Objectives
To engage students in a shared reading experience and enhance their awareness of illustrations/concepts of print/vocabulary/and comprehension development.
Students will draft, revise, & publish books based on their favorite foods.
Children will be engaged in an authentic activity that makes them the author. It gives them ownership over their literacy and writing.
Students will share their books with the class in author's chair.
An attitude that fosters literacy development is the belief that literacy is a way to communicate with others. Students will be sharing their personal experiences which is a way to increase motivation and enthusiasm. Other students will have the chance to learn about cultural differences. This activity can be a jumping off point for more in depth study of a culture.
Students will use and/or add to the food word wall.
Students will be developing their writing skills.
Materials
No Peas for Nellie (Demarest,1988)
paper
crayons, markers, pencils
scissors
magazines
glue
chart paper
Procedure
1.Read No Peas for Nellie (Demarest, 1988) to the class. Ask students what their least favorite foods are. List them on chart paper.
2.Ask students to then think about all the things they would rather eat than their least favorite food.
3.Have students create books based on their favorite foods, using drawings and magazine cutouts. Create a book yourself along with the students.
4.Have them write the name of the food using the word wall ( they don't have to write it perfectly...they should do it in whatever form they are capable of at the time - scribbles, invented spelling, etc.). If the word is not available, add it to the wall.
5.Make a 10 page limit and let students work on their books at their own pace, drafting and revising as necessary.
6.Publishing can mean different things - rewriting pages, laminating, binding, etc. - depending on what time and resources are available.
7.Have students share their books in author's chair when they are complete.
Variation
Create alphabet food books, where each page is a letter and the children add foods starting with or containing that letter.
Special Accommodations
Second language learners may write in their native language and then add the English words.
Other accommodations would depend on the specific student. |
