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Encourage them to use classroom resources (Story Elements board, Word Walls, high-frequency word lists, and alphabet or letter sound combination charts). Papa, Please Get the Moon for Me is a children's picture book designed, illustrated, and written by Eric Carle, published by Simon & Schuster in 1986. (Example: "I think the author wrote the book because _______. ") Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA). A.
Model singing the song in the past tense: "The sun shone over us all, I saw it sparkle like a ball...etc.".
Read the labels aloud.
(Papa climbed a very tall ladder and waited for the moon to be small enough to carry down and give to Monica). Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA). Consider using additional time to drill students on using the correct verb tenses by asking them to respond to different questions using the correct tense. How would you describe him?" In Lessons 14-15, students will complete the same response sheet for their Unit 1 Assessment, as they work with the text.
Andres, you used a complete sentence to share how you imagine traveling to outer space in a rocket ship.
(the moon), "Why do you think the author wrote the book?"
Point to and read aloud the chunk: "can describe" and ask: "What will you be able to do?"
With excitement, share with students that yesterday they read the story. Draw students' attention back to the text and read aloud pages 5-12 slowly, fluently, with expression, and without interruption. Each unit in the K-2 Language Arts Curriculum has one standards-based assessment built in. Provide specific, positive feedback about students' ability to complete Part III of their response sheets.
During the Role-Play protocol in Work Time B, enlarge or project each corresponding page that is read aloud to students.
In preparation for Opening A, create index cards with the word will written in a different color than the ink used to write the "Sun Moon and Stars" Version 2 song. "), As you circulate and listen in during the Pinky Partners protocol, scaffold partner conversations as needed. Cold call on one to two students to share out. Listen to Eric Carle's story Papa, Please Get the Moon for Me. Give an example of the central message from a familiar story. (outside the house), "Which of these words are proper nouns?" Like The Very Hungry Caterpillar (1969), merchandise has been based on this story and it has been adapted to animation.
Please try, You already have an abcteach member account. Record the whole group singing the "Sun, Moon, and Stars" Version 2 song and post it on a teacher webpage or on a portfolio app such as. Create the Story Elements board in an online format--for example, a Google Doc--to display and for families to access at home to reinforce these skills. [7][8], "Tissue paper transformations: Eric Carle's famous collages go from page to stage…", "The Very Hungry Caterpillar & Other Stories", "The very hungry caterpillar and other stories by Eric Carle", https://en.wikipedia.org/w/index.php?title=Papa,_Please_Get_the_Moon_for_Me&oldid=964945312, Short description is different from Wikidata, Creative Commons Attribution-ShareAlike License, This page was last edited on 28 June 2020, at 14:44.
As the nights go by, she watches the Moon gradually reappear in the sky, going from waxing crescent to full Moon. Call on student volunteers to share. Continue to reinforce students' understanding of this protocol as necessary.
Video record students as they role-play to watch with students to evaluate strengths and areas for improvement. Students can practice number sequence, addition, and subtraction.
). Invite students to whisper a response into their hands: Tell students that they may begin writing their response in the Beginning box. Throughout this unit, students repeatedly return to texts to ask and answer questions about the characters, setting, events, and central message of the story. Point out that this material has three parts, but they will complete only Parts I and II today. Inspired by Eric Carle’s Papa, Please Get the Moon For Me!, this engaging board game challenges students to move forward and backward from 1-99 on a number board.
Focused Read-aloud, Session 1: Papa, Please Get the Moon for Me (15 minutes), B. Role-Play: Character and Setting, Pages 17-20 (10 minutes), C. Independent Writing: Papa, Please Get the Moon for Me Response Sheet, Parts I and II (20 minutes), A. Pinky Partners: Making Connections (5 minutes). Use the. To access all member features. Students first focus on the characters and setting, then on retelling important events, and, for some texts, the central message.
Copyright © 2013-2020 by EL Education, New York, NY. Then return to Seesaw and tell me what part of the story you liked best and why. Sun, Moon, and Stars Word Wall card for the words full moon, half-moon, and sliver. (major events from the beginning, middle, and end of the story), "What is an event in a story?" Download this document with a Free Account.
Remind students that they have used this song to learn about nouns, verbs, and pronouns.
Papa, Please Get the Moon for Me uses a distinctive collage style, typical of Carle's work by 1986, achieved by painting tissue paper, cutting it into pieces, and assembling it.
Listen to Eric Carle's story Papa, Please Get the Moon for Me. Papa, Please Get the Moon for Me tells the story of Monica, a young girl who dreams of playing with the Moon. At the end of the lesson, collect students' writing samples to check progress toward, This is the second of two lessons in which students engage in a focused read-aloud of, Nurturing an inquiry-rich classroom environment begins with asking and answering questions and cultivating curiosity. Direct students' attention to the third column and invite students to turn and talk with an elbow partner: If productive, cue students to expand the conversation by saying more: Circulate and listen in as students share with their partners. For the best experience, please use Chrome or Firefox. There are 3 differentiated spinners so students of all levels can play the game together. Pause after reading page 4 and ask students to turn and talk with an elbow partner: Encourage students to use the sentence frame: "In the beginning, _____________.".
", * Give students specific, positive feedback on their ability to role-play the key details of Papa, Please Get the Moon for Me. When 2 minutes remain, provide students with a time reminder and encourage them to finish up Part I. Using a total participation technique, ask: Circulate as students talk and use the Language Checklist to track students' progress towards. Model as needed.
(Responses will vary.). (We can tell about the most important thing the author wants us to know.
Tell them this will signal their partners to provide them with an idea of something they could say.
Point to and read aloud the chunk: "I" and ask: "Who is this sentence about?" Invite students to Think-Pair-Share with an elbow partner: Show students the Sun, Moon, and Stars Word Wall card for. Read pages 1-4 slowly, fluently, with expression, and without interruption. Encourage them to use classroom resources (Story Elements board, Word Walls, high-frequency word lists, and alphabet or letter sound combination charts). During Work Time C, model doing quick sketches within the graphic organizer as placeholders for information. (The moon is described as rising up above the trees. Post: Learning targets; Sun, Moon, and Stars Word Wall; "Sun, Moon, and Stars" Version 2 song; and applicable anchor charts (see materials list). (Monica and Papa are names and spelled with a capital letter), "What does the author tell us about Papa? Move students into pre-determined pairs and tell them they are going to use the Role-Play protocol to act out a section of. Cold call on one or two students to share out.
The book introduces children to the lunar phases, showing the Moon "shrinking" and "growing" in the sky every night. Draw an illustration that shows your writing and use the microphone to tell me more. "The sun will shine over us all, I will see it sparkle like a ball...etc.". Throughout the first half of the unit, students frequently used the Think-Pair-Share protocol. (Refer to the Classroom Protocols document for the full version of this protocol.). In Papa, Please Get the Moon for Me, Monica tries to grab the moon from the sky so she can play with it.
Encourage students to continue showing the habits of effective learners for this lesson and all that they do. (MMAE), Before the transition to clean up, support self-regulation and independence during the transition by providing a clear routine for what to do with unfinished work and using a visual timer. "What is one attribute of the Working to Become Effective Learners anchor chart you will use today as you write?" (a person, animal, or object in a story, play, or movie), "What is the setting in a story?"
During the focused read-aloud in Work Time A, add gestures and emphasis to key words such as stretched, long, very, high, and the figure of speech just the right size and invite students to copy the gesture as you say the word. Draw students' attention back to the text and read aloud page 19 and pause at the word sliver.
Draw an illustration that shows your writing and use the microphone to tell me more. each time students begin a new text. Consider making this question more concrete by researching the author of.
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