If You Give A Mouse A Cookie Lesson Plan

Teacher Name: Mary Miles

Grade Level: Kindergarten

Lesson Plan Title: If You Give A Mouse A Cookie and Learning About Mice

Concept/Topic To Teach: Literacy goal is to show the difference between informational and narrative text. Math goal is to help students learn to count and match numbers to counting. Science goal understand the characteristics of mice and how they live.

Pre-Assessment Plan Or Activity: What do we know about informational and narrative text? Make a list on the board and ask students what they know or remember about each. Show both books; Mice by Clive Harper, and If You Give A Mouse A Cookie by, Laura Numeroff. Ask students which is narrative and which is informational.

Teacher Prep: Prepare the plates from the computer and copy the pages. Cut the cookies out and place each in envelopes. Make sure the mice informational book is read in advance and that you know the facts of mice. Make sure you also read the book, "If You Give A Mouse A Cookie" in advance so you can discuss it with them. There are also some mouse coloring pages used for choice time in the kindergarten classroom.

Duration: One day

Experience/Exploration Concepts: Explore how mice have needs and wants just as people do. Explore how the needs and wants are different and the same. Explore the idea of making connections because many of us see mice in houses, fields, and backyards. Explore the idea that there is more then one kind of text, informational and narrative.

Standards/Benchmarks/GLCE’S Addressed:

Reading:

Narrative Text

Students will…

R.NT.00.03 discuss setting, characters, and events in narrative text.

R.NT.00.04 identify how authors/illustrators use literary devices including pictures and illustrations to support the understanding of settings and characters.

Informational Text

Students will…

R.IT.00.02 with teacher guidance, discuss informational text patterns including descriptive and sequential.

R.IT.00.03 explain how authors use text features including pictures, illustrations, and icons to enhance the understanding of key ideas presented in descriptive (definitions, enumeration) and sequential (directions, steps, procedures) organizational patterns.

R.IT.00.04 respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make meaning, and make connections.

Listening and Viewing

Students will…

L.CN.00.01 understand and follow one- and two-step directions.

L.CN.00.02 ask appropriate questions during a presentation or report.

L.CN.00.03 listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings; listen to each other, interact, and respond appropriately.

L.CN.00.04 begin to evaluate messages they experience, learning to differentiate between sender and receiver.

Response

Students will…

L.RP.00.01 listen to or view knowledgeably and discuss a variety of genre.

L.RP.00.02 listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.

L.RP.00.03 respond to multiple text types listened to or viewed knowledgeably, by discussing, drawing, and/or writing in order to reflect, make meaning, and make connections.

Math

Number and Operations

Count, Write and Order Numbers

N.ME.00.01 Count objects in sets up to 30.

N.ME.00.04 Read and write numbers to 30 and connect them to the quantities they represent.

H2 History

Living and Working Together

K – H2.0.3 Identify the beginning, middle, and end of historical narratives or stories.

G5 Environment and Society

Understand the effects of human-environment interactions.

K – G5.0.1 Describe ways people use the environment to meet human needs and wants (e.g., food, shelter, clothing).

Science

Life Science

Organization of Living Things

K-7 Standard L.OL: Develop an understanding that plants and animals (including humans) have basic requirements for maintaining life which include the need for air, water and a source of energy. Understand that all life forms can be classified as producers, consumers, or decomposers as they are all part of a global food chain where food/energy is supplied by plants which need light to produce food/energy. Develop an understanding that plants and animals can be classified by observable traits and physical characteristics. Understand that all living organisms are composed of cells and they exhibit cell growth and division. Understand that all plants and animals have a definite life cycle, body parts, and systems to perform specific life functions.

L.OL.00.11 Identify that living things have basic needs.

L.OL.00.12 Identify and compare living and nonliving things.

General Goals/Rationale(s): Literature goals – to comprehend the story, "If You Give A Mouse A Cookie" in a way that allows the students to be able to re-tell beginning, middle and end. To understand that this story is a narrative text as compared to informational text.

Specific Objectives:

Reading Objectives

1. Students will be able to understand the differences between narrative and informational text.

2. Students will be able to understand how the author uses illustrations to show key points in informational and narrative text.

Science Objectives

3. Students will be able to see the characteristics of mice.

4. Students will be able to understand that mice have the same basic needs as humans, air, food, energy, water.

Social Studies Objectives

5. Students will be able to make connections within their own environment/backyards homes and how mice may live their as well.

Math Objectives

6. Students will be able to count small cookies in groups when a specific number is placed above the plate.

7. Students will be able to know that there are more or less cookies on the plate when asked.

Required Materials: Place mats with plates and small cookies cut and copied. Books about mice; "If You Give A Mouse A Cookie" by, Laura Numeroff and the book "Mice" by, Clive Harper. Mice color pages. Poster paper for writing about informational and narrative text. (The internet has the place mats and cookies under If You Give A Mouse A Cookie Activity Sheets)

Instructional Procedures:

a) Anticipatory Set (Lead-In): Ask students if they have ever seen a mouse before? Show the two books to the students and tell them that the Cookie book is narrative and the other is informational. Explain the differences. Read the informational book about mice. Talk about the facts of mice. Make a list on paper or the board of how we need air, water, food, energy just like mice do.

b) Presentation: Read the Cookie book. Talk and discuss the book by doing a re-telling beginning, middle and end on poster papers. During a center activity have the students follow along while you give them the plate, numbers, and cookies. Tell them to put the number 6 on their plate and then place 6 cookies on their plates. Do this with different numbers asking them which is more and which is less.

c) Closure (Reflect Anticipatory Set): Discuss both books and how each differs according to narrative and informational. Remind them that informational is giving facts and narrative tells a story. Have them draw a picture on paper of each by listing the facts on the board of informational about mice and then the re-telling on the Cookie book. One picture on each side of the paper.

Plan For Independent Practice: Above activity will be used as an assessment and as independent practice after they do it two separate times.

Ending Assessment Based On Objectives: Informal assessment – ask students what they have learned about informational and narrative text. Ask students what the differences are. Talk about characteristics of mice and what they need to survive as compared to humans.

Adaptations (For Students With Learning Disabilities): One on one attention and color pages with mice characteristics

Extensions (For Gifted Students): Journal writing

Possible Connections To Other Subjects: Literature, math, science, social studies

Special Notes Or Things To Consider For This Lesson: None

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