Finding Unknown Partners (Story Problems)

Monday:

 

Today you will find unknown partners. You will also create and solve story problems with unknown partners. Repeat after me, I can find unknown partners. I can create and solve... story problems with unknown partners. Let's do some quick practice!

I have 9  marbles. 7 of them are green. The rest are red. How many marbles are red? This story problem can be solved a couple different ways. One way we could solve it is with a circle drawing. What is another way? A math mountain. We could also solve the problem by writing an equation.

Let's solve the equation using a math mountain. Which number is the total? 9 Which numbers are the partners? 7 and 2. We drew our math mountain. Now I want to challenge you. We need to write an equation that represents our story. An equation is a mathematical sentence that uses an equals sign to show that two expressions are equal. Take a few seconds to write an equation on your board. Student, can you write your equation on the board?

We are going to write and solve our own story problems as a class. Student, what should our problem be about? Marbles, lollipops or books? How many do we have, student? Pick another number, student. Name a color, student. Name another color, student. How many are _____? Solve this story problem on your board. Draw a math mountain and write an equation.

It is time to play a game! The game we are going to play in math today is called Number Grabber. One student is going to be the Number Grabber. Their job is to come to the board and cover up one of the partner numbers on any mountain while the rest of the class closes their eyes. When the Number Grabber says, "Open your eyes for a big surprise," everyone will open their eyes, look at the mountain with an unknown partner and solve for it. You will write your answer on your white board. Questions?

Tuesday:

Today you will count on to solve subtraction problems. You will solve subtraction story problems. Repeat after me, "I can count on to solve subtraction problems. I can solve subtraction story problems." Let's do some quick practice!

Today I am going to add two signals to our lesson. When I clap that means pick up your whiteboards and markers. When I snap that means put your white boards and markers down.

Watch as I guide you through this subtraction story problem. I had 8 peanuts. Then I ate 5 of them. How many peanuts are left? Let's count on from 5. 5: 6,7,8 How many peanuts are left? 3 peanuts. Why is 3 the answer? 3 is the number of fingers raised. Very good!

Boys and girls you are doing a fantastic job paying attention and waiting to use your white board and marker. Listen to the problem again. Is this problem a plus story or a minus story? How do you know? If we were to create a math mountain. We would have our king  on top. Our King is the biggest number in the problem so which number is bigger 8 or 5. So 8 is the king of our kingdom. Our partners are on the bottom. This is our prince and princess. If 8 is our king what number is the prince? 5. 8 minus 5. The King has 8 peanuts and he wants to give some to the prince and the princess. This one gets five. How many does this one get? Let's write the equation. 8-5=___

*Clap* Now it is your turn to do a subtraction story problem. The King has 9 peanuts and he wants to give some to the prince and the princess. This one gets 4. How many does this one get? Let's write the equation. 9-4=___

The King has 10 peanuts and he wants to give some to the prince and the princess. This one gets 6. How many does this one get? Let's write the equation. 10-6=___

The King has 5 peanuts and he wants to give some to the prince and the princess. This one gets 3. How many does this one get? Let's write the equation. 5-3=___

The King has 4 peanuts and he wants to give some to the prince and the princess. This one gets 1. How many does this one get? Let's write the equation. 4-1=___

The King has 6 peanuts and he wants to give some to the prince and the princess. This one gets 3. How many does this one get? Let's write the equation. 6-3=___

*Snap* We are going to solve addition equations. Some of these equations are vertical so up and down and others are horizontal or left to right. We are going to count on to solve these equations. Remember the answer is the number of fingers raised, not the last number spoken.

1st graders you are showing great self control! Please leave your markers and whiteboards on the floor as we talk through the next two problems together. If we were to create a math mountain. We would have our king on top. Our King is the biggest number in the problem so which number is bigger 6 or 4. So 6 is the king of our kingdom. Our partners or the prince and princess are on the bottom. If 6 is our king what number is the prince? 4. 6 minus 4. Let's count on to find our answer. Does the answer 2 children make sense? Why? Why wouldn't the answer 10 children make sense? In the beginning, only 6 children were swimming. Some went home, so the number of children left must be less than 6. 10 children is more than 6 children.

When I say go you will stand up, walk back to your desk and take out your math workbook. You will turn to page 97. We will work through these together so please do not start. Questions? Go. There is a small picture in the column to help you understand the story problems. The people who made our workbooks are a little tricky though. Sometimes the picture will be our label of our answer and sometimes it won't be so we need to pay special attention to what the story problem is about. 

Wednesday:

Today you will solve subtraction story problems using numeric methods. You will solve subtraction story problems involving nickels and pennies. Repeat after me, “I can solve subtraction story problems. I can solve subtraction story problems using nickels and pennies.” Lets do some quick practice!

Watch as I guide you through this subtraction story problem. I had 9 buttons on my coat. 4 of the buttons fell off. How many buttons are left? Let’s count on from 4. 4: 5, 6,7, 8, 9 How many buttons are left? 5 buttons. Why is 5 the answer? 5 is the number of fingers raised. Very good! How else could we solve this story problem? If we were to create a math mountain we would have our king on top. Our king is the biggest number in the problem so which number is bigger 9 or 4. 9 is the king of our kingdom. Our partners are on the bottom. This is our prince and princess. If 9 is our king what number is the prince? 4. 9 minus 4. The king has 9 buttons and he wants to give some to the prince and the princess. This one gets 4. How many does this one get? Let’s write the equation. 9-4=__

1st graders you are showing great self control with your white boards. I have SOAR tickets for students name. Now it is your turn to do a subtraction story problem so please pick up your white board and marker. There were 7 robins on a fence. Then 5 of them flew away. How many are still on the fence? Go ahead and solve the story problem by drawing a math mountain. Now, write an equation.      ---------REPEAT----------

Please put your white board and marker on the floor in front of you. The next two problems are subtraction stories using coins. These are kind of like a problem within a problem so listen carefully as I read. Lisa has 1 nickel and 4 pennies. She buys a marble for 3 cents. How many cents does she have now? To solve the problem we must first add the nickel and penny to get the total value. 1 nickel how many cents is that? 5 cents. She also has 4 pennies so 5+4= 9. Lisa has 9 cents but she buys a marble for 3 cents. Are we adding or subtracting? Subtracting so 9-3=__. How many cents does she have now? Let’s count on to see. We start at 3 and count up to 9. Our answer will be the amount of fingers we are holding up.

When I say go you will stand up, walk back to your desk and take out your math workbook. You will turn to page 99. We will work through these together so please do not start. Questions? Go.

Thursday:

Today you will use the Pancake Breakfast scenario to practice subtraction. You will solve subtraction equations in The Number Quilt Game. Repeat after me, “I can solve subtraction equations.” Let’s do some quick practice!

Please leave your white boards and markers on the ground as we do the first scenario together. Student’s name you are showing great self-control, I have SOAR tickets for you. Alright, hands in your lap and eyes and ears on me. I made 10 pancakes. Now we have 10 pancakes on the table. I’m going to eat some pancakes. I am eating 1 pancake, 2 pancakes, 3 pancakes, 4 pancakes. I ate 4 pancakes. We knew the total number of pancakes when we started. What was it? 10. Then I ate 4 of them. Let’s write the subtraction equation. How can you count on to find out how many pancakes are left in the stack? Count on from 4. Raise one finger for each number until you reach 7. How can you check to see if the answer is correct? You can count the pancakes that are left on the table. ------REPEAT------

We are going to go back to our desk for a few minutes. I want you to leave your whiteboard and markers here because we will come back to the carpet. We are going to work through this together so once you get a piece of paper please walk to your desk and write your name.

Watch as I guide you through this subtraction story problem. We saw 10 kangaroos. Then 4 of them jumped away. How many kangaroos are left?  We are going to draw a math mountain to represent the kangaroo story. Which number in the problem is the total? 10. Which are the partners? 4 and 6. Let’s write an equation that shows the story. 10-4=6 Where is the total now? At the beginning. Where are the partners? After the subtraction sign and after the equals sign.

We learned how to solve subtraction stories using a nickel and pennies yesterday but let’s do a few problems to refresh our memory. Carla had 1 nickel and 3 pennies. Then she lost 1 of the pennies. How many cents does she have now? This is what we call a problem within a problem. ---SOLVE AND REPEAT---

We are going to play the Number Quilt Game. I heard you have played this before but let me refresh your memory. The goal is to place each card in its correct space on the number quilt. This is a partner game and to play you will read the equation, find the total and place the card on the quilt to match the total. You will need to make sure the corners match because one side is the equation and the other has the answer. You do not want to see the answer because that will not help you become a better mathematician. 

Friday:

Today you will solve for unknown partners or totals in story problems. You will write equations and draw math mountains. Repeat after me, “I can solve for unknown partners or totals in story problems.” Let’s do some quick practice!

These next story problems may be addition or the may be subtraction. We need to read the problems carefully to see if we need to find a partner or a total. There are 7 swimmers in the pool. More swimmers come to the pool. Now there are 10 swimmers. How many more swimmers came? 3 more swimmers. ---REPEAT---

Where is the total in your drawings (Math Mountain, equation)?

Where is the partner?

When I say go you will put your math boards away. I will pass out a pink sheet of paper. Once you get it, write your name. Do not start because we will work through it together. 

Monday:

We have been working with subtraction story problems but today you will solve addition stories with unknown totals. You will solve addition story problems involving nickels and pennies. Repeat after me, “I can solve addition equations.” Let’s do some quick practice!

Please leave your white boards and markers on the ground as I guide you through this addition story problem. I took 4 rides on the roller coaster. My sister took 5. How many roller coaster rides did we take in all? In addition story problems we know the partners and we need to find the total. Our partners are 4 and 5 so they go on the bottom of our math mountain. Our total goes on top. We need to add 4 and 5 together. Let’s count on to find our total. 9. Let’s write an addition equation to go with our math mountain.

Please put your white board and marker on the floor in front of you. The next problem is an addition story using coins. It’s kind of like a problem within a problem so listen carefully as I read. Eric had 1 nickel and 1 penny. His mother gave him 4 more pennies. How many cents does he have now? ---MATH MOUNTAIN AND EQUATION---

Please leave your white board makers on the ground as we do the first scenario together. I am making 1, 2, 3, 4 pancakes. Student, how many are you making? Student is making 1, 2, 3, 4, 5, 6 pancakes. Let’s write an addition equation. Count the stacks with me. 4+6= 10 Let’s count on to find the total. Remember we start with the bigger number and count on.

It’s time to play a game! The game we are going to play is called, Number Grabber. We played this once before but listen because the directions are a little bit different. You will close your eyes while the Number Grabber covers up one of the totals. When the Number Grabber says, “Open your eyes for a big surprise” you will write the total on your white board. You will keep this secret until I ask you to show me. 

 

Non- Standard Measurement

Everything is prepped and ready for Marshall!

We are going to begin our math lesson by reading a story called Measuring Penny. Based on the title and picture on the cover, what do you think we will learn about today? That's right, measurement. Today, you are going to learn about standard and non- standard measurement. (Demonstrate) One way to measure is to use a standard unit of measure like inches on a ruler. The book is 11 inches tall.  If I don't have a ruler, I can measure it with a nonstandard unit. (Measure book with pencils) The book is about one and a half pencils tall. We will talk more about measurement in a few minutes, but first, let's read the story! (Read story)

1. Looking at the cover, who can tell me the name of the girl?
2. What is the name of her dog?
3. The story we read is called, Measuring Penny after reading, I want to know, why do you think that is?

(T- Chart on Standard and Non- Standard measurement) This is a T- Chart on Standard and Non- Standard measurement. I want us to create a list. Raise your hand, and tell me, what units did Lisa (the main character in the book) use to measure?

We are going to do some measuring using Non- Standard units of measurement just like Lisa. Each of you is going to get a mini- book that looks like this (show book). You will be asked to find the width, length, and height of objects. (Read chart) Wide= width, long= length, and tall= height. 

To find your measurement, you will use a Penny Ruler. This is your Non- Standard unity of measurement for this activity. Before I send you off to work through this booklet on your own, let's do a few examples together!

Does anyone have questions?

** Check out Simply Skilled in Second and her Measuring Penny activity here on Teachers Pay Teachers.

*** I was observed during this lesson and my professor provided me with some fabulous feedback. She wrote, "Good job at giving quick expecations: "Spread out a little not to the back of the room." I like the idea of getting the wiggles out. Good classroom management skills. :-) LOVE when lessons begin with a book. :-) Your students are good listeners. You read the book well with fun introduction, enthusiasm, etc. You did a nice job of explaining how the dogs ears were measured. Thank you for complimenting the student by saying, "That's a really good observation." :-) Nice work of explaining the difference between "standard and non standard measurement. Thank you for asking students to raise hands! Thank you for telling the girl who said pennies as a measurement why her answer was good yet incorrect. Questioning skills are good to have and you are doing a nice job of questioning your students and your students are excited about measuring. :-) Their hands shot up in excitement! Thank you for thanking others. :-) Great quick informal assessment to see if students understand and are ready to move on. You are a natural, Liz!! A school will be lucky to get you and so will your students. :-) Good luck to you!"

Water Cycle

Take a good long look at the water on the table. Now, can you guess how old it is? The water in this glass may have fallen from the sky as rain just last week, but the water itself has been around pretty much as long as the Earth has!

Today, we are going to learn about the Water Cycle! (Turn on PP)

The Earth has a limited amount of water. That water keeps going around and around and around and around in what we call the "Water Cycle."'

The Water Cycle is made up of four stages:
1. Evaporation
2. Condensation
3. Precipitation
4. Collection
(Have students repeat stages one by one focusing on pronunciation)

Evaporation is when the sun heats up water in rivers or lakes or the ocean and turns it into vapor or steam. The water vapor or steam leaves the river, lake or ocean and goes into the air. 

Water vapor in the air gets cold and changes back into liquid, forming clouds. This is called condensation.

Precipitation occurs when so much water has condensed that the air cannot hold it anymore. The clouds get heavy and water falls back to the earth in the form of rain, hail, sleet or snow. 

When water falls back to earth as precipitation, it may fall back in the oceans, lakes or rivers or it may end up on land. When the water ends up on land, it will either soak into the Earth and become part of the "ground water" that plants and animals use to drink or it may run over the soil and collect in the oceans, lakes or rivers. We call this collection, and it is where the water cycle starts all over again. 

Next, we are going to watch a one- minute video clip that is going to walk us through the four stages of the Water Cycle. 

Now, I want us to label a poster of the Water Cycle. 

The four stages of the water cycle are evaporation, condensation, precipitation and collection so this is our word bank or the words we get to choose from. 

When the sun heats up water in rivers, lakes or oceans, some of the water turns into vapor or steam and goes into the air. What is this stage called? Is it evaporation, condensation, precipitation or collection? It is evaporation. 

When water vapor in the air gets cold and changes back into liquid, forming clouds it is called? Is is condensation, precipitation or collection?

When so much water has condensed that the air cannot hold it anymore, the clouds get heavy and water falls back to the earth in the form of rain, hail, sleet or snow. This stage of the water cycle is called? It starts with a p.

And the final stage of the Water Cycle, when water falls back in the oceans, lakes, rivers, or may end up on land is called? That's right, collection. Great job! Labeling the Water Cycle was not an easy task, but you did it!

Alright 2nd graders, I want to teach you a song! This song is going to help you remember the stages of the Water Cycle. This is going to be so much fun and I am super excited to be able to sing about the Water Cycle with you this afternoon. Let's all stand up and form a circle. Make sure you have room and are not in your friend's personal space.

"The Water Cycle Song"
(Sung to the tune of She'll be Coming Around the Mountain)

Water travels in a cycle, yes it does
(Use pointer finger to make a big circle in the air)
Water travels in a cycle, yes it does
(Repeat finger circle)
It goes up as evaporation
(Move hands up to the sky)
Forms clouds as condensation
(Make a cloud overhead with arms)
Then comes down as precipitation, yes it does!
(Sprinkle with fingers while bringing arms down in front of you) 

**I was observed during the second half of this lesson. My professor wrote: 
"Water Cycle- 
Students were watching a short video clip to reinfroce their learning from earlier. Great discussion post video... Very engaging and respectful. Good check for understanding. Fun review- song with actions- students loved it! Thorough, well- developed lesson plan! Nice job!!"

Angry Verbs

We are going to play a game called, Simon Says. Has anyone ever played a game of Simon Says before? Here are the rules:

1.     When Simon Says to do an action you do it but if Simon does not say to do an action do not do it.

2.     If you do something when Simon did not say to do it then you must sit back down in your chair. Are you ready?

Okay, Simon says rub your belly. Simon says raise your hand. Jump up and down. Oh, Simon did not say to jump up and down. If you did it then you need to sit down in your chair. For those of you who are still standing up let’s try that again. Simon says nod your head up and down. Simon says to yawn. Clap your hands. Oh, Simon did not say to clap your hands. If you did then you need to sit down in your chair. Okay, one more time. Simon says shake your hair back and forth. Run in place. Oh no, Simon did not say to run in place. If you did then you need to sit down in your chair. 1^st graders, you did a great job! Give a classmate a high five on your way down to the floor.  

Did you know you just acted out a bunch of verbs? Jumping, rubbing, raising, nodding, yawning, shaking, and running are all verbs. A verb is an action word. Repeat after me, a verb is an action word. A verb is anything you do such as kicking, jumping, and walking. Raise your hand if you can think of another example of verbs?

We are going to read a book about verbs. It is a silly book and it is okay to giggle but you must be able to control your body. If you get too silly or cannot stop giggling, I am going to ask you to take a break. We are going to read, “To Root, to Toot, to Parachute- What is a Verb?” As I am reading pay special attention to the words in color because those are verbs. 

So, what is a verb? Yes, verbs are action words. I would like us to create a list of verbs. A verb is anything you do such as kick, jump and walk. Raise your hand if you can think of another example of verbs? This is a great list! I have something else I want us to do, but first, I need everyone to slide over to the smart board.

I want to see if we can find the verb within a sentence. A verb is what again? On the board you see ten sentences. I want you to take turns coming up and circling the verb or action word in each sentence below. We found all ten verbs! Give yourselves a pat on the back. 

We are going to do a super fun activity. Instead of making Angry Birds, we are going to make Angry Verbs. (Thank you Step Into Second Grade for the great idea!) Each of you is going to get a piece of paper that reads, “My angry bird _______.” There are five prompts like this on your piece of paper are you are going to fill in the blanks with a verb. Brady, give me a verb. So my sentence would read, “My angry bird run.” The sentence does not make sense unless so I need to add an –s to it. Now the sentence reads, “My angry bird runs.” You will need to add an –s to the end of the verb you write. Let’s try another one. P, “My angry bird ___. Can you give me a verb that will complete my sentence?” Good! Does anyone have any questions about the writing part?

Once you are done completing all five sentence prompts I want you to raise your hand. Mrs. R or myself will come and double check. Once one of us has looked at your paper you can come up to the front and get what you need to create your angry bird.

I have red, blue, and yellow birds. Each bird has feathers or hair, eyes, and a beak. I will have a spot for the blue bird and his facial parts, a spot for the yellow bird and his facial parts and another spot for the red bird and his facial parts. I will also have completed examples on the floor too so you can see what your bird might look like when it is done. Does anyone have questions about our angry birds? Okay, so- five sentences, check with a teacher, create your bird. E, what are the three steps? Good. 

This right here is why I get 3 hours of sleep a night. I know, I need to let go of my control issues. :-)

We hung our Angry Verbs in the hallway and received numerous compliments from students, teachers, and parents.

First one, "My angry bird surfs!" Love it!!

Not all verbs but we'll work on it!

 

This has been my favorite lesson so far and I cannot wait to teach it again in the next year or two.

Sound of the Week! (ai/ay)

**I did not follow my script exactly- never do but, you get the idea!

Ai in the middle

Ay at the end

Both make the sound of long a, our friend.

Ai in the middle

Ay at the end

A a a

Today, we are learning about long a. Long says a. Everyone say a. Ai is in the middle like in the word, snail. Ay is at the end like in the word hay. Both make the sound of long of long a, our friend.

We are going to look at two poems today. The first poem is, Daisy the Snail. Daisy and Snail are two words with ai in the middle. (Read the poem) I need a couple of volunteers to come to the board and circle a word with ai in the middle. Great!

Let’s take a look at another poem. This poem is called, “The Birthday Day.” Birthday and day are two words that end in ay. (Read the poem) Raise your hand if you would like to but haven’t had a chance come to the board and circle a word with ay in the middle. Nice job!

We have one last thing to do. (Turn on PP) We need to complete six sentences. Some of these sentences are missing words that end in ay and others are missing words that have ai in the middle. It is up to us to find the missing word.

First one, The opposite of night is ___.  Good! Let’s try another. If she talks, she has something to ___. Right on! When the wind fills the ____, the boat moves. You are correct! How about this one?  She put sand in her ____. Terrific! One more… He will ___ with a one dollar bill. Good! He likes to ____ cards with his friend. Yes! First graders, you did a great job, give yourself a pat on the back.

Cause and Effect with Frog and Toad

On Monday, Mrs. R read a story from Frog and Toad All Year Round. Today, we are going to read from Days With Frog and Toad and we will practice cause and effect. The story we are going to read is called, The Kite. Before we read the story though I want to look our chart. 

Good readers identify cause and effect.

Cause is often signaled by the word so. For example, “It was raining SO I used an umbrella.”

Effect is often signaled by the word because. I used my umbrella (C) BECAUSE it was raining (E).”

As I am reading I want you to think about what is happening and why it is happening. When you see a part of the sentence up here I want you to put your hand out like a stop sign and we will complete the sentence by adding the missing cause or effect.

The Robins told Toad to give up SO Toad gave up.

The robins said the kite was junk BECAUSE the kite crashed in the grass.

Frog told Toad to try flying his kite one more time SO he jumped up and down and shouted, “UP KITE UP!”

The kite climbed higher and higher BECAUSE Toad did not give up.

Toad and Frog are happy BECAUSE they finally got the kite to fly.

Great job first graders! I have a cause and effect worksheet I would like us to complete. Each of you is going to get two pieces of paper. You are going to cut out all five sentences on this piece of paper. You are going to glue the missing cause or effect on this worksheet. On the bottom, you’ll see both boxes are empty. You need to decide which sentences go there and which one is the cause and which on is the effect. Let’s do the first one together. The effect is, “The Popsicle melted.” Why did the Popsicle melt? Because (read sentences) 

Cause and Effect with Camilla Cream

Below is pretty much the script I used which corresponds to my lesson plan.

Today, we are going to read, A Bad Case of Stripes. Based on the title and cover of the book, raise your hand and tell me what you think the book will be about.

1.  Why do you think Camilla Cream was afraid to have people find out that she liked Lima Beans? Was she right?

2.  Do you think the students in the story were bullying Camilla? Why or why not?

3.  What do you think the author is trying to say to the reader? Maybe David Shannon is trying to tell us to be ourselves. Camilla tried very hard to be like everyone else and she wasn’t being true to herself. Imagine what the world would be like if we were all the same.

This is a Cause and Effect Anchor chart. Cause is the reason or why something happened. Effect is the result or what happened. For example, it rained and I had to use an umbrella. It rained is the cause. I had to use an umbrella is the effect. As you read you can be a detective. You can look for key or signal words such as if, then, because, since, so, this is why, consequently, and therefore. Often cause and effect relationships are signaled by these words and phrases.

Everything in life has a cause and an effect. You study for a test you get a good grade. You forget your umbrella when it rains, you get wet. You break a rule you have a consequence.

We are going to take a minute to recall parts of our story. Raise your hand if you can tell me the name of the main character our story? That’s right, her name is Camilla Cream. The problem is something that a character in the story wants to change, fix or figure out. Raise your hand if you can tell me, what is the problem? Good! Solution is the way a problem is solved or fixed. We said the problem was a bad case of stripes. Raise your hand if you can tell me the solution to the problem. Give me a thumbs up if you agree.

I have some cards of events from the story. One card is the cause and one card is the effect. It is your job to raise your hand and tell me which card is which. Cause is the reason or why something happened. Effect is the result of what happened. For example, She is covered in stripes. Camilla screams. She is covered in stripes is the cause. Camilla screams is the effect. (Go through cards)

Cause and effect is a hard concept but 3^rd graders, you did a great job!

For our activity, we are going to write a summary. A summary is a short description of the most important events in a story. A summary tells what happens. A summary answers the questions who what, where, when, why, and how. You are going to write a summary of the book A Bad Case of Stripes. Your summary needs to be a minimum of 3 sentences and you need to use at least two signal/key words. If, then, because, since, so, this is why, consequently, and therefore are key or signal words. Can you write more than 3 sentences? Yes and I hope that you do! Can you use more than 2 signal/key words? Yes! Are there any questions about the summary?

When you are done writing, I want you to raise your hand so I can check it. I want this to be your best work. Once I have looked at your writing, you will come to the front of the classroom and pick up three pieces of paper- label, Camilla’s face, hair and bow. I want you to color Camilla. You can have fun and be creative with this. Camilla can be striped, covered in stars, or in camouflage. It’s up to you but it needs to be school appropriate- no blood, no weapons. When you are done coloring, cut all your pieces out. You will need to get a bigger piece of construction paper. You will glue Camilla and your summary onto the construction paper. Are there any questions about our activity?

I need two volunteers to pass out writing paper. Remember, I want you to do your writing first and I want to see what you wrote before you move on to coloring Camilla.

Below are student artifacts, my anchor chart, and matching cards.

This has probably been my favorite anchor chart so far.

Cause and Effect cards.

My example. Thank you, Step Into 2nd Grade for the wonderful templates!

I have a student who is blind in my class and although I cannot read what she typed she told me and I trust her. :-)

We have been practicing our cursive!

We were running short on time so not all kids had the opportunity to color Camilla Cream. I am learning cutting, coloring, and gluing ALWAYS takes at least twice as long as I plan for.

So proud of this kiddo!

Camilla is a Lion- LOVE the creativity!

If I teach this lesson again I am going to have every student circle their two key/signal words. That was incredibly helpful when I was doing assessments.

Her handwriting looks like it could be straight from a handwriting workbook!