one page of the classes graphic story of their own understanding of the Franklin story. APK activity work sheets will be collected at the end of each day for assessment to determine if any redirection or individual support is needed. GCO 2: Students will be able to communicate information and ideas effectively and clearly and respond personally and critically. Students will be expected to engage in informal oral presentations and respond to a variety of oral presentations and other texts

What did Franklin learn?

GCO 2: Students will be able to communicate information and ideas effectively and clearly and respond personally and critically. Students will be expected to engage in informal oral presentations and respond to a variety of oral presentations and other texts

Bell Work Have students do a bell-work sheet of their choice. EX. Fill in the blanks, crossword, word search, puzzles, colour by number Franklin pictures, Fill in the blank using numbers and letters, spelling games. This would be a combination of math and literacy activity. (MIs) critical thinking, logical mathematical, APK Transition: (Using the large visual three minute hourglass timer) Students will put their finished/unfinished worksheet in their Franklin duo tang for another time to do as an early

Franklins Christmas Gift Franklin puzzles Bell Work activities Hourglass timer

Students will be expected sustain oneto-one conversations and contribute to small- and large-group interactions

Hurry Up, Franklin!

GCO 7: Students will be expected to use their experiences with a range of texts to identify some different types of print and media texts, recognizing some of their language conventions and text characteristics respond critically to texts Students will be expected to formulate questions as well as understandings Students will be expected develop an understanding and respect for diversity

finishing activity throughout the day. Perform a book walk on Franklins Christmas Gift then read the story. Have students answer the following question in their journal, What was your favorite part of the book? Why? (MI Verbal/Linguistic, Intrapersonal) Development Transition: Have students join you on the carpet starting with the quietest group. Students must bring their journals with them. (MIs) kinesthetic. Individually, students will compare and contrast their entry about the story to a previously read Franklin story from the unit. Student will respond to a question asked by peer or teacher (MI Interpersonal, Verbal Linguistic, and Kinesthetic). After every fifth student presents, perform an Exerbreak (ex. Simon Says) (MI Kinesthetic). Closure Get students to answer the following question, How did you feel talking in front of the class today about your favorite Franklin book? (MI Intrapersonal, Verbal/Linguistic). APK Students will be asked to draw themselves on a piece of paper, making sure they include characteristics that help to describe them. For example, if they like to play sports they should try to include that in their drawing. Their drawings will be used as a part of the closure activity. (MI Kinesthetic, Visual Spatial, Intrapersonal). Development I will gather the students in a common area of the classroom and do a book walk of the book Franklin and the Tooth Fairy by Paulette Bourgeois. Students will be asked to think about and share their ideas about what may happen in the book. I will then read the story, stopping to ask for new predictions and thoughts at different parts of the story. At the end of the story I will ask the students to elaborate on what they thought were the more important parts (messages) of the story. We will popcorn different ideas about what kind of message the author was telling us (the importance of diversity and that everyone is unique). (MI Verbal/Linguistic) Closure In groups of two, I will ask the students to share their drawings from the APK. They will discuss with their partners the similarities and differences between each other. I will remind the students to be respectful of their partner throughout the conversation. To conclude the lesson I will ask that each student write their own short journal entry about the -

Students will be expected sustain one-toone conversations and contribute to small- and large-group interactions Teacher will develop a rubric for participation. Students will also be assessed on their ability to form a question for a peer to ask as well as answer a question a peer will ask them.

Franklin and The Tooth Fairy Journals

GCO 7: Students will be expected to use their experiences with a range of texts to identify some different types of print and media texts, recognizing some of their language conventions and text characteristics respond critically to texts: Students will be expected to formulate questions as well as understandings Students will be expected to develop an understanding and respect for diversity Assessment can be done at two different points in this lesson. The first would be during my observations of the book walk and reading of the story. I will be asking questions and asking for thoughts about the story. The students responses should tell me their understanding of the topic of diversity. The second opportunity is through the closure activity where I will be able to listen in on the conversations about similarities and differences along with being able to read their journal entries to see where their level of

conversation they had with their partners. (MI Verbal Linguistic, Interpersonal, Intrapersonal) Franklin and The Tooth Fairy GCO 8: Students will be expected to use writing and other forms of representing for a variety of functions: - to ask questions - to generate and organize ideas - to express feelings, opinions, and imaginative ideas - to inform/communicate information - to record experiences - to explore learning begin to develop, with assistance, some ways to make their own notes APK Students will be given a story board template and asked to fill it in with the steps they took to wake up and get to school. There will be a place to draw a picture, plus write a description at the bottom. (Visual Spatial, Kinesthetic) Development I will then gather the students in a common area of the classroom and conduct a book walk of the story Hurry Up, Franklin by Paulette Bourgeois. Students will be asked what they think the story is about and what they think will happen. I will then continue to read the book to them, stopping along the way to ask different questions about what is happening. At the end of the story we will then have a discussion about different parts of the story and how Franklin could have made it to Bears house early. Next the class as a whole will help the teacher fill in a story board on the smart board. A pre made list of events will be shown to the students and they will raise their hands and tell the teacher where on the story board each event is supposed to go. (Verbal Linguistic, Logical Mathematical) Conclusion: Students will use their journals to write a letter to Franklin. In this letter they will be giving Franklin their ideas of how he could get to where he needs to be early next time, instead of just on time or late. (Logical Mathematical, Interpersonal). Hurry Up, Franklin! Journals Story Board Sheet (paper and electronic) List of Events Smart Board

understanding of diversity is before moving onto a new topic or lesson. GCO 8: Students will be expected to use writing and other forms of representing for a variety of functions: - to ask questions - to generate and organize ideas - to express feelings, opinions, and imaginative ideas - to inform/communicate information - to record experiences - to explore learning begin to develop, with assistance, some ways to make their own notes Assessment can happen in three different parts of this lesson. First through my observations of the book walk and reading of the story. The teacher can pick up on the ideas and understandings that the students are coming up with. Second the students will begin to develop their own ways to make notes through the use of the story board, and their ability to put the story in the correct order. Third, the teacher can see the students understanding of the importance to be on time in the letter they will write to Franklin to offer advice. Franklin and the Thunderstorm GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. Students will be expected to identify main idea, predict content using text information along with personal knowledge and experiences, and make inferences by drawing on their own experiences and clues in the text. Students will be assessed through their journal reflections and their Story Impressions project. Use the rubric that you demonstrated in class to mark the

Predicting the weather

GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts. Students will be expected to identify main idea, predict content using text information along with personal knowledge and experiences, and make inferences by drawing on their own experiences and clues in the text.

APK Students will arrive to class and answer the following question in their reflection journals: Have you ever seen a real thunderstorm? Tell me about your experience. Procedure Introduce the book Franklin and the Thunderstorm and perform a minor book walk. Dont give away too many details as the class will be performing a story impression of the book. Explain that stories have a beginning, middle, and end. Define those terms and add them to the word wall. Pass out a prediction sheet that contains a spot for clues and text box. Explain the steps necessary to perform a story impression (C4U). Provide students with a rubric on what you are expecting from them and write it on the white board at the front of the class. -

Franklins in the Dark Lets act out a book!

GCO 9: Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences. Students will be expected to use a variety of familiar text forms and other media (messages, letters, lists, recounts, stories, poems, records of observations, role-plays, Readers Theatre)

Development Remind students of their beginning, middle, and ending to their story. Get students to focus on the main idea of the book, what predictions they might make based on their own experiences and what clues they were giving from the text and the pictures from the book. (MI Verbal/Linguistic) Allow students to create a scene that includes Franklin and the thunderstorm. (MI Visual/Spatial) Have students complete their stories and share it with an elbow neighbor. (MI Interpersonal, Verbal Linguistic). Display their work. Closure Read the story to the students. Ensure that you are defining the beginning, middle, and end of the story. Once completed, ask students to answer in their reflection journal the following question, Was the story similar or different than what you described? Which parts were different? Which parts were the same? APK Students will talk at their tables about all the Franklin books that have been read recently and what their favorite Franklin book was so far. (Interpersonal, verbal-linguistic) Development Teacher will do a book walk and then read the story, Franklin in the Dark. (Visual-spatial, verbal-linguistic) Teacher will ask questions about fears and how to overcome these fears. (Verbal-linguistic) Groups will be given a piece a grab bag with their assignment and the materials needed. Students will be in groups of five people using random selection. Group assignments will consist of one of the following: make a play, a song, a puppet show, or a make a television show. (kinesthetic, visual-spatial, verbal-linguistic, musical, interpersonal) Students will work in their groups on their assignment. The teacher will assist groups with their idea and offer suggestions as needed. Groups will perform their assignment for the other groups. All students will have a chance to ask a question after each group performs. (verbal-linguistic, interpersonal) Closure Students will write in their reflection journal about how acting out their Franklin story was different then writing out their Franklin story. (intrapersonal, verbal-linguistic) This lesson may be continued over two days if time allows.

assignments.

Franklin in the Dark Grab bag materials

GCO 9: Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences. Students will be expected to use a variety of familiar text forms and other media (messages, letters, lists, recounts, stories, poems, records of observations, role-plays, Readers Theatre) Assessment will be observed through the students ability to complete and participate in their assignment through using a checklist.