Tyler's+Storybook

//Ten Apples Up on Top follows the adventure of a lion, tiger, and dog as they try to balance apples on the top of their heads. Each animal tries to out do the other by doing tricks while balancing the apples and in the process they find themselves getting in trouble in doing these activities.//

A. ​ Anticipation Activities: (Phonics, Vocabulary) //( // ****Demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding unfamiliar words and text)** //**Activity #1:** Before having the students read the book Ten Apples Up On Top, they first will have to be able to understand some of the rhyme that are present in the book. Students will have to look through the book and find words that rhyme. Along with an additional worksheet I will have prepared, students will be responsible for finding the words in the book and matching it in the same group of words it rhymes with. For example: one word may be eight, so the student has to draw a line to a word on the opposite side rhymes with that word. // 
 * A.4.1 Use effective reading strategies to achieve their purposes in reading

(Phonics) ** **(Recognize, record, organize, and acknowledge information pertinent to a project, accurately blending discoveries into answers) Activity #2:** To spark the students' imagination I will provide them with this image in which they will have to complete the chart. Each apple will have a letter on it to spell out words and while they draw in their own apples the students will be required to spell out words that are present in the book. It will also require them to follow the pattern of apples to finish the chart. What this will do is introduce them to what is going to occur in the book and a fun way to incorporate math and art into reading. Another activity like this will be introduced later in the unit but that activity does not get into sights words as much as getting the students excited for the story.
 * F.4.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings.

**E.4.1 Use computers to acquire, organize, analyze, and communicate information. (Comprehension) (Create, store, and retrieve electronic files) Activity #3:** // Before we began to read the story I want the kids to have a timeline of what occurs in the story. This also can introduce the characters that are present in the book and what to expect when reading the book. Having a computer present in the classroom will allow the teacher to walk the students through a brief summary of the book to spark their interest in reading the book. At the end of the timeline students will reach the conclusion which will tell them to read the book if they want to figure out what happens at the end of the story. I think this is useful because it does not give to much detail about the book or ruin it for the children it just gives them a good base for what the book is about. //

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B. Building Knowledge **E.4.5 Analyze and edit media work as appropriate to audience and purpose. (Comprehension) (Provide feedback to (and receive it from) peers about the content, organization, and overall effect of media work) Activity #1:** //Students will be provided with a mind map that can be viewed on the internet at anytime. This will help look back at the main ideas in the story. It goes through what happen every time in the story when an apple was added. This activity also goes into more detail then the timeline so it should not be confused with the timeline. The students will also add any information they feel needed or if something is missing they will be required to add it together as a class. //  // At the end of the book, the map will be completed and printed off for the whole class to have. //

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(Read aloud with age-appropriate fluency, accuracy, and expression) Activity #2:** // The second activity I will have for the children while reading the book is identifying sight words. For this activity I will print of pictures of boys and girls. The students will grab their picture according to gender; I will also have apples with words on them. The students get in single file line and take turns guessing the word on the apple that is drawn to them. If they get the word correct they then will be able to put the apple on top of their pictures head. If they get the word wrong they will go to the end of line to wait their turn again. This will help the students with sight words be seeing if they are able to identify these words selected right away. The student who has the most apples on the top of their characters head at the end of class will get a prize. //
 * A.4.1 Use effective reading strategies to achieve their purposes in reading**.
 * (Fluency)

(Comprehension) (Write in a variety of situations (timed and untimed, at school and at home) and adapt strategies, such as revision and the use of reference materials, to the situation) Activity #3:** // For the final activity building knowledge the students will have a chance to make a emergent reader. The students will be assigned a a page and be responsible for making that page. They will be put in groups and each group will be responsible for a section of the book. When all the students pages in that group are completed they will be put together to make a re creation of that part of Ten Apples Up On Top. They will be able to flip the over the flaps to see the sequences that occurred in their part of the book, with the text behind each flap. This is a fun activity which reinforces the story; it also helps with repetition so students are able to identify the sight words easier. //
 * B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.

C. Consolidation (Comprehension) **B.4.2 Plan, revise, edit, and publish clear and effective writing. (Comprehension, Vocabulary) (Produce multiple drafts, including finished pieces, that demonstrate the capacity to generate, focus, and organize ideas and to revise the language, organization, and content of successive drafts in order to fulfill a specific purpose for communicating with a specific audience) Activity #1:** // The first activity the students will do after completing the books is writing a newspaper article summarizing the story. This will test the students' comprehensions on whether they were able to understand the book and the sequence of events that occurred during the story. They will first have to look at how newspaper articles are written, then create their own newspaper article on how they would tell the story if they were the on writing the story for the paper. This is a fun activity and also a way of assessing how each student viewed the story. //

**A.4.4 Read to acquire information.** (Summarize key details of informational texts, connecting new information to prior knowledge) Activity #2:** // After finishing reading the book, students then will be given a quiz on the internet. It will require them to answer five questions that are worth a hundred points each. At the end of the quiz the students will receive a score out of 500 with 500 being an A, 400 a B, 300 a C, 200 a D, and anything 100 or below will be failing. This will help the students pay attention to the material by knowing a quiz is coming in the end I believe and a good way of testing if they can remember what they have read. //
 * (Comprehension)

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<span style="font-family: 'Comic Sans MS',cursive;">**B.4.1 Create or produce writing to communicate with different audiences for a variety of purposes.** (Write creative pieces (poetry, fiction, and plays) employing basic aesthetic principles appropriate to each genre) Activity #3:** // Students will create their own adventure about Ten Apples On Top! They will create a short story about how they would balance ten apples on top of their heads and the events they went through while doing it. The short story will be only be a couple paragraphs long, they will be required to use rhyming words and at the end will take a picture of themselves balancing some sort of apple on their head. The stories will be posted in the front of the class with their picture next to their story so everyone can view each others //
 * (Phonics, Vocabulary, Comprehension)