It is important that the teacher read as many of Jan Brett's books as possible before beginning this lesson. Be sure to have, "The Hat".
Make "Jan Brett Journals". Click here for cover pdf. Jan Brett book list for journal.
Go to this link Draw a hedgehog paper and print out the picture of a hedgehog. Make one copy for each student.
Fold a piece of 9" X 12" construction paper in half to create the folder. Attach the cover page on top and the book list inside.
The teacher will want to be prepared to explain what some words mean while reading aloud. There are too many to list here!
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Day 1:
Anticipatory Set:
Set all the Jan Brett books up in the front of the room, so the students can see them easily when they enter the classroom in the morning. Give them some time to look at the books, and tell them that they will get to choose one for a book report.
Input:
Read "Hedgie's Surprise" aloud to the students. Jan Brett has a pet hedgehog and used her pet as a model for her illustrations. Later, in the computer lab, the lesson is designed based on the fact that they heard,"Hedgie's Surprise".
Pass out the "Jan Brett Journals" you made ahead of time and put the hedgehog papers inside. Go to this link on Jan Brett's web site and display the computer monitor on a large TV set so that all the students can see Draw a hedgehog (video). (You do this by attaching the computer with a standard video cable or an S-video cable. Then you go to the control panel under monitors and select 640X480 simulcast.) This video clip shows Jan Brett teaching how to draw a hedgehog!
Ask them to find the book you read on the book list and explain the rating system. Then have them check off the book and rate it with a number. If they want to share what they rated the book and why, it might help others, who struggle with reading comprehension.
Modeling:
Write "Beginning" on one chunk of the board and "Middle" on another and "End" on yet another. Ask, "What happened in the beginning of the story," and draw a quick sketch or write some words to record the input and do the same for middle and end. Then pass out this page:
Checking for Understanding:
In a class discussion ask them what they plan to draw and discuss the answers as a group.
Guided Practice:
Have them write the name of the book across the top and then make three small drawings showing what happened in the story. As they draw walk around and talk to them about their pictures to evaluate if they understand the concept.
Closure
Tell them how important it is to understand what we read or have read to us and how sequencing the story can help them remember and explain what happened. Call on students to share their drawings.
Independent Practice / Homework
Now it's time to pick the books. Put all the names in a jar and pull one at a time so that one student can go pick his or her book. (That student will be the "Class Expert" on this particular book!) Tell them the following information about their homework:
Monday night: An adult will need to read the book to the student. (During "choice time" in my room, my assistant and I read the stories to any students, who did not have an adult to read to them...other students always want to come hear too!) Do the same procedure on Tuesday, Wednesday and Thursday using the templates above. On Tuesday things get a little more complex with character and setting and on Thursday things get even more complex with the plot or problem and solution.
Monday art project from activity page on Jan's web site Make a mobile with Jan Brett pictures
Tuesday night: pdf of homework sheet: beginning-middle-end
Tuesday in the computer lab Make pictures in Kid Pix showing the beginning middle and end
They will do the same thing we did in class, but with their own story.
Wednesday night: pdf of homework sheet:character-setting
Wednesday in the computer lab Use the Kid Pix drawings from Tuesday and place them into a side show
Thursday night: pdf of homework sheet:problem-solution
Thursday in the computer lab Write an e-mail to the author.
Friday in the computer lab Explore the Internet using this web project as a starting page for the students.
Tuesday in class:
Input:
Read another Jan Brett story aloud.
Then pass out the "Jan Brett Journals" and ask them to find the book you read on the book list and rate it.
Modeling:
Write "Character" on one chunk of the board and "Setting" on another chunk. Ask, "Who were the main characters in the story?," and draw a quick sketch or write some words to record the input and do the same for the setting. Then pass out this page:
Checking for Understanding:
In a class discussion ask them what they plan to draw and discuss the answers as a group.
Guided Practice:
Have them write the name of the book across the top and then make two drawings, one showing the main characters and two, showing the major settings. As they draw walk around and talk to them about their pictures to evaluate if they understand the concept.
Closure
Tell them how important it is to understand what we read or have read to us and how recognizing the characters and setting helps us remember and better understand the story. Call on students to share their drawings.
Wednesday in class:
Input:
Read another Jan Brett story aloud.
Then pass out the "Jan Brett Journals" and ask them to find the book you read on the book list and rate it.
Modeling:
Write "Problem" on one chunk of the board and "Solution" on another chunk. Ask, "What was one main problem that happened in the story in the story?," and draw a quick sketch or write some words to record the input and do the same for the solution. Then pass out this page:
Checking for Understanding:
In a class discussion ask them what they plan to draw and discuss the answers as a group.
Guided Practice:
Have them write the name of the book across the top and then make two drawings, one showing the main problem and two, showing the solution. As they draw walk around and talk to them about their pictures to evaluate if they understand the concept.
Closure
Tell them how important it is to understand what we read or have read to us and how recognizing the main problem and solution helps us remember and better understand the story. Call on students to share their drawings.
Thursday and Friday in class:
Have half the students give their book reports each day. The stronger students should go on Thursday to help prepare the others.
Input:
Have the students that are going to give their reports that day work with a partner, who is not giving a report that day. Give each group five post-its, and tell them to decided which five pictures would best help them tell the story. They can put the post-its in the book to mark the pages.
Modeling:
Take a Jan Brett book that you have read and have five post-its on important pages. Tell the students the story briefly as you show the five pictures.
Guided Practice:
Keep all books and pass one out at a time as it's time for that report. Then put each finished book along the board in the front of the room. Each child gives a report. The teacher might need to ask questions to help prompt the students.
Closure
Pass out the "Jan Brett Journals" have them find and rate the stories they heard reports on that day.
Assessment Based On Objectives:
This page covers all the activities for the week. Use this link for an assessment page.
links to Web sites related to Jan Brett
LESSON IDEAS FOR THE BOOK "THE MITTEN"
Hedgie's Surprise Lesson Ideas
This assignment is for the entire week. The Jan Brett book that the student chose will travel back and forth from home to school each night.
Monday night: An adult needs to read the book to the student the first night. (During "choice time" in my room, my assistant and I read the stories to any students who did not have an adult to read to them...other students always want to come hear too!)
Tuesday night: pdf of homework sheet: beginning-middle-end
Wednesday night: pdf of homework sheet:character-setting
Thursday night: pdf of homework sheet:problem-solution
