Lesson #6

Book Study: The Littles

Date

Dec 4, 2014

Subject/Grade
Level

Language Arts/ Grade 2

Time
Duration

60 minutes

Unit

Teacher

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:

Specific
Learning
Outcomes:

Language Arts
4. Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication
5. Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others
Health
Relationship Choices
Language Arts
4.1 Enhance and Improve
Print legibly and efficiently, forming letters of consistent size and shape, and
spacing words appropriately
4.3 Present and Share
Present ideas and information by combining illustrations and written texts
5.2 Work within a group
Work in a variety of partnerships and group structures
Identify ways that class members can help each other
Contribute relevant information and questions to extend group understanding of
topics and tasks
Health
Interactions
R-2.5 Demonstrate ways to show appreciation to friends and others
R- 2.6 Develop strategies to show respect for others eg. show interest when others
express feelings, offer support

LEARNING OBJECTIVES
Students will:
1. The students will complete a friendship activity
2. Complete their comics about their favorite scene in chapters 6 & 7

ASSESSMENTS
Observations:

Key Questions:

Products/Performance
s:

Can the students make connections between the story and positive
interactions with others?
Can the students identify positive and negative ways to interact with their
peers?
Can the students print legibly on their cat shape?
Can the students work in groups?
What is a way you can make a friend?
What is a way you wont make a friend?
How do you think the Littles will try to make friends with the cat?
Can they use the same ways you brainstormed?
Are they making friends with someone unexpected?
The chart paper at the end will demonstrate the class understanding

LEARNING RESOURCES CONSULTED

Smart board
The Littles by John Peterson

MATERIALS AND EQUIPMENT

38 happy cat faces
38 grumpy cat faces
Chart paper

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of Prior
Knowledge
Expectations for
Learning and
Behaviour

Advance
Organizer/Agenda
Transition to Body

Learning Activity #1

Teacher Notes:
Assessments/
Differentiation

Introduction
Read chapter 10
Make predictions about what will happen before reading chapter
7 based off of what we have previously read
Students will sit criss crossed and listen at the carpet. Ask students
to look left and right, are they sitting next to a friend who may
distract them? If they are not listening, they will get one warning
to either find a new spot or come sit at the front with you. If they
move and still do not listen, they chose to come sit next to you.
Write on the board: 1. Happy cat = make a friend 2. Grumpy cat =
wont make a friend
After reading chapter ten, talk to the students about what tame
means, and how it is similar to making a friend.
Body
Students will work with a partner and decide how they can make a
friend and how they wont.
Have a class discussion about how the Littles can make friends
with the cat? Record what the students say on the smart board.
After, pull out the chart paper titled Friendship. Explain that the
students will receive a happy cat face and a grumpy cat face. On
the happy cat face they will write a way they can make friends (ie.
be nice, play, say hi, hugs, kind, respectful, shares) and on the
grumpy cat face a way you wont make friends (ie. hitting, mean,
greedy, rude, calling people names, grabbing).
Ask students to touch their feet if they understand, their belly if
their unsure and their head if they dont know what their doing.
They can ask their partner what they should be doing. If both are
still confused they will need to ask another group for help.
Once students understand expectations, pull popsicle sticks to
determine partners. Once popsicle sticks are pulled, give the group
their happy and grumpy cat face. 1. Ensure they write their names
on the back. 2. After they have written their words in pencil they
can show a teacher to make sure they spelled it correctly and then
they can outline it in sharpie. PAY ATTENTION to over used words
and have students try to think of different ones if it has been used
already.
Write names on the back.
Go over behavioral expectations and tell student that if they get
everything done they can finish up their comic
Assessment: Can the students make connections between the
story and positive interactions with others? Can the students
identify positive and negative ways to interact with their peers?
Can the students print legibly on their cat shape?
Can the students work in groups?
Differentiation:
In your group, if you decide that this is way to easy, try to think of

Time
5 min
5 min

Time

40 min

Consolidation of
Learning:

Feedback From
Students:
Feedback To Students
Transition To Next
Lesson
Sponge
Activity/Activities

something specific you can do and write a short sentence.

For the students who struggle with spelling, they can write a oneword response. The teacher will also be available to help the
students spell their words
Closure
Give the students 10 minutes and then call students back to the
carpet. Read out the words and tape the cat faces on the board.
Read the last chapter of the book to see what way the Littles
used to make friends with the cat.
What is Toms plan to keep the cat?
Class discussion at the end, did you like the book, The Littles?
Thumb up if you did, side ways thumb if you sort of liked it, down
wards thumb if you did not.
Verbal praise on their chart paper

Time

10 min

Go stand by your desk quietly until you are dismissed to recess

Work on comics and try to finish them.

Reflections from the lesson

Students were engaged with the activity and worked well with their
assigned partners.
Need to work on KSA 1, both while teaching and during the learning
activity. A lot of the students were coming up all at once for me to
check their spelling, in which case a number of students spent a lot of
time waiting around.