If You Give A Moose A Muffin UnitEDUC 5413 Elementary School Reading and Language Arts Methods

Dr. Marcea IngersollAllison Curran, Molly Kearney, Hannah Lucas, and Danielle Brewer

February 28th, 2018

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This unit is centered around the text If you Give a Moose a Muffin. This text speaks to student interests at the grade one level as it is currently among the most popular series (Original: If You Give a Mouse a Cookie) by award winning author Laura Numeroff. Experience in the field would suggest that students at this age love silly stories that make them laugh and wonder what will happen next. If You Give a Moose a Muffin plays to these interests incredibly well making it an appropriate pretext for the chosen age.

The teaching context of this unit would be launched in the fall of the year taking us into the Christmas break with books like Mooseltoe, and A Moose Goes a Murmuring. This unit would follow the cultural purpose of hunting here in New Brunswick and knowing a prominent Canadian symbol that would be explored through You and Your World connections. Through multi genre books, students will be able to discover various aspects of moose life. Moose for Kids: Moose are Like That, Amazing Animals: Moose are perfect examples of non fiction books that will expose students to the background of moose, where fiction books like Thidwick the Big Hearted Moose give students the types of books they love, silly rhymes and lost of pictures! Another genre of literacy within our unit is songs. The songs included are Doin’ the Moose and Making Muffins. These songs are an aspect of play-based learning as they invite students to sing and move to the music freely.

This unit also expands text connections into math, drama and music using multi literacies as a component of contemporary literacy learning. This approach engages students in learning. Students are often surrounded by technology in their daily lives, so encouraging them to learn through technology enhances their learning experiences. Students can collaborate and communicate using technology. iPads are an excellent tool to use in the classroom, as they can be used for multiple purposes. In our unit, students will have the opportunity to use iPads to take pictures of their work, which can then be shared with the class in a slideshow and sent home to parents via email. Another aspect of technology within our unit is our pre-recorded book talk. This book talk has been put up on YouTube, which gives students the option to go back and watch it again as they please, after being shown in class. Additionally, you could have the students record their own book talks. _______________________________________________________________________

Central text: If You Give a Moose a Muffin by Laura Joffe Numeroff_______________________________________________________________________

Curriculum Outcomes: SCO: Express opinions and give simple explanations for some of their opinions (I

like … because) SCO: listen to others’ ideas and opinions SCO: May attempt to use some descriptive language SCO: Reading strategies and behaviours: read familiar texts smoothly with

expression, attending to punctuation; may hesitate with uncommon words SCO: Recognize common high-frequency words and personally significant words SCO: Create drama based on play, imagination, and/or literature

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SCO: Describe how plants and animals meet their needs in a given environment SS2 : Sort 3D objects and 2D shapes using one attribute, and explain the sorting

rule SCO: Students will be expected to respond and give instructions or directions that include two or three components.

SCO: Students will be expected to listen to others’ ideas and opinions. SCO: Demonstrate an awareness that classroom instruments can produce a variety

of sounds such as high/low,long/short SCO: Explore, using classroom instruments, possibilities for music making to

express moods and feeling SCO: Begin to use gestures and tone to convey meaning SCO: Respond to and give simple directions or instructions SCO: Engage in simple oral presentations and respond to oral presentations and

other texts GCO: Students will be expected to use a range of strategies to develop effective

writing and media products to enhance their clarity, precision, and effectiveness. GCO: Students will be able to speak and listen to explore, extend, clarify, and

reflect on their thoughts, ideas, feelings, and experiences GCO: Students will speak and listen to explore, extend, clarify, and reflect on

their thoughts, ideas, feelings, and experiences. GCO: Students will be expected to use writing and other forms of representation

to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

GCO: Reading Strategies and Behaviours Appropriate Achievement GCO 2: Students will be able to communicate information and ideas effectively

and clearly, and to respond personally and critically. GCO 2: Students will be expected to create and/or present, collaboratively and

independently, expressive products in the arts for a range of audiences and purposes.

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I Can Statements: I can retell a story I can tell you about the beginning, middle and end of a story I know what animals need where they live. I can sort 3D and 2D shapes. I can listen when people are reading. I can work together to come up with a piece of writing. I can create a piece of writing on my own. I can learn a new song and actions by repeating teacher and following directions. I can use different levels of volume and speed when singing the song. I can keep a steady beat when I sing. I can recognize my favourite parts of a story. I understand what I need to make a complete sentence. I can use descriptive words. I can read text with flow. I can use actions to show what I mean.

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I can create a play._______________________________________________________________________

Shared Reading Lesson:I can listen to others.I can use descriptive words.I can read text with flow. Lesson Outcomes: (Grade 1)ListenGCO 1: Students will be able to speak and listen to explore, extend, clarify, and reflect ontheir thoughts, ideas, feelings, and experiencesSCO: express opinions and give simple explanations for some of their opinions (I like … because) SCO: listen to others’ ideas and opinions

Descriptive languageGCO: Word ChoiceSCO: May attempt to use some descriptive language

FlowGCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media and visual texts.SCO: Reading strategies and behaviours: read familiar texts smoothly with expression, attending to punctuation; may hesitate with uncommon words.Material Used:If You Give a Moose a Muffin big book, finger pointer stick, chart paper, picture of moose, picture of mouse, marker

Engagement PhaseWhat the teacher will do: What the students will do:Read If You Give a Moose a Muffin big book on the story mat

-    Point to students to read phrases or pages together to share the responsibility of reading and practice flow/pace

-    Encourage students to use already learned reading strategies when stuck on a word

Back up and rereadChunky MonkeyLook a picture clues

Read with class and teacher when instructedUse a reading strategy when stuck on a word

PracticeWhat the teacher will do: What the students will do:Instruct students to return to their tablesPlace photos of real moose and mice on student tables to explore

Go to tablesExplore pictures provided focusing on what each animal looks like

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Ask students to pay attention to what the two animals look like----------------------------------------------------Have students gather the photos and bring them back to the story mat (to teacher)Invite students back to the story matMake a T chart that says Mouse and MooseTell students that usually when we read these books the main character is a mouse. Then, ask

What words can we use to describe a mouse?Record responses on T chart*Repeat with MooseSend students back to their seats----------------------------------------------------Have students share what animal they like best and why with their elbow partner using at least one of the descriptive words gathered together.Listen to student conversations as descriptive language pre-assessment

----------------------------------------------------Gather photos and return to matOffer descriptive words for a mouse and a mooseListen to others as they share their suggestions with the class

----------------------------------------------------Share what animal they like best and why (using at least one descriptive word) with their elbow partnerListen as partner shares

Ending the LessonWhat the teacher will do: What the students will do:Write writing prompts on board.I like moose because...I like mice because...Instruct students to get their writing journals and complete the one of the writing promptsCan complete second writing promptCan draw picture of mouse and moose to compareLabel drawings with titles

Get writing journalComplete one writing prompt in journal*Copy it down and completeComplete second promptDraw mouse and mooseLabel drawings with titles

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Shared Writing Lesson:Lesson Outcomes: (Grade 1)

GCO 1: Students will speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

SCO: Students will be expected to respond and give instructions or directions that

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include two or three components. SCO: Students will be expected to listen to others’ ideas and opinions.

Material Used: If You Give A Moose A Muffin book Composition books (students) Pencils (students)

Before the LessonWhat the teacher will do: What the students will do:

Start by activating prior knowledge. Ask the students the following questions:

o Who remembers what we were talking about yesterday in Language Arts?

Set a clear schedule/purpose/directions for the lesson.

o We were talking about procedural writing yesterday, and will continue on with that topic today.

Ask the students what are some important things that we need to remember when writing a piece of procedural writing (directions that are clear, easy to follow, and in the correct order).

o Write down the student’s responses on the board.

Let the students know which book I am going to be reading, (If You Give A Moose A Muffin), and what we will be doing after (writing instructions for other readers to make moose muffins).

Read the book, If You Give A Moose a Muffin to the class.

While reading make sure to stop throughout the book to ask questions, get the students to tell you what they think is going to happen, and have a discussion.

o Discuss what we were learning about yesterday in Language Arts.

List some important things that have to be remembered when writing a piece of procedural writing.

Listen as the teacher explains the plans for the class.

Listen as teacher reads the book, If You Give A Moose A Muffin.

Answer questions, predict future events, and have a discussion as the teacher is reading the book.

During the Lesson

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What the teacher will do: What the students will do: Ask the students if they noticed any

specific food that was talked about at the first of the book.

o Moose and muffins! Explain the activity that the class is

going to be doing today. Today, we are going to make some

imaginary muffins. Therefore we are going to need to make a list of ingredients (what we are going to need) and instructions (what we are doing).

Ask the class if they have ever made muffins before. What was the experience like? Go over the ingredients that are needed to make muffins?

o Eggs? Milk? Chocolate chips? Flour?

We should also take dietary needs/restrictions into consideration. If the students do not know what dietary needs/restrictions are, take the time to explain. Who here is allergic to what?

Once the ingredients are covered, ask the class what they had to do to make the muffins, and in which order? Example:

o Did you have to turn the oven on? What ingredients go first? Should the “wet” ingredients be all mixed together, with the dry, or does it matter?

Work together to come up with a written list of ingredients and procedure.

o Write the information on the whiteboard as the students provide you will information. Help the students when needed.

Answer the question asked by the teacher.

Listen as teacher explains the activity that they will be doing today.

As a class, go over the ingredients need to make muffins.

Talk about dietary needs and restrictions.

Once the ingredients are covered, talk about times that you have made muffins and what you did.

Work as a class to come up and list all the ingredients that will be needed to make muffins and the procedure.

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After the LessonWhat the teacher will do: What the students will do:

Have the students go back to their desks and get out their composition books.

In their composition books, have the students write about the following prompts:

o Write about a time that you have made muffins.

o What is your favourite kind of muffins?

o Write about an interesting muffin, with interesting ingredients.

When the students are working on their writing, take some students that may need some extra help to work with.

Have the students share their writing with the class if they would like!

Potential activity: MAKE MUFFINS!

o Following the instructions and ingredients that were compiled in class, with some modifications.

Go back to your desk and get out your composition books.

Write about the following writing prompts, in your composition books:

o Write about a time that you have made muffins.

o What is your favourite kind of muffins?

o Write about an interesting muffin, with interesting ingredients.

Share your writing with the class!

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Guided Reading Book: If you Give a Moose a MuffinLevel: KFocus of the lesson: retelling a story in detail

Lesson Outcomes: (Grade 1)begin to ask and respond to questions, seeking information (who?what? why? where? when?)

Material Used: If You Give a Moose a Muffin Guided reading set Popsicle sticks

Before the LessonWhat the teacher will do: What the students will do:Ask students what a story retell is. Share ideas

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Explain that a retell is a detailed description of what the story was about, including characters, setting and plot

Introduce book If You Give a Moose a Muffin

Can anybody tell me what they think this book might be about?

Have students do a picture walk through the book individually

Do any of you have any predictions about what might happen?

Who are the characters?Where does it take place?What do you think the problem is?What will happen at the end?

Let students share their ideas.

Listen to teacher

Share ideasMake predictions

Picture walk

Answer teacher’s questions

Listen to others

Share ideas

During the LessonWhat the teacher will do: What the students will do:Let students pick a colored popsicle stick, they can use this to keep their place, point to the word they are reading or as a sentence stip. Instruct them not to flip them over until the end. The reverse side has questions for after reading.

Have students read first two pages of story individually, then come back together as a group.

What did we learn about this story from the first few pages?• Characters• Plot• Setting

Have students continue reading, until they are about halfway through the book

What have we learned about the story now?

Pick a colored popsicle stick

Listen to directions, don’t flip it over

Read first two pages

Don’t interrupt

Share ideas

Continue reading

Answer questions

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What is the problem?

Allow students to finish story.What happened at the end?

Wait your turn to answer

After the LessonWhat the teacher will do: What the students will do: Have students flip over popsicle sticks, revealing the questions.

Go around the table and have each student read their question out loud, and then answer it

Questions are:• Where did it take place?• Who were the characters?• What happened at the start?• What was the problem?• What happened at the end?• Were your predictions true? How?

Facilitate group discussion about these questions

Ask for a volunteer to give a retell (if time allows, more than one can try)

Flip popsicle stick

Read question aloudAnswer question or ask a friend

Discuss the who, what, when, where, why with teacher and guided reading group

Volunteer to retell

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Interactive Writing

Focus: Writing simple sentences·      Will concentrate of proper spelling, understanding, punctuation, spaces and

capitalization Book: If You Give a Moose a Muffin by Laura Numeroff

Outcomes: -I can recognize my favourite parts of a story -I understand what I need to make a complete sentence Grade 1- NB Language Arts Curriculum:GCO: (10) Students will be expected to use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness. BEFORE:

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-Activate prior knowledge-Sets a clear direction and purpose for lesson Earlier this week we read the book If You Give a Moose a Muffin.  Who remembers what this book was about? Teacher holds up a copy of If You Give a Moose a Muffin by Laura Numeroff

That’s right!  This book was about a boy who offered a muffin to a moose and then the moose asked for soooooo many more things after that.  Raise your hand if you liked this book!

Awesome! I love this book because I think it is super funny and fun to read.  I am going to read this book again and I would like for you guys to think of what parts of the story you like the most.  When we are all finished going through it again, we are going to discuss some of those favourite things together.  We will then take those and write some sentence about what we learned.

Who remembers what a sentence is?Why do we need to write in sentences?

Teacher reads If You Give a Moose a Muffin by Laura Numeroff out loud to the class, noting the elements of non-fiction the book may contain, as well as conducting two or three think aloud about interesting things happening in the book that the moose and boy are doing together. DURING:-Use students’ input to co-construct a text-Questions and prompts students to explain their ideas and form them into phrases or sentences-Shares the pen with the students-Uses think alouds, as necessary         -What was your favourite thing you learned?         -Now we are going to take your favourite parts and turn them into some awesome sentences so we can show what we have learned from this book.        So let’s start with [chosen student’s name] favourite thing they learned. [Name], can you tell us your favourite thing you learned again? [Name] responds with “I like how when the boy gave the moose a muffin that he couldn’t stop eating!” I love that too!  So, the first sentence that starts the whole book is “If you give a moose a muffin.” Teacher has a blank page of chart paper on an easel and writes the word If on the top.

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I am going to write If.  The word “If” has a capital letter because it is at the start of our sentence.  The next word in our sentence is “you.”  The word “you” is one of the sight words we have been working on.  It is also on our word wall.  Who would like to come up to the chart paper and write the word “you”?

The teacher guides and coached as necessary. Awesome job.  Now we have the start of our sentence, “If you.”  We are going to write that “If you give a moose a muffin,” so are next word is “give.”  The word “give” is a verb. Remember that a verb is a word we use to describe an action.  Can someone give me another example of a verb? Super! Who can come up and write the word “give”? Teacher selects another student to write the word “give” on the sentence.  The teacher guides and coached as necessary to sound the phonemes and write the word. Thank you so much [student’s name].  Next comes the word “a”.  Come someone tell me what kind of word “a” is? Teacher selects students to answer. Yes [student’s name], during is another sight word!  Who can go find it on our word wall?   Teacher calls on students who have their hands raised.  The student will get up and find the word on the wall. Very good. Now, [insert child’s name], can you come add “a” onto our sentence please? Teacher guides if necessary. Great.  Our sentence now reads, “If you give a.”  The next word we need is “moose”. Can someone tell me what kind of word “moose” is? Teacher selects students to answer. Yes [student’s name], during is a noun. We have recently learned about nouns, but as a refresher, a noun is a word used to identify a person, place or thing.  Raise your hand if you can tell me another example of a preposition. Teacher calls on students who have their hands raised. Very good. Now, who can come and write the word “moose” onto our sentence?  If you’re having trouble, here’s a hint: we have a picture of a moose and how to spell it on our animal board in the corner.  

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Teacher chooses student and helps when necessary to spell the word “moose”. Great.  Our sentence now reads, “If you give a moose.”  The next word we need is “a”. “A” sure does sound familiar!  It’s on our word wall… but where else is it? RIGHT!  We already have it in our sentence.  I am going to add it on again! Teacher adds the word “a” onto the end of the sentence. We are almost done! We have one word left: muffin! “If you give a moose a muffin.” Can I have a volunteer to write the word muffin? Muffin is another noun! If we sound it out, do we know a word that might be inside of it?  Yes?  What one? Teacher answers a hand. Right on!  I hear the word “in” as well.  Good work.  We can find the word in on our word wall.  So if the word ends in “I” “N”, who thinks they want to take a shot at spelling the whole thing out? Teacher selects a student and coaches student as necessary to spell “muffin”. Before [student’s name who wrote winter] returns to her seat, this is the end of our sentence.  What should we add? After the students have replied with “a period,” the teacher asks the volunteer who is currently at the front to add a period to the end of the sentence. A similar process is followed to write one or two more interesting sentences about the book. AFTER:-Reread the text (might not have to a third time)-Revisit the purpose of the lesson-Engage in a conversation about the text (talk about what moose actually eat, hook to social studies/ you and your world)-Allows students to practice what they have learned- possible extension activity Teacher reads the new sentences out loud. We have written a few more complete sentences… now what else have we written about? Let’s read them together. The class chorally reads the sentences they have written.

How do we know what we have written are complete sentences?

What characteristics do complete sentences have?

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Have we included all of those characteristics in our examples?

Teacher writes answers on chart paper (capitals, periods, complete thought, punctuation, correct spelling, etc.).  Teacher then rereads If You Give a Moose a Muffin, and assigns extension activity. Please take out your response journals from your desk.  Please pick another fact that you found interesting from the book that is different than the examples we did as a class.  I want you to write this fact done into one complete sentence.  If you need any help, raise your hand or I’ll be circulating to help you folks out.  Don’t forget to ask your elbow partner for help too and don’t forget to include all of the important parts that make up a sentence!

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Learning Center: Moose and Muffins

OverviewThe Moose and Muffins learning centre is a fun centre that students can use to practice common words throughout the text, as well as their spelling. The Moose and Muffins learning centre can have many adaptations as well. Teachers could add different concepts that students are struggling with (word families, endings), as well as just changing the words to that of regular sight words up for the different levels of the students.Focus: Sight Words and SpellingNumber of Players: 1-2Playing Time: This centre can be played anytime, whether that be at home or school, as it takes minimal time to play.

Instructions First, the muffin tops and bottoms need to be separated. The muffin tops are

placed into the “Moose Box” and the muffin bottoms are spread out along the table.

The students will draw out the muffin tops out of the box, one by one, and place it on the tongue of the moose.

Once placed, the student will go through the muffin bottoms/letters and find each letter of the sight word, while spelling/saying the sight word out loud.

Once spelled, take the muffin top off the tongue and put it to the side. Put the muffin bottoms back with the rest of the muffin bottoms.

Materials Needed “Moose” box Muffin tops

o The muffin tops contain the sight words and are located in the “moose” box. The muffin tops are picked out of the box, randomly, one by one.

Muffin bottomso The muffin bottoms contain the letters of the alphabet. There is one of

each letter of the alphabet and two of the more popular letters.

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If You Give A Moose A Muffin story book, by Laura Numeroff

Verification Spelling test for the 15 words practiced in activity Have students work in partners. One student will recite one of the 15 words and

the other must spell it out with letters provided.

Resources https://notjustcute.com/2013/04/03/book-activity-if-you-give-a-moose-a-muffin-

with-an-abc-game/ https://www.youtube.com/watch?v=tOPFVSiB5uQ

Sight Words Used For the purpose of the learning centre, we chose to use simple words commonly

found in If You Give A Moose a Muffin. These 15 words are words that are common throughout the text, as well as words that students may struggle with.

Moose Muffin Jam

Paint Antlers Want

Puppet Open Borrow

Sheet Mother Store

Make Bring Eat

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Planning Cluster:

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Word Wall Moose Paint Puppet Sheet Make Muffin Antlers Open Mother Bring Jam Want Borrow Store Eat

____________________________________________________________________Word Activities:

Rainbow Words: Write the word wall words five times each in different colors. Picture Perfect: Write your word and draw a picture to go along with it Spell and Tell: Write your words three times each and whisper each letter as you

write it Word Search: create a word search to share with a friend using the word wall

words_______________________________________________________________________

10 Supporting Texts

A Moose goes a Mummering: Lisa Dalrymple (Newfoundland Christmas book) Making the Moose out of Life: Nicholas Oldland Moosekitos: A Moose Family Reunion: Margie Palatini Moose!: Robert Munsch I Met a Moose in Maine one Day: ED Shankman Circle Square Moose: Kelly Bingham and Paul O. Zelinsky This Moose Belongs to Me: Oliver Jeffers Walk on the Wild Side: Nicholas Oldland Thidwick the Big Hearted Moose: Dr. Seuss Moose for Kids: Moose are Like That (non-fiction) by Jeff Fair Amazing Animals: Moose by Kate Riggs Doin’ the Moose (song) by Sarah Weeks Making muffins (chant) by Sarah Weeks Chocolate Mud Muffins (recipe)

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Phonemic Awareness Say it! Build it! Write it!

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M is for Moose. M is for Muffin. What else begins with M? OO Word Sort Spin and Tell – Phonemic Wheel

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Writing Activities Have students write an acrostic poem Cause and Effect Write about a time that you have made muffins. Who did you make them with?

What did they taste like? OR Write about if you could make any flavour of muffins in the world, what kind would they be?

What is happening in the picture below? Write a story/what you think is happening.

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Extending Activities Baking muffins Making moose antlers Moose sock puppets Visit the local zoo to see a moose _____________________________________________________________________

Four Integrated ActivitiesDrama: Create the play you think the moose in the story would have acted out.

GCO 2: Students will be able to communicate information and ideas effectively and clearly, and to respond personally and critically.

SCO: begin to use gestures and tone to convey meaning SCO: respond to and give simple directions or instructions SCO: engage in simple oral presentations and respond to oral presentations and

other texts

Drama GCO 2: Students will be expected to create and/or present, collaboratively and

independently, expressive products in the arts for a range of audiences and purposes.

SCO: create drama based on play, imagination, and/or literature I can use actions to show what I mean and I can create a play

You and your world: Where do moose live? SCO 1.2.1 describe how plants and animals meet their needs in a given

environment I know what animals need where they live.

Math: Sorting shapes in muffin tins SS2 : Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting

rule. I can sort 3D and 2D shapes.

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Music Lesson

I can learn a new song and actions by repeating teacher and following directionsI can use different levels of volume and speed when singing the songI can keep a steady beat when I sing

Lesson Outcomes: (Grade 1)SCO:

1.7.1 Demonstrate an awareness that classroom instruments can produce a variety of sounds such as high/low,long/short

1.7.2 Explore, using classroom instruments, possibilities for music making to express moods and feeling

Material Used: PowerPoint “Amazing Animals: Moose” by Kate Riggs

Beginning (20 minutes)What the teacher will do: What the students will do:

Ask class what types of animals live in Canada, and write the answers they share on the board.

If/ when someone says moose: ask class what they know about this animal, write answers on the board beside the word “moose” to give the students a visual representation of their idea web.

Bring out “Amazing Animals: Moose” by Kate Riggs book and have them describe the picture of the moose on the front.  “What do you notice about this moose?”

Read the book to the class, stopping on each page to ask “what do you see in this picture?” as the book is

Ask each member of the class to share one thing they learned about moose from this book.

Raise hands and answer what types of animals live in Canada

Raise hands and answer what they know about moose

Describe what they notice about the cover page

Listen inventively as the teacher reads “Amazing Animals: Moose”

Answering what they see in each photo after teacher reads the page

Share one thing they learned from the book

Middle (10 minutes)What the teacher will do: What the students will do:

Invite the class to come stand in a circle together

Stand in a circle as a class

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Put on PowerPoint with lyrics Explain how the song works: teacher

will say the first line, students will repeat exactly how he/she says it

First, simple say the lyrics with the class

Then add hands gestures the second time around while speaking the lyrics again

Add the hand motions and sing lyrics with class

Teacher will then tell the children to repeat after them as they try the song alternating between loud and soft tones, fast and slow speeds, etc.

Practice different pitches, volumes and speeds: for example, try doing the “wa-oh’s” in a whisper, then very loud.

The pattern of this song is interesting to figure out because the point of it is changing up patterns during the chorus (wa-oh’s) to provide the students with different elements of music.

Listen respectfully to the teacher as they explain instructions and repeat the teacher when they ask

Say the lyrics

Follow the teacher as they use hand gestures

Repeat after the teacher exactly as they are singing the song (loud, soft, different tones and speeds)

What the students will do: The students will be able to sing together as a class and incorporate hand

gestures. This type of activity is important in helping students to listen carefully to the

teacher in order to accurately follow her Hand gestures provide a fun way to get kids moving and interested in the song The “wa-oh” chorus makes the students laugh, while also incorporating

different elements of music that allows students to work on different volumes, pitches and speeds.

Be able to keep a steady beat as they sing

Drama Lesson Outcomes:Literacy:GCO 2: Students will be able to communicate information and ideas effectively and clearly, and to respond personally and critically.SCO: begin to use gestures and tone to convey meaning

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SCO: respond to and give simple directions or instructionsSCO: engage in simple oral presentations and respond to oral presentations and other textsDrama:GCO 2: Students will be expected to create and/or present, collaboratively and independently,expressive products in the arts for a range of audiences and purposes.SCO: create drama based on play, imagination, and/or literature Theatrical Convention: A day in the life I can statements:I can use actions to show what I mean.I can create a play. Pretext: If You Give a Moose a MuffinThis text speaks to student interests at the grade one level as it is currently among the most popular series (Original: If You Give a Mouse a Cookie) by award winning author Laura Numeroff. Students at this age love silly stories that make them laugh and wonder what will happen next. If You Give a Moose a Muffin plays to these interests incredibly well making it an appropriate pretext for the chosen age. Materials: Copies of If You Give a Moose a Muffin for class use, open space, computer and speakers to play Shake My Sillies Out from YouTube.

Time Teacher Will Student Will

10 mins Read Aloud of If You Give a Moose a MuffinStop on page 13

Listen and make predictions about what the moose may do next.

5 mins Discuss ideas of what the moose’s play might be about.Prompt: what do moose like to do?What do mice like to do?What would you do if you were a moose and your partner was a mouse for a day? (a day in the life)

Share ideas to teacher prompts.Be respectful of peers and listen to their ideas.

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15 mins

-----------------Warm-Up

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Tell students that today we are going to act as the moose’s puppets.Have students spread out in the classroom. Make sure they have enough space to move.---------------------------------------Shake my sillies out song.The Moose in the story was very silly. To get ready for class we need to shake all of our sillies out.(movement activity. Song allows bodies to get loosened up and re focuses the class)(A day in the life of a students, song goes through happy, silly, sleepy etc.)---------------------------------------Teach simple actions for basic story actions such asWalkingRunningSwimmingClimbingLooking aroundHave students give input on how to act out other simple verbs.*Remind students that actions are a way to talk with our bodies, so we aren’t going to talk when we are performing.

Spread out in classroom making sure you are not in any other student’s personal bubble.

----------------------------------------------Participate in warm up, listening to lyrics to know what movement to do next.

----------------------------------------------Participate in movements.Offer suggestions for and/or demonstrate new movements for the class.Keep quiet and let bodies do the talking.

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10 mins Invite students to get a partner and encourage them to decide who is the moose and who is the mouse. Allow them to talk and come up with a storyline they will act out for the class later.Have them practice their performance at least 2 times 2 soft music to add interest and keep volume levels low.

Get a partner.Pick one moose and one mouse.Talk with partner to create a simple story to act out.Practice the story to music to understand how much time they have.Keep a quiet and positive classroom.

10 mins Have students share their stories with the class by acting out without talking.Play soft music for interest in background to accompany stories. Allow 2 minutes for each performance.

Take anecdotal notes of how well students are using actions to tell their stories.

When it’s their turn students will present their story to the class.Students will listen respectfully and support peers while they present.

Assessment:Teacher will take anecdotal notes of how well students are using actions to tell their stories. This would be a formative assessment of the literacy outcome GCO 2: Students will be able to communicate information and ideas effectively and clearly, and to respond personally and critically. SCO: begin to use gestures and tone to convey meaning SCO: respond to and give simple directions or instructions SCO: engage in simple oral presentations and respond to oral presentations and other texts. It allows you to see if students already possess these skills or to what extent in a fun way to inform the focus of your future instruction. It also assesses the drama outcome GCO 2: Students will be expected to create and/or present, collaboratively and independently, expressive products in the arts for a range of audiences and purposes. SCO: create drama based on play, imagination, and/or literature. It is good to check in to see where students are with this outcome to make notes of what needs to be done to help students achieve this outcome by the end of grade three. For both outcomes the anecdotal notes work to inform future instruction to fully meet them.

Anecdotal notes:

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Partner one:                                                    Partner two:

Danielle Emilynn

Abby Shania

Andrew Eric

Kelsey Nick

Kirk Jordan

Olga Dominique

Shayna Anne

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