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Elmer-David McKee

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Nikki Dye

on 4 March 2014

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Transcript of Elmer-David McKee

Elmer- David McKee
Planning Web
Word Wall


Related Books:
same author
book in a series
Elmer and the Lost Teddy
same author
book in a series
Elmer's New Friend
same author
book in a series
Elmer on Stilts
Horton Hears a Who
another book about an elephant
The Greedy Little Elephant
by Christine K. Trease
poem about why elephants have long trunks
Introduction of Book:
Vocabulary Activities:
- I will bring in a patchwork quilt to show my students before I begin reading the story.
- Students will work in groups to sort cards with vocabulary terms from
The vocabulary terms will be difficult words from the word wall. The students will be asked to do an open sort, which means they will choose how they want to group the terms. Students will work together to think of different ways that the words can be grouped. This will ask students to think critically and they will not have to rely on a specific grouping that the teacher asked for.
Word Map
- Students will be asked to choose three words from the word wall to create word maps for. To create their word maps, they should first write down their chosen word and circle it. Students should then draw four lines connected to boxes coming from the word that will represent the four connections to the word.
- Four connections: definition, synonym, illustration, written in a sentence
- Students will make these four connections with each of their three chosen words.
Reading Log/Journal Activities:
Simulated Journal:
Double-Entry Journal:
Writing Activities:
Listening / Viewing Activities:
Speaking Activities:
Visually Representing Activities:
Technology Resources:
- Students will write from the viewpoint of the main character, Elmer, in their journal after the story has been read aloud and discussed.
- They will respond to two questions as if they were Elmer.
1. How did it make you feel being different from all of the other elephants at the beginning of the story? At the end?
2. What's a day in the jungle like?
- Students will use a double-entry log in their journals to help them make predictions during the read-a-loud of
- They will divide their journal entry into two columns. In the first column, they will make their predictions. The second column will be where they write what actually happened.
- The teacher will tell students when to stop and make their predictions throughout the story.
-I will explain to them what patchwork is and allow them to each look at and feel the quilt.
1. Students will draw cartoons/illustrations to artistically represent the story. They must sketch the main events of the story and sequence them. Students also must draw an illustration of the theme of the book.
2. Students will present a dramatization of an episode from the book. They will use props and costumes. Students will practice their scenes in groups in the classroom and then they will act out these scenes in front of their parents later together to perform the entire story.

- Students will listen to a cd in the listening center with headphones of the author, David McKee, reading the story himself.

- Students will follow along in the book as they listen to the story.
Students will write a letter to the author of the story. They will not actually be mailing their letters to the author, but they will practice the format of writing a letter. Some of the things that students can include in their letters are questions for the author, their favorite parts of the story, and their reactions to the story.
Students will be asked to write a sequel to the story. I will tell students that there are many books in the Elmer series and I would like them to write their own. They will write their stories and then I will partner them with a peer to proofread their sequel. After students have revised their stories they will publish their final copy in a construction paper made book that will then be placed in the classroom library so that students can read each other's work.
1. Students will participate in a book talk after being read the story of
. They will discuss characters, emotions they felt during the story, and major events through a grand conversation. The teacher will facilitate the discussion by asking individual students questions and students will respond to their ideas and will be given the chance to make other comments about the book.
- This will hook them for the story because Elmer is known as the patchwork elephant.
Students will analyze the use of the illustrators pictures and artistic styles in the book.

- Each group will choose a page in the story to analyze. They will explain why they chose this page and how the illustrator used his illustrations to portray the emotions and plot of the story.
- Students will also explain what they would change about the illustrations or why they wouldn't want to change anything about them.
-This will be done in groups and then the teacher will ask groups to share their ideas with the class
1.)Students will go on a virtual fieldtrip to the jungle. They will be in groups at the computers. This will help them to get some background information about what a jungle is like. They will view it's appearance, the animals that live there, the plants, and the weather. This will help students to expand on their schemata of jungles before the story is read to them.
2.) Students will use the computers to research the author of the story, David McKee. They will try to find out some basic information about him after the story has been read to them, such as family life and interests. Students will then type the information in a word document and share it with their peers.
2. Students will be put into partners. They will interview each other pretending to be different characters from the story. Students will come up with their own questions for each other and their interviews will be recorded on a tape recorder to be played back to the class at a later date.
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