Free Literary Lesson Plans

STEAM related literary based lessons and resource for Educators.

[onlinelitbag-blog]

On the Scale, a Weighty Tale: Math Activity Third Grade

Book Title: On the Scale, a Weighty Tale

Primary Activity

CCSS:  CCSS.MATH.CONTENT.3.MD.A.2

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

Objective (ABCD):  Using a balance and a worksheet, students will understand the concept of weight and be able to apply it with two or less errors.

Materials:  

Digital Scale the measures in grams

Various household objects that can be weighted on the scale

Worksheet

Procedures: Prior to reading the book discuss what a unit to measure mass  is and list ones known by the class on the board. Read the book in whole group. After reading the book see if there is any units to be added to the list. Ask students what new facts or ideas they learned from this book. Next pass out the worksheet to the student, have them either pick ou items you have pre selected or items around the classroom to weigh. Make sure that the item is not too heavy if they pick something from the classroom. Weigh the items and write the weight on the board for the students to record on their worksheets. Have the students answer the questions on the worksheet once finished weighing things, review the answers afterwards.

Worksheet: https://drive.google.com/open?id=0B4K7lHORhvq8QTNkRUpaY2tvaU0

Additional Resources (1 field trip/speaker, 2 song/video, 3 app/website)

Field Trip: See if your local children’s museum has field trip programming on measurement or math.

VIdeo: https://www.youtube.com/watch?v=_Z0X0yE8Ioc

Website: http://www.ducksters.com/science/physics/mass_and_weight.php

Source (APA):  

Cleary B. (2010) Math is CATegorial: On the scale a weighty tale. Millbrooks Press

Secondary Activities

Get a tub full of water and test out which objects sink or float, discuss density.

Create visual representation of [pound, kilogram and ounce, students can help if you have additional scales.

Have student balance items with a balance and set of weights and record the results.

Create visual representations of cups, liters, pints, and gallons which students can help to create.

[onlinelitbag-blog]

One Piece Vol. 1: Engineering 5th grade activity

Book Title: One Piece Vol 1

Primary Activity

CCSS:  CCSS.ELA-LITERACY.W.5.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Objective (ABCD):  Using a worksheet, the fifth graders will write a comprehensive narrative with five or less spelling errors.

Materials:  

2 recycled water bottles for each student

Duct table

Scissors

Recyclables

Construction paper or recycled paper

1 pencil for each student

Worksheet

Procedures: Students will first receive a reference sheet to use for how to read a manga. You can find scans of the chapters online to print out for each individual student to read either in silent reading or another designated time. Another alternative if your class has the technology is to access the chapters online or through the VIZ media app. After reading the first volume of the book  have the students write a summary of the book in at least two paragraphs. Next have students make a boat using the water bottles, tape, pencil, and paper up to their own discretion allowing them a limited amount of materials. The most successful way to make a boat using the materials would be to tape the two bottles together side by side, poke a hole into the tape for the pencil mast, and cut two parallel holes in a paper mast to put on the pencil. Students can test their boat if their is a sink or a water table available. Once finished with their boats have them return to their seats and pass out the worksheet. Have students complete the prompt on the worksheet, they can edit the finished narrative, and share it out loud.

Manga Reference: http://techaeris.com/wp-content/uploads/2014/07/manga-reading-order.jpg

Viz Media App: https://itunes.apple.com/us/app/manga-bleach-naruto-more/id391613351?mt=8

Worksheet: https://drive.google.com/open?id=0B4K7lHORhvq8WlZhZTVhZXVlQWs

Additional Resources (1 field trip/speaker, 2 song/video, 3 app/website)

Field trip: If there is a maintained ship of boat in your area contact them asking if they offer field trips.

Video: https://www.youtube.com/watch?v=pdJ-1Y7RRn8

Website: http://www.the-pirate-ship.com/piratefacts.html

Source (APA):  

Oda E. (2003)  One PIece Volume 1. Viz Media.

Secondary Activities

Have the student make their own manga page for a story of their choosing, possibly for a fairy tale.

As a group building activity as well as a mean to learn directions on a ship play the game Captain’s Coming with the entire class, can be played outside or inside if you clear space. Directions: http://summercampprogramdirector.com/wp-content/uploads/2011/11/Captains-Coming.pdf

Learn about all the various part of a pirate ship and do a fill in the blank worksheet about it.

Have students write the character traits of the main characters of One Piece and their motivations.

[onlinelitbag-blog]

Clink: Technology Lesson for 1st grade

Literacy Bag

Book Title: Clink

Primary Activity

CCSS:  CCSS.ELA-LITERACY.RL.1.7

Use illustrations and details in a story to describe its characters, setting, or events.

Objective (ABCD): Using a worksheet and the book, the first graders will be able to identify the traits of the characters of the book with three of less miss spellings. 

Materials:

Safe recyclables such as boxes and water bottles

Rolls of duct tape for each group

Child Safe scissors

Washable Markers

Crayons

Worksheet

Procedures: Before reading the book brainstorm what kind of robots we have in an everyday setting. Read the book Clink to your students in a whole group setting. After reading the book lead a discussion listing all of the various robots mentioned in the book and their abilities. Ask the students if they think that these robots would be useful in their day to day life. Have the students return to their desks and handout the worksheet. In the boxes on the front side have the students draw what they think the robots in the book looked like, and in the space below have them list what they do. On the back of the worksheet have the students design a robot of their choosing with what it’s functions will be in mind, they can color the pictures with crayons or markers. On the side of their creation they will fill out it’s name and uses. After drawing their robot the students will be allowed to pick out recycled materials to create their robots, feel free to limit the amount of materials each student may use. They will share one roll of duct tape per table group to attach the robot together. Students may also use the markers to draw details on their recycled robots. After all students complete making their robots they may present theirs to the class.

Worksheet: https://drive.google.com/file/d/0B4K7lHORhvq8NFJRZVlDa1VHRFE/view?usp=sharing

Read Aloud: https://www.youtube.com/watch?v=T8MYymAIumo

Additional Resources (1 field trip/speaker, 2 song/video, 3 app/website)

a()Field trip: Look to see if any of your local museums have robotics exhibits, or contact a local robotics team.

b) VIdeo: https://www.youtube.com/watch?v=uoC2ZGRI8a8

c) Website: http://www.sciencekids.co.nz/robots.html

Source (APA):  

DiPucchio K. (2011) Clink. Balzer + Bray.

Secondary Activities

Have students research more about robots they would interact with everyday, come up with a list and have students look up information on the subject to write a paragraph summary of what they learned.

Make a Bristlebot, use a flat nail brush and duct tape a motor part of a dollar store electrical tooth brush to it removing the part with the brush. Have students decorate the robots with googley eyes and pipe cleaners and other craft supplies available. Student can create mazes for their creations to go through with boxes.

Have students write a narrative responding to the prompt of “What do you think technology will be like fifty years in the future?” how long the essay should be is up to discretion of the teacher.

Have student outline the events of the book Clink writing the series of events in orders.

[onlinelitbag-blog]

Mix it Up: Art Lesson for Kindergarten

Book Title: Mix It Up

Primary Activity

CCSS:  CCSS.ELA-Literacy.L.K.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Objective (ABCD): Using a worksheet and the Mix it Up book, the kindergarteners will use adjectives to describe colors, with two or less spelling errors.

Materials:  

·         Water color paints

·         Paint brushes

·         Cups

·         Worksheet (do not print out double sided)

·         Mix it Up book

·         Paper towels

Procedures: Prior to reading the book conduct an open discussion with your student asking them to list all the colors they know with no repeats writing the colors on the board. Ask the students if they know which colors mix to make other colors. Read the book in whole group, make sure students can see the pictures. When you have finished reading the book allow that students to say what they have learned, if they have any questions or remarks about the book. Have students return to their seats and explain to the students how to use water colors saying that fist you must get the brush a bit wet and then dip it in the paint, that they must clean there brush, and other rules for tidiness. Pass out the work sheets first, then the water colors, the paint brushes, towels, and cups of water. In the worksheet they will use the paint to put the primary colors listed in each square and the two colors mixed together in the third square. The students will do this for each secondary color. For the final square students will paint their favorite color, it can be in a design or just a blob. When the painting is done have the students help put away the paints and waters. With the paints put away students will fill out the blanks in the worksheet. Put the finished work near a window to dry.

Read Aloud Video: https://www.youtube.com/watch?v=a-jPNqQzc2Q

Worksheet: https://drive.google.com/file/d/0B4K7lHORhvq8UlJjYlJDNjZVNE0/view?usp=sharing

Additional Resources (1 field trip/speaker, 2 song/video, 3 app/website)

a) Field Trip: Call your local art museum and ask about programming for schools.

b) Video: https://www.youtube.com/watch?v=G5jHECX6uyU https://www.youtube.com/watch?v=TdxBWRuhEIM

c) App: https://play.google.com/store/apps/details?id=com.oki.colors&hl=en

Source (APA):  

Tullet H. (2014) Mix it Up. Chronicle Books

 Secondary Activities

1) Buy fruit and vegetables of eat color (Strawberries or apples for red, oranges or peaches for orange, bananas or pineapple for yellow, honeydew or cucumber for green, blueberries for blue, grapes for purple) haves students arrange them in a rainbow and have them comment on the flavor and which is their favorite.

2) Mix paint with various difference substances such as salt, flour, cornstarch, oil and see how they reach. Have students record observations that they see.

3) Conduct a color scavenger hunt, each student is assigned a color, they will find items in the classroom that have the same color as it in the allotted time, and afterwards students will make a list of all the items they found.

4) Learn the basics of how to draw using shapes, use standard shapes and ask student what can be made using that shape.

[onlinelitbag-blog]

Warriors Into the Wild STEAM Lesson

Book Title: Warriors: Into the Wild

Suggested Grade: 5th

STEAM Area: Science.

Primary Activity

CCSS:  CCSS.ELA-Literacy.RI.5.7

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Objective:  Using a Worksheet Provided, the fifth graders will use the internet to look up and interpret information citing at least one source.

Materials:  

·         Warriors Into the Wild Book

·         Worksheet

·         Notebook paper

·         Pencils

·         A computer with a stable internet source

Procedures:

First the students will receive a copy of the book, or have a chapter of the book read aloud each day if need be. At the end of each chapter students will discuss the events of the story focusing on how the animals interact with nature, discussion should last roughly ten minutes. Have students keep a list in a journal or note book for whenever a new plant life is mentioned such as catnip or coltsfoot. Next to the plant written down students should predict what they believe the plant looks like, they can sketch their predictions. After the students have finished reading the book students will be given the worksheet provided in this post, and a computer. Students will look up information on the plants, what they’re used for, and sketch the appearance. Teacher should be circulating throughout the room to make sure students stay on task. Once the worksheet is complete students can take turns and present the knowledge they had found on the various plants.

Audio Book: https://www.youtube.com/watch?v=RhhN3zQ8S60&list=PLj3bKMRbc_YiC_LwXRGIcxi9W7PjKPagY

Worksheet: https://drive.google.com/file/d/0B4K7lHORhvq8NDhKQmtxTU5vVHM/view?usp=sharing

Additional Resource:

a) Possible Field Trip: Have a person from your local Animal shelter visit and speak about cats.

b) Video: https://www.youtube.com/watch?v=zbTdT6wkY8k Cat Facts

c) Website: http://warriors.wikia.com/wiki/Medicine  In depth list about the lasts mentioned in the book series along with information on their uses in the book series.

Source (APA):  

Hunter, E. (2003). Warriors: Into the Wild. HarperCollins.

 Secondary Activities

1) Have students pick a breed of house cat, and let the students make a presentation either power point or on a poster detailing the history of the breed, country of origin, what makes the breed unique, and any type of special care the breed would need.

2) After reading the book have students write a three paragraph essay about what they believe will happen in the next book using examples from the text to support their reasoning.

3) Have students come up with their own Warrior name and design a character, using either a template or by sketching.

4) Take a field trip to the park and decide which areas would be the best “territory” for each clan giving reasoning from the text as to why.