Unit Plan

Ali Cozart & Dakota Jackson

Colleen Whidden

EDUC 3103

Due: November 7th

Rationale:
This unit is an author study of David Shannon for grade two. We chose this unit because
it is unique, it teaches life lessons that students can relate to, and we both enjoy his books. We
picked activities that could potentially relate to more than one outcome each. As well as this, we
chose activities that would satisfy an array of specific outcomes that span through all of the
general outcomes. We started off this unit by doing an introduction so that the students get an
understanding of what they will be learning about for the following three weeks. Throughout the
rest of the unit the students will read many of David Shannon’s books and respond to them
critically. They will create their own writings that correlate to the outcomes of those specific
days. They will learn about proper sentence structure and learn to read with fluency, accuracy
and expression. The students do a lot of visual representations and illustrations throughout this
unit. The illustrations in Shannon’s books stand out a lot and follow a theme throughout all of his
books so we made that an important aspect of the unit. We will conclude the unit by having the
students write a letter to David Shannon using the background information gained in this unit, as
well as their lessons on grammar and fluency and their focus on illustration.

Grade: 2

Theme of Unit: Author Study: David Shannon

Learner Focus:
The students will be learning basic sentence structure within this unit. They will also be
learning fluency and expression while reading. The students will be analyzing and responding to
books to gain a better understanding of the whole book writing process, and what books have
within them (starting ideas, illustrations, sentences, etc). Before this unit starts you will need to
know where your students are at in terms of writing. Can they write sentences? Do they
understand capital letters?, etc. You may need to modify the sentence structure lesson that is
included to better suit the needs of your class. The lessons included in this unit are exciting and
engaging, this will keep the students interested in what they are learning. We expect the
students to become familiar with illustrations and writing, as well as become comfortable with
identifying and explaining their thoughts and concerns towards books (favourite books, disliked
books, etc).

General Outcomes:
● 1 - Students will listen, speak, read, write, view, and represent to explore thoughts,
ideas, feelings, experiences.
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
● 3 - Students will listen, speak, read, write, view and represent to manage ideas and
information.
● 4 - Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication.

Specific Outcomes:
● 1.1 - Experiment with language and forms: explain why particular oral, print or other
media texts are personal favourites
● 1.1 - Express ideas and develop understanding: Talk about how new ideas and
information have changed previous understanding
● 1.1 - Express ideas and develop understanding: Express or represent ideas and feelings
resulting from activities or experiences with oral, print and other media texts
● 1.1 - Discover and Explore: express or represent ideas and feelings resulting from
activities or experiences with oral, print and other media texts
● 1.2 - Consider the ideas of others: Connect own ideas and experiences with those
shared by others
● 2.1 - Use prior knowledge: Connect personal experiences and knowledge of words,
sentences and story patterns from previous reading experiences to construct and
confirm meaning
● 2.1 - Use prior knowledge: use knowledge of how oral and written language is used in a
variety of contexts to construct and confirm meaning
● 2.1 - Use comprehension strategies: read aloud with fluency, accuracy and expression
● 2.1 - Use textual clues: use predictable phrases and sentence patterns, and attend to
capital letters, periods, question marks and exclamation marks to read accurately,
fluently and with comprehension during oral and silent reading
● 2.2 - Respond to Texts: express thoughts or feelings related to the events and
characters in oral, print and other media texts
● 2.2 Experience various texts: Respond to mood established in a variety of oral, print and
other media texts
● 2.2 Construct meaning from texts: Express thoughts and feelings related to the events
and characters in oral, print and other media texts
● 2.2 - Construct meaning from texts: retell the events portrayed in oral, print and other
media texts in sequence
● 2.2 - Construct meaning from text: connect situations portrayed in oral, print and other
media texts to personal and classroom experience
● 2.3 - Understand techniques and elements: identify main characters, places and events
in a variety of oral, print and other media texts
● 2.4 - Create Original Text: use own and respond to others’ ideas to create oral, print and
other media texts
● 2.4 - Generate Ideas: use own and respond to others’ ideas to create oral, print and
other media texts
● 3.4 - Share Ideas and Information: clarify information by responding to questions
● 4.1 - Revise and edit: Check for capital letters, punctuation at the end of sentences and
errors in spelling
● 4.2 - Attend to grammar and usage: write complete sentences, using capital letters and
periods
● 4.3 - Use effective oral and visual communication: speak in a clear voice, with
appropriate volume, at an understandable pace and with expression
● 4.3 - Present information: present ideas and information by combining illustrations and
written texts
Instructional Strategies:
Throughout our unit we use talking chips, exit slips, placemats, rally robin, stand up,
hand up, pair up, jot thoughts, corners, and pod/partner discussions. We chose these specific
instructional strategies because they really harvest a community of discussion and growth.
These strategies are often used to brainstorm ideas throughout our unit. These strategies help
get the student’s thoughts moving and out on paper, as well as supplying them with their peers’
ideas for reference and/or use; the whole idea is collaboration. We also use these strategies to
talk about new concepts/ideas, and to discuss what the students learnt. Discussing and
reflecting with a peer will help solidify the student’s learning.

Resources and Materials for the Whole Unit at a Glance

● Multiple copies of David Shannon books
● The Rain Came Down by David Shannon
● David Shannon’s book “No David!”
● David Shannon’s “The Rain Came Down”
● David Shannon’s “David Goes To School”
● David Shannon’s “Duck On A Bike”
● David Shannon’s “Bad Case of the Stripes”
● David Shannon’s “Good Boy, Fergus”
● David Shannon’s “Too Many Toys!”
● David Shannon’s “Alice The Fairy”
● David Shannon’s “How I Became a Pirate, and the sequel” book
● Book transcript - “David Goes To School”
● Other David Shannon books for extension
● Biography of David Shannon
● Interviews with David Shannon
● Talking chips
● Paper for compare/contrast chart
● Paper for placemat
● Paper for pod placemats
● Paper for students’ books
● Colourful lined paper
● Chart paper
● Sticky notes
● Pencils
● Markers, pencil crayons, crayons, etc.
● Play Doh
● Site word cards
● Computers
● Headphones
● Whisper phones
 ● Journal
● Popsicle sticks with letters on them
● iPads
● Three bags of words on cards. One bag with animal names, another with modes of
transportation, and a last one of witnesses, or animals (duck) will see.
● Mini Whiteboards
● Dry erase markers
● Enlarged photos of students
● Laminated picture prompts
● Laminated word cards
● Sentence Buddy template and cut outs
● Sentence cutouts
● Magnetic Letters
● Envelopes
● Stamps

http://snippetsbysarah.blogspot.ca/2012/06/writing-rubrics.html

http://www.build-creative-writing-ideas.com/writing-prompts-for-kids-magic.html

https://www.pinterest.com/pin/78601955967662113/

https://www.pinterest.com/pin/290130400969777810/

https://education.alberta.ca/media/160360/ela-pos-k-9.pdf

Differentiating Instruction
In terms of differentiating instruction, our unit is quite modifiable. This unit has a lot of
reading in it, but there are different kinds of reading. In the student’s daily 5 they will be doing
reading at their reading level, but in the afternoon lessons their activities will be based on David
Shannon’s books. Students will never have to read Shannon’s books by themselves so this will
not be an issue for struggling students. A lot of their lessons require illustrating and drawing
pictures. They will not be getting marked on their drawing ability, but on their effort. These
lessons will be great for ELL students who may not be proficient in writing and reading yet. All of
our instructional strategies promote collaboration and engagement. All of our lessons have at
least three of the multiple intelligences met so that we keep as many of our students engaged
as we can. We have many hands on activities that correlate with the linguistic aspect of
Language Arts. All of Shannon’s books have different themes and topics that are very relatable
to children, this will keep our students interested in the lessons they will be participating in. The
students will always have access to Shannon’s books to look through and read.
Timeline:
Day 1 Day 2 Day 3 Day 4 Day 5
Who is David The Rain Came No David! David Goes To David Get in
Shannon? Down Lesson Lesson School Lesson Trouble Lesson
Lesson Formative Summative Formative Summative
Formative

Day 6 Day 7 Day 8 Day 9 Day 10

Duck on a Bike Bad Case of the Good Boy, Too Many Toys Alice the Fairy
Lesson Stripes Lesson Fergus! Lesson Lesson Lesson
Summative Formative Summative Formative Summative

Day 11 Day 12 Day 13

How I Became Write Shannon Extension day
A Pirate, and a Letter Lesson to complete
the Sequel Final unfinished
Lesson Summative projects
Formative Assessment for
Unit

Remediation and Extension:

If you have time to extend this unit, you could put a stronger focus on the letter writing
format for the end of the unit assessment. You could revamp the rubric and include a criteria of
proper letter format. The students could write their own children’s book as an extension project.
They could write their book either independently or with a partner, it would be their choice. You
could ask the students to explain their book to peers in regards to their ideas, topic, illustrations
and sentence structures.

Assessment and Evaluation

Every day we have some type of formative assessment to ensure that the students are
understanding what is being taught to them. This formative assessment happens through
observation of group work, exit slips, taking in daily assignments to look through and class
discussions. This will give us a good grasp on where each student is sitting and what areas our
students are struggling with so that we can cater to their needs.
The unit assessment will be completed on day 12, and day 13 if the students need extra
time. It will be a written letter and illustration for David Shannon. The students will write about
new ideas and information that they have gained throughout this unit. They will discuss how this
new knowledge gained has affected and changed their previous knowledge. They will discuss
their favourite books and topics with explanation and detail. Their letter will include the proper
sentence structure that they learned about in the unit. They will also include an illustration for
David Shannon.

Participation/Collaboration in group and class work - 20%

Each summative assignment - 10% (5 of these) = 50%
Letter to David Shannon - 30%
End of Unit Assessment - Letter to David Shannon rubric:
Criteria: Developing Almost Just Excellent
There Right

Student uses accurate 1 2 3 4

punctuation. Student uses a capital
letter for the first letter of each
sentence and for names.

Letter has a clear purpose and 1 2 3 4

includes new information that
students have gained.

Letter includes minimum of two of 1 2 3 4

the student’s favourite books, and
an explanation of their choices.

Letter shows student’s personality. 1 2 3 4

Letter includes an illustration. 1 2 3 4

 Who is David Shannon?
Lesson #1
Day 1
Grade 2

GENERAL OUTCOMES
● 1 - Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences

SPECIFIC OUTCOMES
● 1.1 Express ideas and develop understanding: express or represent ideas and feelings
resulting from activities or experiences with oral, print and other media texts

DIVERSITY/LEARNING STYLES
● Auditory - listening to teacher reading the biography of David Shannon
● Linguistic - Looking through & reading David Shannon books
● Interpersonal - Discussing within pod groups what each person noticed about the books

MATERIALS EQUIPMENT/SPECIAL EVENTS

● Talking chips ● Multiple copies of David Shannon

books
● Biography of David Shannon
● Interviews with David Shannon

TEACHER ACTIVITIES STUDENT ACTIVITIES

● AM: Daily 5 [30 min - 5 mins each]
○ Read to Self - students can
choose any book at their
reading level from in the
classroom
○ Work on Writing - Journal
about what the students did
the previous day or night
○ Read to Someone - students
can choose any book at their
reading level from in the
classroom and have them
find a spot in the room
where they can read to each
other. EEKK - Elbow to
● AM: Students will rotate through the
different centers, spending five
minutes on each
● PM: Students look through a David
Shannon book with their elbow
partner. After a pre-decided amount
of time they will switch with the
other elbow partners at their table.
When they are done looking
through both books they will re
group as a pod. They will each
have a talking chip, and they will go
around the pod stating one thing
they noticed in the books, once
they speak they will put in their
 Elbow, Knee to Knee chip.
○ Listen to Reading - Ipad App ● Students will listen to the biography
with book recording and help the teacher make a class
○ Word Work - Rainbow Write list of things they want to learn
○ Time with Teacher - Guided about the author
Reading ● Students will listen to an interview
● PM: Each Pod will receive two of David Shannon
David Shannon books. Each pair of ● Students will then read a second
elbow partners will look through one interview with an elbow partner
book, then they will switch and look ● Students will write an exit slip with
through the second book. When the the most interesting thing they
time is up they will use talking chips learnt about David Shannon
to go around the pod and say one
thing they noticed in both books [15
min]
● Read to the class a biography of
David Shannon and make a class
list of things they would like to learn
about him. [15 min]
● Read the class an interview with
David Shannon, both the questions
and answers [12 min]
● In elbow partners, the class will read
a second interview of David
Shannon [13 min]
● Get the students to make an exit
slip containing the most interesting
thing they learnt about David
Shannon [5 min]

EVALUATION and ASSESSMENT

- Assess what the students learnt from flipping through the books by walking around while
they are discussing
- Assess what they want to know by the chart made as a class
- Exit slip
 The Rain Came Down
Lesson #2
Day 2
Grade 2

GENERAL OUTCOMES
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.

SPECIFIC OUTCOMES
● 2.2 Experience various texts: Respond to mood established in a variety of oral, print and
other media texts
● 2.2 Construct meaning from texts: Express thoughts and feelings related to the events
and characters in oral, print and other media texts

DIVERSITY/LEARNING STYLES
● Auditory - listening to book
● Linguistic - creating chart
● Interpersonal - pod work
● Intrapersonal - discussing feeling and weather

MATERIALS EQUIPMENT/SPECIAL EVENTS

● Paper for compare/contrast chart ● The Rain Came Down book by

● Paper for placemat David Shannon
● Pencils
● Smartboard chart
● Play Doh

TEACHER ACTIVITIES STUDENT ACTIVITIES

● AM: Daily 5 (30 min)
○ Read to Self - Character
Buddies
○ Read to Someone - Read
Same Text Together
○ Word Work -Play-Doh
○ Work on Writing - Think
Draw Write
○ Listen to Reading -
Recorded Books of self or
other students
● AM: Students will rotate through the
centers, spending 5 minutes on
each
● PM: Talk with elbow partner about
the book “The Rain Came Down”
read by the teacher.
● Make a compare and contrast
sheet with pod group about the
differences between the character’s
mood during rainy weather to the
sunshine. As a group, decide what
 ○ Time with Teacher - Guided they will share from each side of
Reading the chart.
● PM: Read the book “The Rain ● Share your thoughts and ideas
Came Down” to the class and have about how weather changes the
them talk with elbow partners about way you feel. Use words that you
the story [10 min] know from weather and emotions.
● Each pod will make a ● Make a placemat with the four
compare/contrast chart and fill in the seasons as four categories. The
differences in the character’s mood students will work as a pod to fill
from the rainy weather to the their placemat in with activities they
sunshine. Each pod will share an could do in each season that will
idea from each side of their chart make them happy
with the rest of the class, and the
teacher will write them on the
smartboard to make a class chart
[20 min]
● Discuss as a class how weather
impacts feelings and connect some
weather vocabulary with some
emotion vocabulary [15 min]
● As a pod they will make a placemat
with 4 categories: Spring, Summer,
Fall, and Winter. They will
brainstorm ideas of activities they
could do in each season that would
make them happy [15 min]

EVALUATION and ASSESSMENT

- Assess what the student responses were from their compare and contrast chart.
- Assess what students shared with the class in terms of vocabulary and feelings.
- Assess the seasons placemat
 No David!
Lesson #3
Day 3
Grade 2

GENERAL OUTCOMES
● 1 - Students will listen, speak, read, write, view, and represent to explore thoughts,
ideas, feelings, experiences.
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.

SPECIFIC OUTCOMES
● 1.2 - Consider the ideas of others: Connect own ideas and experiences with those
shared by others
● 2.1 - Use prior knowledge: Connect personal experiences and knowledge of words,
sentences and story patterns from previous reading experiences to construct and
confirm meaning

TIMELINE
AM - Daily 5: 30 mins
PM - Hook: 10 mins
Practice and Development: 40 mins
Closure/Reflection: 10 mins

BLOOM’S TAXONOMY
Remembering Understanding Applying

Analyzing Creating Evaluating

Students will apply David Shannon’s ideas and connect them to their own to create a
“Yes, ______” book.

DIVERSITY/LEARNING STYLES
● ELL - these students can choose to just draw, instead of including writing
● Intrapersonal - when students create their own “Yes, ________” book
● Interpersonal - rally robin, placemats, hand up stand up pair up
● Linguistic - No David! book, their own book
● Auditory - listening to the book out loud, rally robbin with partner, students sharing their
books with each other
● Visual - drawing illustrations

MATERIALS EQUIPMENT/SPECIAL EVENTS

 ● Paper for pod placemats
● Paper for students’ books
● Markers, pencil crayons, etc.
● Site word cards
TEACHER ACTIVITIES
● Anticipatory Set (Hook)
● PM: Read the story No David!
Paying particular attention to the
illustrations.
[ 10 min]
Practice/Development
● AM: Daily 5 [30 min]
○ Read to Someone - Read to
Partner
○ Read to Self - Whisper
Phones
○ Listen to Reading -
Tumblebooks on computers
(Technology)
○ Work on Writing - “All About
Book” on David Shannon
○ Word Work - Sight Word
Games: Go Fish
○ Time with Teacher - Guided
Reading
● PM: With their face partner,
students will use rally robin to
discuss things children often hear
from their parents. During this,
teacher will hand out piece of blank
paper to each pod (5 min)
● Have them use a placemat (paper)
to write down one familiar phrase
not found in the book (3 min)
● Student #3 from each Pod will come
get a piece of blank white paper for
● David Shannon’s book “No David!”
● David Shannon’s “The Rain Came
Down” book
● Other David Shannon books for
extension
● Computers
● Headphones
STUDENT ACTIVITIES
● Pay attention to the story “No
David!” Pay particular attention to
the illustrations.
● AM:
● Take turns reading practiced books
to a partner. Students will find a
partner within their assigned group.
● On the carpet, have the students
use whisper phones so students
can hear their reading voices.
● On the computers, either at the
back of the classroom, in the
computer lab or COWS
(Computers On WheelS) have the
student go onto TumbleBooks and
listen to reading.
● Give students Sight Word Go Fish
cards and have them play with a
partner within their group
● Students will take turns reading
David Shannon’s “The Rain Came
Down” book with to the teacher.
Have enough copies for each
student. Students read aloud when
the teacher directs them to, then
they resume reading silently while
other are reading.
● PM: Students with take turns, going
 each pod member. While they are
doing this, student #1 from each pod
will get the crayons/markers. [2 min]
● Have each student write a “yes,
______” book about themselves,
showing things they are proud of
doing. Each student will receive one
piece of paper for their book, fold it
hamburger style once, then again.
This will allow students to have a
title page on the front, two middle
pages, and a back cover. As well,
students should have their favourite
idea taking up the whole piece of
paper on the inside. Students are
encouraged to be detailed with their
illustrations, including colour. [30
min]
[70 min]
Check for Understanding
● Make sure illustrations are focused
on and clear
● Make sure book follows
requirements (Yes, _____ should be
said multiple times)
Closure/Reflection
● Have the students participate in
Stand Up Hand Up Pair Up & share
their book with someone in the
room. Repeat this three times, with
three different peers
[10 min]
MODIFICATIONS and EXTENSIONS
- Modifications for ELL Students can be found under Diversity/Learning Styles
back and forth with their face
partner, listing things that they
often hear from their parents
● Students will each write one
familiar phrase that they DID NOT
hear in the book down on a
placemat
● Student #3 from each pod will go
get blank pieces of white paper for
every pod member
● Student #1 will go get
markers/crayons for their pod
● Students will fold their paper like a
hamburger once, and then do it
again to form a book.
● Students will write a “Yes ___”
book about themselves to show
what they are proud of doing. They
should have a front and back
cover, two middle pages, and their
FAVOURITE thing should be the
whole page when you unfold/open
the entire book up
● Students should focus on their
illustrations and include a lot of
details
● Check illustrations & make sure
they are focused and clear.
● Make sure book follows
requirements
● Students will stand up, walk
around, put their hand up, then pair
up with the person they are closest
to. Give students 3 minutes to
share their books with their partner.
They will do this with three different
partners.
 - If students are done in advance they can read the multiple other David Shannon books
that will be in the classroom
- If students do not finish their book by the end of class they will work on it in other spare
time that they may have

EVALUATION and ASSESSMENT

- Assess pod placemats
- Mark student’s “Yes, _______” books using a summative rubric

NOTES AND REVISIONS

 David Goes To School
Lesson #4
Day 4
Grade 2

GENERAL OUTCOMES
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
● 4 - Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication.

SPECIFIC OUTCOMES
● 2.1 - Use comprehension strategies: read aloud with fluency, accuracy and expression
● 2.1 - Use textual clues: use predictable phrases and sentence patterns, and attend to
capital letters, periods, question marks and exclamation marks to read accurately,
fluently and with comprehension during oral and silent reading
● 2.2 - Construct meaning from texts: retell the events portrayed in oral, print and other
media texts in sequence
● 4.3 - Use effective oral and visual communication: speak in a clear voice, with
appropriate volume, at an understandable pace and with expression

TIMELINE
● AM - Daily 5: 30 mins
● PM - Hook: 5 mins
● Practice and Development: 35 mins
● Closure/Reflection: 20 mins

BLOOM”S TAXONOMY
Remembering Understanding Applying

Analyzing Creating Evaluating

Students will understand fluency, accuracy, and expression, and apply it by

acting out David Goes To School.

DIVERSITY/LEARNING STYLES
● Auditory - listening to book, discussions with pod
● Bodily/Kinesthetic - acting out book
● ESL/Struggling readers - Can act out book without words
● Linguistic - jot thoughts & brainstorming on chart paper
● Interpersonal - pod work, and work with elbow partner
MATERIALS
● Chart paper for each pod
● Book transcript
● Sticky notes
TEACHER ACTIVITIES
● Anticipatory Set (Hook)
● Teacher will hand out half a stack of
sticky notes to each pod
● Students will use Jot Thoughts to
Brainstorm some school rules that
begin with “no”, and phrases they
hear in school within their pods
[ 5 min]
Practice/Development
● AM: Daily 5 (30 mins)
○ Word Work - White Boards
○ Work on Writing - Free Write
○ Read to Someone - Read
Same Text Together
○ Read to Self - 3 Ways to
Read a Book
○ Listen to Reading -
Comprehension Questions
● Ask students what it means to be a
good reader
● Get student #4 from each table to
grab a piece of chart paper and get
each pod to write their answers on
the flip chart paper.
● If they don’t mention expression,
ask them if they think that it is
important. Also, ask what it means
to be expressive.
● Read “David Goes To School” to
students with a monotone voice and
no expression while reading.
● Next, read it in an enthusiastic voice
with good fluency and expression.
EQUIPMENT/SPECIAL EVENTS
● David Shannon’s book “David Goes
to School”
STUDENT ACTIVITIES
● Students will get half a stack of
sticky notes per pod
● Students will have 5 minutes to jot
down as many school rules that
begin with “no” on their sticky notes
(one per note) and stick them in the
middle of the table
● AM: Use dry erase markers to write
sight words on white boards. Have
the students do this with a partner
within their group. Have them use
Tip Tip Teach if they have trouble
with their spelling.
● Have students write poems,
thoughts, or any choice!
● Find a partner within your group
and read the same book together
and help each other.
● Look at the Pictures, Look at the
Words, Retell the Story
● Students will choose to listen to
any book with a school theme.
After listening, respond to
comprehension questions.
Questions will be about school.
● Students will take turns reading
David Shannon’s “Too Many Toys”
book with to the teacher. Have
enough copies for each student.
Students read aloud when the
teacher directs them to, then they
resume reading silently while other
are reading.
 ● Ask the students if there was a big
difference between the readings and
get them to discuss in their pod
what that difference was
● Ask the students which reading they
liked listening to better
[35 min]
● PM: Ask students to think about
what it means to be a good reader.
● Student #4 will go get a piece of
chart paper for their pod
● Students will write down their ideas
on flip chart paper
● Students will think about what it
means to be expressive.
● Students will pay attention to how
the story is read when it is read
both times and discuss in their
pods what the difference between
them is

Check for Understanding ● Students perform their book with

● Watching students “perform” their enthusiasm and expression
book with expression (check for
understanding during their closure
activity)

Closure/Reflection ● Students will act out the book with

● Students will now act out the book,
“David Goes To School” with their
elbow partner
● Bring up the attached book
transcript on the board
● Students will have two minutes to
discuss with their elbow partner and
decide who is David and who is the
teacher
● Students will act out the book in
front of the class starting at pod 1
and going around the room
clockwise [20 min]
their elbow partner showing great
enthusiasm and expression
● Students will have 2 minutes to
plan out their reading
● Students will start acting out, they
can read off of the transcript on the
board. Start at pod 1 and go
around the room clockwise
presenting to the school

MODIFICATIONS and EXTENSIONS

● Extension - finish “Yes, _____” book if not finished yet
● Students can practice reading other books with expression to another peer that is done
● ESL modification found in diversity/learning styles
● Struggling reader modification found in diversity/learning styles

EVALUATION and ASSESSMENT

● Assess students flip chart and jot thought ideas
● Assess student’s reading and make sure it is expressive
NOTES AND REVISIONS
 David Gets In Trouble
Lesson #5
Day 5
Grade 2

GENERAL OUTCOMES
● 2- Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.

SPECIFIC OUTCOMES
● 2.2 - Construct meaning from text: connect situations portrayed in oral, print and other
media texts to personal and classroom experience

DIVERSITY/LEARNING STYLES
● Intrapersonal - journal, sharing their reasoning
● Interpersonal - sharing with corner groups
● Linguistic/Visual - drawing their picture/writing their sentence, journals
● Auditory - listening to book
● Visual - illustrating

MATERIALS EQUIPMENT/SPECIAL EVENTS

● White paper ● David Goes To School book

● Pencils ● iPads
● Crayons/markers
● Whisper phones
● Journal
● Popsicle sticks with letters on them

TEACHER ACTIVITIES STUDENT ACTIVITIES

● AM: Daily 5 (30 min)
○ Word Work - Mix & Fix
○ Work on Writing - Personal
Narrative
○ Read to Self - Whisper
Phones
○ Read to Someone -Read to
Partner
○ Listen to Reading - Ipad
Apps
○ Time with Teacher - Guided
● AM: Use letters to mix sight words
and fix them with a partner.
● Write a true story about yourself
● Students read texts at their level.
Either ones read as a class or done
during guided reading.
● Use whisper phones so students
can hear their reading voices.
● Take turns reading practiced books
to a partner.
● Choose one or two apps to listen to
 Reading
● Read the story and discuss the
different ways students get in
trouble, at home, school, etc. Make
sure students understand the limits.
[10 min]
● Hand out a piece of white paper for
students to write at the bottom a
sentence about how they get in
trouble.
● After their sentence is written ask
them to illustrate the page with a
picture of how they get into trouble.
[25 min]
● Use corners to get students to share
their illustration with a new group of
students. Label the corners 1-4, and
have students 1-4 go to those
corners. Each student will have one
minute to share their illustration and
explain why they chose that specific
sentence. [10 min]
● Compile a class book of all the ways
the class gets into trouble.
● Have students write in their journal
one lesson they learnt from this
book. Get them to answer a few
guiding questions. [15 min]
EVALUATION and ASSESSMENT
● Use summative assessment to mark the student’s illustration
● Assess and respond to their journal
reading
● The pre-assigned group for today
will work with the teacher on guided
reading.
● PM: Think of different ways that
you get in trouble at home, school,
etc. and share with the class.
● Think of 1 sentence about a time
you got in trouble that you can
demonstrate on paper.
● Illustrate this sentence. Make sure
it is good because it will be
compiled into a class book.
● Students will go to corners 1-4
based on their number in their pod.
● They will have one minute to share
with their corner group their
illustration, and the explanation
behind it all
● Students will write in their journal
one lesson this book taught them,
and answer some guiding
questions.
 Duck On A Bike
Lesson #6
Day 6
Grade 2

GENERAL OUTCOMES
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts

SPECIFIC OUTCOMES
● 2.3 - Understand techniques and elements: identify main characters, places and events
in a variety of oral, print and other media texts

DIVERSITY/LEARNING STYLES
● Auditory - listening to book, voice recording their book
● Linguistic - creating their own book, word cards
● Interpersonal - creating a class story

MATERIALS EQUIPMENT/SPECIAL EVENTS

● Paper ● Create, ahead of time, three bags

● Pencils of words on cards. One bag with
animal names, another with modes
of transportation, and a last one of
witnesses, or animals (duck) will
see.
● Duck On A Bike book
● Computers
● Headphones

TEACHER ACTIVITIES STUDENT ACTIVITIES

● AM: Daily 5 (30 min) ● AM: Play Sight Word Tic-Tac-Toe

○ Word Work - Tic-Tac-Toe
○ Work on Writing - Notebook
Writing
○ Read to Someone - EEKK
with a partner
○ Read to Self - Reader
Response
○ Listen to Reading -
Recorded Books
with a partner within your group
● Write in a notebook about any topic
or prompt. Students will have
access to a list of prompts if they
are stuck on what to write about.
● Students sit “Elbow, Elbow, Knee to
Knee” with their partner while they
read books of their choice.
● Have students respond to their
 ○ Time with Teacher - Guided reading with a response form.
Reading ● Students will choose a book of their
● This is a 6 traits lesson based on choice to listen to on recording.
Ideas ● PM: Listen to David Shannon’s
● Create, ahead of time, three bags of “Duck on a Bike” book
words on cards. One bag with ● Think about how authors get their
animal names, another with modes ideas to write their books
of transportation, and a last one of ● Choose a card from each of the
witnesses, or animals (duck) will bags (three from the witnesses
see. bag).
● Read the story to students. After, do ● Rewrite story as a class
a discussion of how authors like ● Pick their own cards and write their
themselves may get an idea. [10 own story
mins] ● Students will type up their final
● Choose a card from each of the version of their story. It will be
bags (three from the witnesses printed off and then they will create
bag). illustrations to match.
● Retell the story with the new ● They will voice record their story.
characters and modes of
transportation as a class, getting
input from students. [10 mins]
● Ask students to do the same on
their own. Get them to choose their
cards and re-write their own version
of the story. Remind students that
the animals all make a noise, and
that we hear what they are thinking.
[25 min]
● After they have written their own
children’s story, have them type the
words on the computer. Print off the
words spread over 3-5 pages. Have
students make illustrations to go
with their text. [15 min]
EXTENSION:
● Scan their words and illustrations
into PowerPoint and record their
voices reading their story in a
PowerPoint presentation.

EVALUATION and ASSESSMENT

● Use summative assessment to mark their final project
● Assess them on all steps and help when needed
 Bad Case Of The Stripes
Lesson #7
Day 7
Grade 2

GENERAL OUTCOMES
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.

SPECIFIC OUTCOMES
● 2.2 - Construct meaning from text: Retell the events portrayed in oral, print and other
media texts in sequence

DIVERSITY/LEARNING STYLES
● Intrapersonal - acting out story with partner
● Bodily/Kinesthetic - acting out story
● Auditory - listening to book
● Visual - colouring picture
● Linguistic - reading the book

MATERIALS EQUIPMENT/SPECIAL EVENTS

● Whiteboards ● David Shannon’s “Bad Case of the

● Crayons/Markers Stripes” book
● Computers
● Headphones
● Enlarged photos of students

TEACHER ACTIVITIES STUDENT ACTIVITIES

● AM: Daily 5 (30 min) ● Use dry erase markers to write

○ Word Work - White Boards
○ Work on Writing -
Letter/Note
○ Read to Someone - EEKK
○ Read to Self - Character
Buddies
○ Listen to Reading -
Tumblebooks on Computers
○ Time with Teacher - Guided
Reading
● PM: When this book is being
sight words on white boards
● Write a letter or note to someone
● Sit “Elbow, Elbow, Knee to Knee”
with your partner while your read a
book to each other
● Find a spot in the room, pick a
buddy, pick a book and read to
your buddy.
● Either in the lab, on COWS, or the
computers at the back of the room,
listen to reading on Tumblebooks.
 studied, read other books about
being yourself (preferably one per
pod, and then switch a couple
times)
● After reading the story Bad Case of
The Stripes by David Shannon and
discussing within pods to ensure
understanding (use talking chips),
have students act it out with a
partner. One is Camilla, and other is
the confused Doctor attempting to
diagnose her problem.
[35 min]
● Enlarge black and white photos of
the students to 8 ½ & 11.
● Discuss what other patterns could
have been all over Camilla.
● Use pencil crayons to color students
photos with a different patterns ie.
Bad case of the polka dots, or plaid.
[25 min]
EVALUATION and ASSESSMENT
● Assess their conversation and understanding of book by listening while pods talk
● Assess their pattern development
● Work with the teacher on guided
reading.
● PM: read other books about being
yourself (preferably one per pod,
and then switch a couple times)
● Read Bad Case of The Stripes by
David Shannon, and use talking
chips to discuss the book within
pods
● Students will act out the book with
a partner and perform it to their pod
● Students will discuss in their pods
about other patterns that could
have been on Camilla
● Students will colour their photo with
a different pattern
 Good Boy, Fergus!
Lesson #8
Day 8
Grade 2

GENERAL OUTCOMES
● 4 - Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication

SPECIFIC OUTCOMES
● 4.2 - Attend to grammar and usage: write complete sentences, using capital letters and
periods
● 4.3 - Present information: present ideas and information by combining illustrations and
written texts

DIVERSITY/LEARNING STYLES
● Interpersonal - group work
● Linguistic - writing newspaper article
● Auditory - listening to book
● ESL - draw pictures of what they liked, and perhaps a sentence to go along with it if they
are able, instead of writing an article

MATERIALS EQUIPMENT/SPECIAL EVENTS

● Whiteboards ● Good Boy, Fergus

● Laminated picture prompts
● Paper
● Pencils

TEACHER ACTIVITIES STUDENT ACTIVITIES

● AM: Daily 5 (30 min) ● Be creative as you practice writing

○ Word Work - Fancy Fingers
○ Work on Writing - Write and
Wipe
○ Read to Someone - Read
Same Text Together
○ Read to Self - 3 Ways to
Read a Book
○ Listen to Reading -
Comprehension Questions
sight words using dots, curvy lines,
colors, etc.
● Use a laminated page, preferably
with a picture prompt to write a
story and simply wipe it when done.
● Read the same book with a partner
and help each other.
● Read the book in 3 ways: look at
the pictures, look at the words,
 ○ Time with Teacher - Guided
Reading
● PM: Before reading this story,
discuss ways authors get ideas for
stories (already discussed in a
previous lesson)
● Perhaps read some of David
Shannon’s interview questions
which allude to where his ideas
come from [5 min]
● Read the story and ask some
comprehension questions. [25 min]
● As this is David Shannon’s newest
book, pretend we are book critics
and write a newspaper
article/review on this new book.
Discuss what they liked/disliked
about the story. [25 min]
● Stand up, hand up, pair up, and
share their article with a partner [5
min]
EVALUATION and ASSESSMENT
● Use summative assessment to mark the students newspaper article
● Formatively assess conversation about authors and ideas
retell the story
● Respond to comprehension
questions after reading
● Work with the teacher if you are in
the pre-assigned group to do so
today. Read with the teacher and
other students.
● PM: Discuss ways author get their
ideas for stories as a class
● Read some David Shannon
interview questions with pods to get
ideas as to where he gets his book
ideas from
● Read Good Boy, Fergus and
answer comprehension questions
● Students will write a newspaper
article/review on this book
● Stand up, hand up, pair up to find
a partner to read their article to
 Too Many Toys
Lesson #9
Day 9
Grade 2

GENERAL OUTCOMES
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
● 4 - Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication.
● 4 - Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication
●
SPECIFIC OUTCOMES
● 2.1 - Use prior knowledge: use knowledge of how oral and written language is used in a
variety of contexts to construct and confirm meaning
● 4.1 - Revise and edit: Check for capital letters, punctuation at the end of sentences and
errors in spelling
● 4.2 - Attend to grammar and usage: write complete sentences, using capital letters and
periods

DIVERSITY/LEARNING STYLES
● Linguistic - creating sentences
● Bodily/Kinesthetic - making the sentences with manipulatives
● Visual - drawing pictures to match sentences

MATERIALS EQUIPMENT/SPECIAL EVENTS

● Sentence Buddy template and cut ● David Shannon’s “Too Many Toys”
outs book
● Sentence cutouts ● Book recordings on computer
● Markers, Crayons, etc. ● Headphones

TEACHER ACTIVITIES STUDENT ACTIVITIES

● AM: Daily 5 (30 mins) ● AM: Sort word family words.

○ Word Work - Word Sort ● Use picture cards to make a list of
○ Work on Writing - List items
○ Read to Someone - EEKK ● Partners sit “Elbow, Elbow, Knee to
 ○ Read to Self - 3 Ways to
Read a Book
○ Listen to Reading -
Recorded Books
○ Time with Teacher - Guided
Reading
● Create a sentence buddy to
remember what a sentence needs.
Students will need to cut out the
template and pieces, as well as
create a good sentence that follows
the template. These include capital,
noun, verb, and punctuation. Color
code these in the sentence the
same color that corresponds with
the print out. (30 mins)
● Students will create their own
sentences using cut out words,
phrases, and punctuation. This is
very open ended for the students,
but they are also able to understand
sentence structure.
● Students will need to know ROY-G-
BV because the cut outs are color
coded according to the rainbow.
This will help the students to create
a successful sentence.
● After each sentence, have students
draw a small picture of their
sentence, while writing it on the top
or bottom of their page. (25 mins)
● Exit slip: Write a sentence without
the help of the manipulatives. Write
it on an exit slip and hand it in. (5
mins)
Knee” while they read a book to
each other in the room.
● Read the book in 3 ways: Look at
the Pictures, Look at the Words,
Retell the Story.
● Listen to your partner read on
recording.
● If you are in the pre-assigned
group, work with the teacher on
guided reading.
● PM:Cut out the sentence buddy
template and pieces and assemble.
Write a sentence that includes all
parts of a complete sentence. Color
code the sentence with the
pieces/parts of a sentence.
● Use the ROY-G-BV cutouts to
create sentences.
● Illustrate a small picture to match
your sentence.
● Write your sentence on the top or
bottom of your illustration.
● Write a sentence without the
manipulatives on an exit slip.

EVALUATION and ASSESSMENT

- Assess students’ exit slip
 Alice The Fairy
Lesson #10
Day 10
Grade 2

GENERAL OUTCOMES
● 1- Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.
● 2- Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
● 3. Students will listen, speak, read, write, view and represent to manage ideas and
information.

SPECIFIC OUTCOMES
● 1.1 - Discover and Explore: express or represent ideas and feelings resulting from
activities or experiences with oral, print and other media texts
● 2.2 - Respond to Texts: express thoughts or feelings related to the events and
characters in oral, print and other media texts
● 2.4 - Create Original Text: use own and respond to others’ ideas to create oral, print and
other media texts
● 3.4 - Share Ideas and Information: clarify information by responding to questions

DIVERSITY/LEARNING STYLES
● Intrapersonal - Students will write their wishes down as well as share ideas with their
group.
● Interpersonal - Working with pod groups to brainstorm, discuss what a good sentence
has, etc.
● ELL - ELL students could draw a picture instead of writing their wishes.

MATERIALS EQUIPMENT/SPECIAL EVENTS

● Laminated word family cards ● David Shannon’s “Alice The Fairy”

● Big paper ● Colourful, lined paper
● Pencils

TEACHER ACTIVITIES STUDENT ACTIVITIES

● AM: Daily 5 (30 min) ● Sort word family words

○ Word Work - Word Sort ● Think of a story, draw the story,
○ Work on Writing - Think and write words to match.
Draw Write ● Take turns reading practiced books
○ Read to Someone - Read to to a partner.
 Partner ● Choose books of interest from the
○ Read to Self - Classroom classroom library
Library ● Have students record themselves
○ Listen to Reading - reading then play it back if they
Recorded Books have time.
○ Time with Teacher - Guided ● Work with the teacher if you are in
Reading the pre-assigned guided reading
● Read Alice the Fairy with the class group.
● Give each pod a large piece of ● PM: Students will listen to Alice the
paper, and each student will write Fairy
down one wish they would make if ● Each pod will receive a large piece
they had a magic wand of paper, and each student will
● Once the students are done writing write down one wish they would
down an idea, ask them to do a make if they had a magic wand
gallery walk and look at every pod’s
● After they are done writing down an
paper/brainstorming idea, they will do a gallery walk and
● While the students are doing their look at every pod’s
gallery walk put fun, lined paper out
● Students will discuss within their
for each students [25 min]
pods what a good sentence should
● Ask the students open-ended
have in it. One student from each
questions about what a good
pod will share with the class one
sentence should have in it, and get
component that they discussed
them to discuss within their pods.
● The students will follow the prompt
Ask one student from each pod to
“You find a magic wand that gives
share one component/idea that they
you the power to cast three
discussed with the class [5 min]
different spells. What are the spells,
● The students will respond to this
what do they do, and how do you
prompt “You find a magic wand that
use these spells to make your life
gives you the power to cast three
better?”
different spells. What are the spells,
● After they are done, students will
what do they do, and how do you
do hand up, stand up, pair up and
use these spells to make your life
share their writing with a partner
better?”
● Once finished, the students will do
stand up, hand up, pair up and
share their writing with a partner [30
min]
EVALUATION and ASSESSMENT
- Looking at wish brainstorming papers
- Listening to sentence structure brainstorms
- Take in the student’s writing to read and assess summatively by rubric
 How I Became A Pirate, and the sequel
Lesson 11
Day 11
Grade 2

GENERAL OUTCOMES
● 2- Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.

SPECIFIC OUTCOMES
● 2.4 - Generate Ideas: use own and respond to others’ ideas to create oral, print and
other media texts

DIVERSITY/LEARNING STYLES
● Interpersonal - reading sentences to pods
● Linguistic - writing sentences
● Visual - drawing illustrations

MATERIALS EQUIPMENT/SPECIAL EVENTS

● Magnetic letters ● David Shannon’s “How I Became a

Pirate, and the sequel” book
● Ipads

TEACHER ACTIVITIES STUDENT ACTIVITIES

● AM: Daily 5 (30 mins) ● Use magnetic letters to build

○ Word Work - Magnetic
Letters
○ Work on Writing - Sentence
Structure
○ Read to Someone - EEKK
○ Read to Self - Classroom
Library
○ Listen to Reading - Ipad
Apps
○ Time with Teacher - Guided
Reading
● PM: Read David Shannon’s “How I
Became a Pirate” book. (10 min)
spelling words or other words of the
week.
● Practice writing neat sentences that
have a capital letter first, spaces,
words, and punctuation.
● Sit “Elbow, Elbow, Knee to Knee”
with a partner as you read books to
each other.
● Choose books of interest from the
classroom library.
● Use one or two Ipad Apps to listen
to reading
● Work with the teacher on guided
reading if they are in the pre-
 ● Students will write a few sentences
about “If I Were A… Pirate”.
Illustrate their sheet to match their
sentences. Have them share with
their pod group when everyone is
done. (20 min)
● Students will draw a map of
whatever they want. Some options
to give the students can include a
map of their backyard, to the park,
etc. Make sure pictures and the
dotted line to your “treasure” is
shown clearly. (20 min)
● Read the sequel book “Pirates Don’t
Change Diapers” (10 min)
EVALUATION and ASSESSMENT
- Take in the students “If I were a Pirate” to assess
assigned group for the day.
● PM: Pay attention to “How I
Became A Pirate”
● Use your imagination as you write
about what you would do if you
were a pirate. Draw an illustration
to match.
● Share with their pod group
● Draw a map to a “treasure” in your
backyard, to the park, or whichever
you choose.
● Pay attention to the sequel book
 Write Shannon a Letter
Lesson 12
Day 12
Grade 2

GENERAL OUTCOMES
● 1 - Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences

SPECIFIC OUTCOMES
● 1.1 - Express ideas and develop understanding: Talk about how new ideas and
information have changed previous understanding
● 1.1 - Express ideas and develop understanding: Express or represent ideas and feelings
resulting from activities or experiences with oral, print and other media texts
● 1.1 - Experiment with language and forms: explain why particular oral, print or other
media texts are personal favourites

DIVERSITY/LEARNING STYLES
● Linguistic - book walk, writing the letter
● Interpersonal - group/partner work
● Visual - drawing an illustration

MATERIALS EQUIPMENT/SPECIAL EVENTS

● Whisper Phones ● All David Shannon books

● Paper ● Envelopes
● Pencils ● Stamps
● Crayons/Markers
● Sticky notes

TEACHER ACTIVITIES STUDENT ACTIVITIES

● AM: Daily 5 (30 min) ● AM: Write sight words, spelling

○ Word Work - Rainbow Write
○ Work on Writing - List
○ Read to Someone - Read to
Partner
○ Read to Self - Whisper
Phones
○ Listen to Reading -
Comprehension Questions
○ Time with Teacher - Guided
words, or sentences using markers,
highlighters, etc.
● Label a picture or draw a picture
and add own labels. This can link to
other subjects, like science.
● Take turns reading practiced books
to a partner.
● Use whisper phones and listen to
your reading voice.
 Reading
● PM: End the author study by
allowing students to take another
book walk through all David
Shannon’s books and discussing
them with their elbow partner.
● Tell students that we can write to
the author, and they will each
compose a letter.
● Get students to brainstorm in their
pods what a proper letter should
look like, and ask them each to write
down one idea on a sticky note.
Each pod will come up and stick
their notes on the board to make a
giant web of ideas. This will be a
resource to the students when they
are writing their letters.
● The letter should speak about their
favourite books, what they liked,
and ask questions.
● The students should also draw an
illustration to go along with their
letter. This illustration should
embody the type of drawings that
are in David Shannon’s books
● Allow students the choice to decide
if their letter will be mailed. [60 min]
EVALUATION and ASSESSMENT
- Assess the student’s web on the board
- Assess the letters and illustrations summatively before they are sent
- This will be the final assessment for the unit.
● After listening to recorded reading,
respond to comprehension
questions
● Work with the teacher on guided
reading if you are apart of the pre-
assigned group for today.
● PM: students may take a book walk
through all of the David Shannon
books and discuss them with their
elbow partner
● Students will brainstorm in their
pods what a good letter should look
like and be composed of. They will
each write one idea on a sticky
note. They will come up pod by pod
and stick their notes on the board.
The students can use this as a
resource when they write their
letters.
● Students will compose and write a
letter to David Shannon
● The letter will include their favorite
books, what they liked, and some
questions they have for him
● Students should also include an
illustration that has the same style
as illustrations found in David
Shannon’s books
● Students can mail the letters if they
chose to, but they do not have to
 No David! & David Goes to School
30 Minute Lesson
November 9, 2016
EDUC 3103

GENERAL OUTCOMES
● 1 - Students will listen, speak, read, write, view, and represent to explore thoughts,
ideas, feelings, experiences.
● 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.
● 4 - Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication.

SPECIFIC OUTCOMES
● 1.2 - Consider the ideas of others: Connect own ideas and experiences with those
shared by others
● 2.1 - Use prior knowledge: Connect personal experiences and knowledge of words,
sentences and story patterns from previous reading experiences to construct and
confirm meaning
● 2.1 - Use comprehension strategies: read aloud with fluency, accuracy and expression
● 2.1 - Use textual clues: use predictable phrases and sentence patterns, and attend to
capital letters, periods, question marks and exclamation marks to read accurately,
fluently and with comprehension during oral and silent reading
● 2.2 - Construct meaning from texts: retell the events portrayed in oral, print and other
media texts in sequence
● 4.3 - Use effective oral and visual communication: speak in a clear voice, with
appropriate volume, at an understandable pace and with expression

TIMELINE
● Hook - 5 min
● Practice/Development - 26 min
● Closure - 1 min

BLOOM”S TAXONOMY
Remembering Understanding Applying

Analyzing Creating Evaluating

Students will apply David Shannon’s ideas and connect them to their own to create a
“Yes, ______” book.
 Students will understand fluency, accuracy, and expression, and apply it by acting out
David Goes To School.

DIVERSITY/LEARNING STYLES
● ELL - these students can choose to just draw, instead of including writing, can act out
book without words
● Intrapersonal - when students create their own “Yes, ________” book
● Interpersonal - rally robin, placemats, hand up stand up pair up, partner work, and work
with elbow partner
● Linguistic - No David! book, their own book, jot thoughts & brainstorming on chart paper
● Auditory - listening to the books out loud, rally robbin with partner, students sharing their
books with each other, discussions with partner
● Visual - drawing illustrations
● Bodily/Kinesthetic - acting out book

MATERIALS EQUIPMENT/SPECIAL EVENTS

● Transcript of book for students to ● David Shannon’s “No David!” &

act out - enough for every person in “David Goes To School” books
small group.
● Paper - white, flip chart
● Markers/crayons
● Sticky Notes

TEACHER ACTIVITIES STUDENT ACTIVITIES

● Anticipatory Set (Hook)

Read the story No David! Paying ● Pay attention to the illustrations in
particular attention to the illustrations. the book as it is being read to you.
“What did you notice with the
illustrations in the book? Same?
Different?” (5 min)
[ 5 min]

Practice/Development
● Split students into two groups (one ● As a small group, on a placemat,
group of 4, another of 3) use a write down familiar phrases you hear
placemat (paper) to write down from your parents that are not found
familiar phrases you hear from your in the book.
parents that are not found in the
book. (2 min)
● Have one group member take 30
seconds each to share some of the
ideas that they came up with on their
groups placemat. (1 min)
● Each person needs a blank piece of
paper and crayons/markers.
● Have each student write a “yes,
______” book about themselves,
showing things they are proud of
doing. Each student will receive one
piece of paper for their book, fold it
hamburger style once, then again.
This will allow students to have a title
page on the front, two middle pages,
and a back cover. As well, students
should have their favourite idea
taking up the whole piece of paper
on the inside. Students are
encouraged to be detailed with their
illustrations, including colour. [10
min]
● Read “David Goes To School” (5
min)
● Students will now act out the book,
“David Goes To School” with their
elbow partner.
● Have a print out of the transcript for
every person in group.
● Students will have two minutes to
discuss with their elbow partner and
decide who is David and who is the
teacher. (2 min)
● Students will act out the book in front
of the small group starting at partner
group 1 and going around the room
clockwise (5 min)
● Share with the other group some of
the ideas you came up with.
● Write a “Yes, _____” book about
yourself. Fold your paper hamburger
style once, then again. Make sure
you have a title page on the front,
two middle pages, and a back cover.
Have your favourite idea taking up
the whole piece of paper on the
inside.
● Use detail on illustrations, including
color.
● Pay attention to the expression used
by the teacher in “David Goes to
School”
● With your elbow partner, discuss
with your partner who will be David
and who will be the teacher. You can
follow your transcript sheet or
memorize the lines.
● Make sure you are expressive and
use good acting/drama skills.
● Act this out to the small group.

[ 25 min]

Check for Understanding

● Did students perform their script with
expression and fluency?
 Closure/Reflection ● Complete the exit slip question on a
● Exit Slip: Did you feel that you used sticky note
fluency and expression when you
performed your script to the small
group? Why or why not?

[ 1 min]

MODIFICATIONS and EXTENSIONS

● Modifications for ELL Students can be found under Diversity/Learning Styles
● If students are done in advance they can read the multiple other David Shannon books
that will be in the classroom
● If students do not finish their book by the end of class they will work on it in other spare
time that they may have
● Extension - finish “Yes, _____” book if not finished yet
● Students can practice reading other books with expression to another peer that is done
● Struggling reader modification found in diversity/learning styles

EVALUATION and ASSESSMENT

● Assess pod placemats
● Mark student’s “Yes, _______” books using a summative rubric
● Assess students flip chart and jot thought ideas
● Assess student’s acting and make sure it is expressive

NOTES AND REVISIONS