TEACHING WITH STORYBOOKS
Incorporating storybooks into lessons is a great idea to create activities that are both relevant to the Ontario curriculum, and also fun for the students to enjoy. These activities are geared towards children at the grade three level, but can be altered to fit the criteria of grades above or below.
Activity 1: Discussion from I Am an Artist
After reading I Am an Artist to the class, the students will be encouraged to think which page stuck out the most to them, which pages they felt they could best relate to. Is it the page that talks about movements, or maybe the one that focuses on the textures? The students will be encouraged to think of an object in the classroom that could best represent something that is creative, encouraging them to take an ordinary object and make it something extraordinary. With their elbow partner, students will tell their partner why they chose the object they did and what they envision it to be. Remind them to be mindful of the words they use and try and relate them to some of the art terms that are discussed throughout the book. Tell the students that they will be given the opportunity to tell the class about their partner’s object, in order to encourage students to be observant as to what their partner has to say. After they have been given enough time we will get together as a class on the carpet and have student volunteers present to the class. Instead of having students discuss why they chose their object they will have to talk about why their partner chose the object they did. They will reflect on what their partner was telling them, this activity will demonstrate their listening skills. Once the students have presented two students will be selected to discuss what it is they enjoyed about their objects, giving them cues such as “Is it something you wouldn't have thought of?” or “What did you like the most?”.
Language Art Addressed: Speaking (also listening)
In this activity, students will articulate to their partner why they chose the object they did and what they envision it could represent, using their imagination. They will also use their listening skills in order to be successful in telling their peers why their partner chose the object that they did. They will also be using both listening and speaking when using words within the text to describe their object.
Curricular Fit: Oral Communication
Overall Expectation: 2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes (p. 64)
Specific Expectation: Clarity and Coherence
2.3 communicate ideas, opinions, and information orally in a clear, coherent manner using simple but appropriate organizational patterns
Specific Expectation: Appropriate Language
2.4 choose a variety of appropriate words and phrases to communicate their meaning accurately and engage the interest of their audience
Although both specific expectations are relevant to the material that the student will be covering, for this activity I would use expectation 2.3 because students will have to speak clear and in logical sequence. When presenting what their partner had to share they will have to use appropriate organizational patterns to convey the correct information to their peers.
Activity 2: Creating a Page from My Blue is Happy
After reading My Blue is Happy (Young, 2013), to the class the students will make a mind map focused on a colour that they like the best. On their concept map they will use descriptive words about how their colour makes them feel and the emotions that are associated with their colour. On their concept map they will also jot down ideas of what pictures they can draw that will best represent the feeling that they have based on their colour. Students will then take the time to write a sentence or two, just like in the text, describing what their colour means to them and how it makes them feel. They will then switch their work with their elbow partner and each revise and make corrections to ensure it is their best work. Once they have had their writing proofread they will begin their artwork by sketching out what their page will look like and designing their page. They will finalize their product by combining their artwork and their writing to make a page just like the one in the storybook, but it will be personal to each student. Once every student has completed a page the teacher will bind all the pages and create a storybook that is unique to the class.
Language Art Addressed: Writing (also representing)
Students will have to be mindful of what a colour means to them and choose the words that they believe are of best fit with regards to how they want to describe how the colour makes them feel. They will have to show that they have thought about the words that the chose as well as show the process of planning and revision.
Curriculum Fit: Writing
Overall Expectation: 2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience (p.70).
Specific Expectation: Voice
2.2 establish a personal voice in their writing, either focus on using concrete words and images to convey their attitude
Specific Expectation: Word Choice
2.3 use words and phrases that will help convey their meaning as specifically as possible
In this activity expectation 2.3 would be the main focus because students will have to choose their words appropriately to ensure that they are conveying their message as specifically as possible.
Activity 3: Perspective within I Ain’t Gonna Paint No More
This activity will begin with the teacher reading I Ain’t Gonna Paint No More (Beaumont, 2005) stopping along the way to discuss the tone of voice, sentence structure, bolded words, and the use of slang throughout the text. Before reading the book, the class will have a discussion during which they make predictions as to what they think the text will be about. During reading, is when the class will make inferences as to why some texts are bolded—what does this mean? Looking at why the author may have chosen to put some words in colour, what does a “… “at the end of a page represent. The teacher will also stop on the pages with a “…” and have the class make a prediction as to what they think will be on the next page, this will make them aware of the rhyming scheme that is occurring throughout the storybook. Once the storybook is finished, as a group the class will talk about the point of view that was used throughout the story, making connections as to how they know that and gathering ideas as to how the story may be different if it was told in the perspective of another character. Students will then get together with their elbow partner and work together to make a mind map of how the story may be different if it was told from the perspective of another character of their choosing. Their mind map will include vocabulary that they would use to convey the emotions of their character, being mindful that they cannot change the storyline of the text. We will gather back together as a group and have volunteers come up and share some of their ideas and explain why they chose the words that are presented on their mind maps.
Language Art Addressed: Reading
Throughout this activity the storybook will be read to the students and as a class we will use before, during and after reading skills to discuss the context and use of styles that the author used to convey a particular message. This book is at the level in which students can reference back to it throughout the activity, having the ability to read it independently. They will have to comprehend the events that are occurring throughout the text in order to successfully complete the activity.
Curriculum Fit: Reading
Overall Expectation: 1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning (p.67).
Specific Expectations: Responding to and Evaluating Texts
1.8 express personal opinions about ideas presented in texts
Specific Expectation: Point of View
1.9 identify the point of view presented in a text and suggest some possible alternative perspectives
For this activity, expectation 1.9 is most important to focus on because the students will have to focus on the perspectives that are presented within the text and how the storyline could change if the perspective were different.
Activity 4: Representing I Ain’t Gonna Paint No More!
After reading I AIn’t Gonna Paint No More! (Beaumont, 2005), students will begin to think about designs and drawings that they could use to represent themselves to the class. Within their table groups of four they will be given a piece of brown paper, large enough for the group to be able to trace one of their group members. They will then each pick a body part and decorate and design it with only pictures, no words representing things that define who they are. This picture may include their interests, favourite foods, favourite animals etc., the teacher can prompt them with ideas by modelling what they may draw on the SMART board. Once the students have decorated their body parts they will write a sentence or two that describes what they drew and why they chose the pictures they did. This will give students the creative outlet to express themselves through rhyming just like the Beaumont does in the story or in a way that is appealing to them. During the consolidation period students will be able to share what they have created and the words that they have used to describe their drawings. Another lesson can be dedicated to making a presentable copy of these writing and the paper people can be hung up for display within the school or in the classroom.
Language Art Addressed: Representing (also writing)
This activity will get students thinking on the level of expressing their thoughts without the use of words. They will have to represent things that are important them, or describe who they are, through the use of colour, design and organization with their group members.
Curriculum Fit: Oral Communication
Overall Expectation: 2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes (p. 64)
Specific Expectation: Visual Aids
2.7 use a variety of appropriate visual aids to support or enhance oral presentations
In this activity expectation should be of main focus because the students writing will have to be reflective of what they drew on their paper body parts. These pictures show enhance their words and act as a support, which means they should be connected and coherent.
Activity 5: Elements of a Story: My Blue is Happy
To begin this activity the teacher will get the students thinking by working together as a class to define the terms narrative, setting, characters, plot, and theme. (students would have already spent a prior lessons learning about what these terms mean, this is simply a recap for them). The teacher will use the smart board to have the student interacting with filling in what each term is and supporting it with examples from a story that they have read together in the past. After the lesson the teacher will make a list of the thoughts gathered together on the smart board and create an poster that can be displayed in the class for future reference. However, this activity will allow the students to use their knowledge of what these terms are and apply them to a story that will be read to the class as a whole. The teacher will then read My Blue is Happy (Young, 2013) to the class, taking moments throughout the story to pause and discuss as a class what the story is about, make inferences and predictions. This action will prompt the students to get thinking about what is occurring throughout the book as well as make connections to their lives which will allow them to gain a better understanding of what the book is about. The students will then individually work at filling in the story of elements chart that will be provided to them, this can be done in full sentences or point form. Working in partners is an option for students to bounce ideas off one another but individual work must be submitted at the end of the activity.
Language Art Addressed: Readings (also writing)
Students will have to have an understanding of what the story is about and demonstrate their comprehension but filling in a story elements chart. This will demonstrate to the teacher that they are grasping what is occurring in the story as well as demonstrate that they are able to take jot notes.
Curriculum Fit: Reading
Overall Expectation: 1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning (p. 67)
Specific Expectation: Analysing Texts
1.7 identify specific elements of texts and explain how they contribute to the meaning of the texts
This expectation outlines that students must be able to know what the elements of the story are, which they will demonstrate in their chart, as well as understand how they contribute to the meaning of the texts.
References
Altés, M. (2013). I am an artist. London: Macmillan Children's.
Beaumont, K., & Catrow, D. (2005). I ain't gonna paint no more! Orlando, FL.: Harcourt.
Young, J., & Chien, C. (2013). My blue is happy. Guangdona, China: Publisher.
Incorporating storybooks into lessons is a great idea to create activities that are both relevant to the Ontario curriculum, and also fun for the students to enjoy. These activities are geared towards children at the grade three level, but can be altered to fit the criteria of grades above or below.
Activity 1: Discussion from I Am an Artist
After reading I Am an Artist to the class, the students will be encouraged to think which page stuck out the most to them, which pages they felt they could best relate to. Is it the page that talks about movements, or maybe the one that focuses on the textures? The students will be encouraged to think of an object in the classroom that could best represent something that is creative, encouraging them to take an ordinary object and make it something extraordinary. With their elbow partner, students will tell their partner why they chose the object they did and what they envision it to be. Remind them to be mindful of the words they use and try and relate them to some of the art terms that are discussed throughout the book. Tell the students that they will be given the opportunity to tell the class about their partner’s object, in order to encourage students to be observant as to what their partner has to say. After they have been given enough time we will get together as a class on the carpet and have student volunteers present to the class. Instead of having students discuss why they chose their object they will have to talk about why their partner chose the object they did. They will reflect on what their partner was telling them, this activity will demonstrate their listening skills. Once the students have presented two students will be selected to discuss what it is they enjoyed about their objects, giving them cues such as “Is it something you wouldn't have thought of?” or “What did you like the most?”.
Language Art Addressed: Speaking (also listening)
In this activity, students will articulate to their partner why they chose the object they did and what they envision it could represent, using their imagination. They will also use their listening skills in order to be successful in telling their peers why their partner chose the object that they did. They will also be using both listening and speaking when using words within the text to describe their object.
Curricular Fit: Oral Communication
Overall Expectation: 2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes (p. 64)
Specific Expectation: Clarity and Coherence
2.3 communicate ideas, opinions, and information orally in a clear, coherent manner using simple but appropriate organizational patterns
Specific Expectation: Appropriate Language
2.4 choose a variety of appropriate words and phrases to communicate their meaning accurately and engage the interest of their audience
Although both specific expectations are relevant to the material that the student will be covering, for this activity I would use expectation 2.3 because students will have to speak clear and in logical sequence. When presenting what their partner had to share they will have to use appropriate organizational patterns to convey the correct information to their peers.
Activity 2: Creating a Page from My Blue is Happy
After reading My Blue is Happy (Young, 2013), to the class the students will make a mind map focused on a colour that they like the best. On their concept map they will use descriptive words about how their colour makes them feel and the emotions that are associated with their colour. On their concept map they will also jot down ideas of what pictures they can draw that will best represent the feeling that they have based on their colour. Students will then take the time to write a sentence or two, just like in the text, describing what their colour means to them and how it makes them feel. They will then switch their work with their elbow partner and each revise and make corrections to ensure it is their best work. Once they have had their writing proofread they will begin their artwork by sketching out what their page will look like and designing their page. They will finalize their product by combining their artwork and their writing to make a page just like the one in the storybook, but it will be personal to each student. Once every student has completed a page the teacher will bind all the pages and create a storybook that is unique to the class.
Language Art Addressed: Writing (also representing)
Students will have to be mindful of what a colour means to them and choose the words that they believe are of best fit with regards to how they want to describe how the colour makes them feel. They will have to show that they have thought about the words that the chose as well as show the process of planning and revision.
Curriculum Fit: Writing
Overall Expectation: 2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience (p.70).
Specific Expectation: Voice
2.2 establish a personal voice in their writing, either focus on using concrete words and images to convey their attitude
Specific Expectation: Word Choice
2.3 use words and phrases that will help convey their meaning as specifically as possible
In this activity expectation 2.3 would be the main focus because students will have to choose their words appropriately to ensure that they are conveying their message as specifically as possible.
Activity 3: Perspective within I Ain’t Gonna Paint No More
This activity will begin with the teacher reading I Ain’t Gonna Paint No More (Beaumont, 2005) stopping along the way to discuss the tone of voice, sentence structure, bolded words, and the use of slang throughout the text. Before reading the book, the class will have a discussion during which they make predictions as to what they think the text will be about. During reading, is when the class will make inferences as to why some texts are bolded—what does this mean? Looking at why the author may have chosen to put some words in colour, what does a “… “at the end of a page represent. The teacher will also stop on the pages with a “…” and have the class make a prediction as to what they think will be on the next page, this will make them aware of the rhyming scheme that is occurring throughout the storybook. Once the storybook is finished, as a group the class will talk about the point of view that was used throughout the story, making connections as to how they know that and gathering ideas as to how the story may be different if it was told in the perspective of another character. Students will then get together with their elbow partner and work together to make a mind map of how the story may be different if it was told from the perspective of another character of their choosing. Their mind map will include vocabulary that they would use to convey the emotions of their character, being mindful that they cannot change the storyline of the text. We will gather back together as a group and have volunteers come up and share some of their ideas and explain why they chose the words that are presented on their mind maps.
Language Art Addressed: Reading
Throughout this activity the storybook will be read to the students and as a class we will use before, during and after reading skills to discuss the context and use of styles that the author used to convey a particular message. This book is at the level in which students can reference back to it throughout the activity, having the ability to read it independently. They will have to comprehend the events that are occurring throughout the text in order to successfully complete the activity.
Curriculum Fit: Reading
Overall Expectation: 1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning (p.67).
Specific Expectations: Responding to and Evaluating Texts
1.8 express personal opinions about ideas presented in texts
Specific Expectation: Point of View
1.9 identify the point of view presented in a text and suggest some possible alternative perspectives
For this activity, expectation 1.9 is most important to focus on because the students will have to focus on the perspectives that are presented within the text and how the storyline could change if the perspective were different.
Activity 4: Representing I Ain’t Gonna Paint No More!
After reading I AIn’t Gonna Paint No More! (Beaumont, 2005), students will begin to think about designs and drawings that they could use to represent themselves to the class. Within their table groups of four they will be given a piece of brown paper, large enough for the group to be able to trace one of their group members. They will then each pick a body part and decorate and design it with only pictures, no words representing things that define who they are. This picture may include their interests, favourite foods, favourite animals etc., the teacher can prompt them with ideas by modelling what they may draw on the SMART board. Once the students have decorated their body parts they will write a sentence or two that describes what they drew and why they chose the pictures they did. This will give students the creative outlet to express themselves through rhyming just like the Beaumont does in the story or in a way that is appealing to them. During the consolidation period students will be able to share what they have created and the words that they have used to describe their drawings. Another lesson can be dedicated to making a presentable copy of these writing and the paper people can be hung up for display within the school or in the classroom.
Language Art Addressed: Representing (also writing)
This activity will get students thinking on the level of expressing their thoughts without the use of words. They will have to represent things that are important them, or describe who they are, through the use of colour, design and organization with their group members.
Curriculum Fit: Oral Communication
Overall Expectation: 2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes (p. 64)
Specific Expectation: Visual Aids
2.7 use a variety of appropriate visual aids to support or enhance oral presentations
In this activity expectation should be of main focus because the students writing will have to be reflective of what they drew on their paper body parts. These pictures show enhance their words and act as a support, which means they should be connected and coherent.
Activity 5: Elements of a Story: My Blue is Happy
To begin this activity the teacher will get the students thinking by working together as a class to define the terms narrative, setting, characters, plot, and theme. (students would have already spent a prior lessons learning about what these terms mean, this is simply a recap for them). The teacher will use the smart board to have the student interacting with filling in what each term is and supporting it with examples from a story that they have read together in the past. After the lesson the teacher will make a list of the thoughts gathered together on the smart board and create an poster that can be displayed in the class for future reference. However, this activity will allow the students to use their knowledge of what these terms are and apply them to a story that will be read to the class as a whole. The teacher will then read My Blue is Happy (Young, 2013) to the class, taking moments throughout the story to pause and discuss as a class what the story is about, make inferences and predictions. This action will prompt the students to get thinking about what is occurring throughout the book as well as make connections to their lives which will allow them to gain a better understanding of what the book is about. The students will then individually work at filling in the story of elements chart that will be provided to them, this can be done in full sentences or point form. Working in partners is an option for students to bounce ideas off one another but individual work must be submitted at the end of the activity.
Language Art Addressed: Readings (also writing)
Students will have to have an understanding of what the story is about and demonstrate their comprehension but filling in a story elements chart. This will demonstrate to the teacher that they are grasping what is occurring in the story as well as demonstrate that they are able to take jot notes.
Curriculum Fit: Reading
Overall Expectation: 1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning (p. 67)
Specific Expectation: Analysing Texts
1.7 identify specific elements of texts and explain how they contribute to the meaning of the texts
This expectation outlines that students must be able to know what the elements of the story are, which they will demonstrate in their chart, as well as understand how they contribute to the meaning of the texts.
References
Altés, M. (2013). I am an artist. London: Macmillan Children's.
Beaumont, K., & Catrow, D. (2005). I ain't gonna paint no more! Orlando, FL.: Harcourt.
Young, J., & Chien, C. (2013). My blue is happy. Guangdona, China: Publisher.