If You Take a Mouse to School

Numeroff, Laura. If You Take a Mouse to School. (2002). Bond, Felicia (Illus.). New York, New York: HarperCollins

You never know what the mouse is going to ask for next when you decide to take him to school. The illustrations help you guess what is going to happen next, but sometimes you never know what the mouse is actually going to want.

Connecting to the Standards
Grade 2 RL (4): Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem or song.

• Students will meet this standard through the active participation in the read aloud. As the students catch on the the repeated sentences, the teacher will invite the students to read along. 

Grade 2 RL (7): Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

• Students will meet this standard because before we flip pages, students will be given the chance to make an inference as to what is coming next in the text.

Learning Outcomes  
Students will be able to finish the sentences "If you take a mouse to school, he'll ask you for your _______. When you give him your ______ he'll want a ______ to go with it, by following the same pattern set up in the text. Student will also draw a picture of their sentence.

Adapted to the Classroom 
When reading this book you would read in a manner that students would be able to catch up on the pattern and be able to eventually guess what is going to come next.

While reading students will actively  participate in the read allowed. Students will be given a chance to guess what is coming next. After reading students will create their own explain following the same pattern from the text.

Bloom's Taxonomy 
List three request that the mouse had. (Knowledge)
How would you use the pattern in the story to develop another page to the story. (Application)

Differentiation 
For students with a hearing impairments the teacher will be wearing a microphone and the student will be wearing the receiver so that the sound is amplified and they can hear what the students are saying.
For students with visual impairments the teacher would use a large print book so that the studnet can follow along with the teacher.

Mr. Popper's Penguins

Atwater, Richard and Florence. Mr. Popper's Penguins. (1993). Lawson, Robert (Illus.). New York, New York: Little, Brown and Company

Mr. Popper, was just a poor house painter who lived in Stillwater Oklahoma until one day when he suddenly own a penguin named Captain Cook from Admiral who promised him a surprise. Shortly after getting Capital Cook, they got a female penguin from the zoo who matted with Captain Cook and had 10 baby penguins. Mr. Popper and his penguins make a circus act, which may seem like a good idea but things suddenly take a turn in opposite directions and Mr. Popper winds up in the North Pole with his penguins and Admiral.

Connecting to the Standards 
Grade 2 W (5): With guidance and support of adults and peers, focus on a variety of digital tools to produce and publish writing, including collaboration with peers.

• Students will meet this standard when they take turns to type out the cause and effect chart of the events in the story while reading the text.  

Grade 2 SL (2): Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

• Students will meet this standard when we discuss what happened during the last reading time before we read another passage.

Learning Outcomes  
While reading Mr. Popper's Penguins, the class will create a cause an effect chart outline the events within the story, with 80% accuracy.

Adapted to the Classroom
This would be a book that would be read aloud by the teacher after lunch/recess to calm the students down. Throughout reading the text you can create a cause an effect chart. This chart would also be a guide for students to understand what is happening in the story. While reading this text you can also do a science lesson on penguins and animals that live in the cold climates. Each day you would review what you wrote down the day before on the cause and effect chart. The cause and effect chart could be on the computer and each day a different students gets to take turns typing into the chart.

Bloom's Taxonomy 
What is the name of Mr. Popper's first penguin? (Knowledge)
Give a summary of the chapter read aloud today (Comprehension)

Differentiation 
For students who are auditory learners, instead of you reading the text one day you can find a recorded read aloud allowing for the students to listen to the text in a different tone.
For students with hearing impairments, the teacher will wear a microphone while the student has the receiver, amplifying the sound for the student to hear the story.

Mary Poppins

Travers, P.L. Mary Poppins. (1934). Shepard, Mary (Illus.). Orlando, Florida: Harcourt Inc

"A blast of wind, a house rattling bang, and Mary Poppins arrives at Number Seventeen Cherry Tree Lane." Marry Poppins is not your average nanny, she is able to make the most ordinary events into some extraordinary events. Throughout the text Marry helps Jane and Michael until her work is done and she floats away.

Content Standard 
Grade 2 RI (9): Compare and contrast the most important points presented by two texts on the same topic

• Students will meet this goal when we compare and contrast Mary Poppins the movie and Mary Poppins the book.  

Grade 2 SL (2): Recount or describe key ideas or details from a text read aloud or information presented orally or through other media

• Students will meet this goal when they are asked to give important details from the text to our class chart of important details.

Learning Outcomes 
After reading and watching Mary Poppins, students will write down one similarity and one difference between the book and movie with 80% accuracy 

Adapted to the Classroom 
This would be a text that we would read over time a few chapters at a time. After each reading we would record important details from the chapter read that day. Along with recording important events, we would also make predictions as to what will happen next.

After finishing reading the text we will watch the Disney movie Marry Poppins. While students are watching the movie I will ask them to write down important details. After we finish viewing the movie we will come together and make a list of important details. When this list is finish, we will compare and contrast the book and the movie.

To finish, students will be asked to write down one similarity and one difference that they notice between the movie and the book.

Bloom's Taxonomy 
Where is the setting of Mary Poppins? (Knowledge)
Why do you think Mary Poppins left Jane and Michael? (Analysis)

Differentiation
For students with hearing impairments we will put close captions on the movie so that they can read along with the text.
For students with Dyslexia they will be allowed to verbally tell the teacher one similarity and one difference between the book and the movie.

The Wizard

Prelutsky, Jack. (2007). The Wizard. B. Dorman (Illus.). New York, New York: Greenwillow Books

This adaptation of a poem from Nightmares: Poems to Trouble Your Sleep shows the life of a wizard living in a tower. Bored by the monotony of his daily life, he decides to have fun when a bullfrog shows up, turning him into everything from a cockatoo to a flash of light.

Connecting to the Standards

Grade 2 RL (4): Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

• Students will be able to recognize and identify the rhyme and beat of this poem.

Grade 2 SL (5): Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

• Students will write and perform their own poem that has rhyme and rhyme.

Learning Outcomes

Students will be able to identify rhythm and rhyme in a story. They will identify the ending words that create the rhyme and the meter that creates the rhythm. Students will be able to write, edit, and revise their own poetry using meter and rhyme, much like The Wizard. 

Adapted to the Classroom

Students should have already had some experience with poetry and identifying rhythm and rhyme before they are asked to complete the creative writing activity in this lesson, writing there own poem with rhythm and rhyme. 

The book in this lesson, The Wizard is just one example of a poem book that can be used along with this creative writing activity. Students should be exposed to a variety of rhythm-and-rhyme poetry to establish an understanding of different types of rhythm and possibilities for rhyme. 

Once this understanding has been established, students will engage in a creative writing activity that tests their understanding of rhythm-and-rhyme poetry. Students will, over a long writing period, create their own poem using rhythm and rhyme. Students will write over a period of 2-3 weeks, editing and revising their poems. When they are finished, the poems could be recorded by the students and posted to the classroom website.

Bloom's Taxonomy

What are the parts or features of a rhythm-and-rhyme poem? (Analysis)

Create your own rhythm-and-rhyme poem. (Synthesis)

Differentiation

Because this assignment occurs over a long period of time, teachers will have the chance to meet with students who are having trouble completing the assignment and help them get back on track. Some possibilities for support may include a rhyming dictionary or give students the chance to look online for rhymes for their poems.