Jesse Reed                                                                                                                April 2, 2015

University of South Alabama                                                                             K-2

                                                                                                                                1 Day

Teaching Strategy (ies): Whole group

I. Subject/Content Area

Technology Education – 9. Identify digital tools used for problem solving

Mathematics – 18. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

English Language Arts – 3. Describe characters, setting, and major events in a story, using key details. 6. Identify who is telling the story at various points in a text. 8. Compare and contrast the adventures and experiences of characters in stories

II. Behavioral Objectives  

• Students will conduct a class survey on who likes and dislikes lima beans
• Students will then create a bar graph based on the gathered information
• Students will identify on the bar graph how many people were polled and how many more or less are in each category
• Students will listen to “A Bad Case of Stripes” by David Shannon
• Students will identify the narrator, setting, characters, problem, solution, and moral of the story
• Students will conduct a second poll after reading the story again and create a new bar graph based on that information
• Students will then compare the two bar graphs

III. Lesson Concepts

• Identify setting
• Identify narrator
• Identify characters
• Identify problem
• Identify solution
• Identify moral
• Create and interpret bar graphs
• Understand the importance of eating vegetables

IV. Materials

• Book: “A Bad Case of Stripes”
• iPads
• Easy Chart app
• Pencils
• Paper
• Coloring sheet
• Activity Sheet
• Markers
• Crayons

V. Teaching/Learning Procedures

    A.        Motivation

• Good morning class!
• Today we are going to read and learn about the book “A Bad Case of Stripes” by David Shannon        

    B.        Instructional Procedures

• Morning:
• Tell the students we are starting a unit on the book “A Bad Case of Stripes”
• Pass out activity sheet to get them familiar with the book
• Collect activity sheet after about 10-20 minutes
• Ask the students to raise their hands if they like lima beans
• Record the number of students that raise their hand
• Ask the students to raise their hands if they dislike lima beans
• Record the number of students that raise their hand
• Tell students to get out their iPads
• Have them open up the app “Easy Chart” that I have pre-downloaded onto their iPads
• Explain how to use the app and create bar graphs
• Tell students to name the bar graph “A Bad Case of Stripes Before”
• Explain how to enter the x and y variables
• Name the x variable “likes” and enter the number of students that like lima beans
• Name the y variable “dislikes” and enter the number of students that dislike lima beans
• After the bar graph is created, have them compare their bar graphs with their peers and see how they are the same and different
• After Lunch:
• Read the book, “A Bad Case of Stripes” by David Shannon
• Ask students: “What is the setting?”
• “Who is the narrator?”
• “Who are the characters?”
• “What is the problem?”
• “What is the solution?”
• “What is the moral of the story?”
• Be sure to stress to the students the importance of eating their vegetables
• Conduct a second poll asking if the students like or dislike lima beans after reading and identifying the moral of the story
• Ask students to raise their hand if they like lima beans
• Record the number of students that raise their hand
• Ask students to raise their hand if they dislike lima beans
• Record the number of students that raise their hand
• Create a second bar graph
• Name the bar graph “A Bad Case of Stripes After”
• Name the x variable “likes” and record the number of students that like lima beans
• Name the y variable “dislikes” and record the number of students that dislike lima beans
• Have the students compare the two bar graphs and identify the number of students who changed their mind
• Compare and identify the number of students that changed their mind
• Students will color their own picture of Camilla Cream’s stripes if time permits

C.        Closure

• Students will let me know what they have learned by correctly identifying the setting, narrator, characters, problem, solution, and moral
• Students will let me know what they have learned by correctly creating the two bar graphs
• Students will also let me know what have learned by changing their minds on whether they like lima beans and want to eat their vegetables

VI.        Assessment/Evaluation

Students produced correct bar graphs

Students correctly identified the setting, characters, narrator, problem, solution, and moral

Students will be given a grade based on participation