Lesson Plan · Level 2 Chicken Littlemsrogy.weebly.com/uploads/2/5/9/0/25902935/chickenlittle_lp.pdf · • Do a brief picture walk to highlight elements in the illustrations or photos

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Chicken LittleLesson Plan · Level 2

1

Book SummaryLevel 2 (Grades 1–2) Text Type: Fiction/Folktale Word Count: 324

Poor Chicken Little—she thinks the sky is falling. Off to tell the king she goes, collecting friends along the way who share her concern. Finally, Foxy Loxy points out that what she thought was a piece of the sky is really only an acorn. Back home she goes, along with her silly friends.

Skills for the Week

Build Background• Askstudents:

Have you ever been nervous about something that turns out to be nothing at all?Tell about it.How did you find out that there really wasn’t a problem after all? How did you feel then?

Use the projectable as yoUr shared book.

print copies of the book for stUdents to take home.

day 1

Shar

ed

Wri

ting

Read

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Pho

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Phon

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Aw

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hom

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conn

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cabu

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/ W

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day 1 day 2 day 3 day 4 day 5

Review vocabulary

Comprehension Check:Problem and solutionSequence eventsMake inferences /Draw conclusions

Cause and effectComprehension Check:Sequence events

Word Work:Synonyms

Clozeread:Repetitive patterns

Choral read Askandanswerquestions Repetitive patterns

Listen for fluency and expression

Predict through vocabulary

Quotation marks Prepositions in and on

Make predictions

Text-to- text connectionsStory elements:Problem and solution

Write a sentence using prepositions in and on

Read for enjoyment

Prepositions in and on



2

Book Walk• Discussfront/backcovers,title,author,andillustrator.• Askstudentswhattheyseeonthecover.

On the cover, I see ________. The title of this book is ________.

• Encouragestudentstopredictwhatthetextwillbeabout,onthebasis of the title and illustrations.• Ask:

What do you think this book will be about?What can you tell about this book just by looking at the cover?Where is the title of this book? (Askastudenttopointtoit.)What is the author’s name? (Askastudenttopointtoit.)What does an author do?Where is the illustrator’s name?(Askastudenttopointtoit.)What does an illustrator do?

• Doabriefpicturewalktohighlightelementsintheillustrationsor photos relating to the book and the concept that pictures support what is read. This should NOT be a discussion of a potential story sequence.

Introduce VocabularyVocabulary Words

acorn (n.), king (n.), piece (n.), sky (n.), tell (v.)• Usevocabulary cards to introduce vocabulary. Show students one

vocabulary card at a time.• discussion:

Can you tell me what this is a picture of?What does this picture remind you of?This word says ________. Does anyone know what this word means?Let's read the definition of this word.I can use this word in a sentence: ________. (Usethewordinasentencealoud.)Who can use this word in a different sentence?These words are all in this story. What do you think this story might be about? (If students made predictions during the Book Walk, ask them whether they want to change their predictions or keep them thesame.)What other words might be in this story?

Read the Book• Read to illustrate fluency and expression. Stop occasionally to make brief predictionsorthinkaloud(self-query,prediction).Thefocusshouldbeonreading for enjoyment. Have each student turn to a partner and retell the story in their own words.

Home Connection• Send printed books home with students to read with a parent or another

trusted adult. The focus should be on reading for enjoyment.

predict throUgh VocabUlary

read for enjoyment

read 1listen for

flUency and expression

Day 1 continued

make predictions

the nut of an oak tree


Chicken Little Chicken Little


acorn(noun)

king(noun)

falling(verb)

piece(noun)

moving downward,

often fast and without control

a man or boy who rules a

country

Vocabulary

Vocabulary

Vocabulary

Vocabulary

a part of something that is separated from the whole

$

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3

day 2

read 1choral read

read 2repetitiVe patterns

Introduce the Book• Reviewthefront/backcovers,title,author,andillustrator.• Ask:

Where is the title of this story? (Askastudenttopointtoit.)Where is the author’s name? (Askastudenttopointtoit.)What does an author do?Where is the illustrator’s name? (Askastudenttopointtoit.)What does an illustrator do?

Read the Book• Read at a slightly slower pace. Students should be encouraged to join

in the reading if they want to. The overall focus should be on enjoyment of the text and reading experience and not on total participation among students. Then have students work with a partner to write a question that would require a reader to search the text in at least two places to find the answer. Have them share their questions aloud and answer them as a group, highlighting the evidence in the book that supports each answer.

Read with Students• Read at a slower pace and have students join in when they can.• Asyoureadthestory,emphasizetherepetitivepatternsasthevarious

animals talk to each other. You could model changing your voice for the charactersasyouread,encouragingstudentstodothesame.Eachtimeyou come to the phrase, “The sky is falling,” encourage students to read the sentence with you.

Connect to the Reading: Text-to-textExplainthatgoodreadersthinkofeventsorcharactersfromotherbooksortexts they have read when they read about similar events or characters in whatever they are reading. These kinds of connections are called text-to-text connections.

• discussion• Discuss the concept of misunderstanding.Askstudentstosharehowthe

animals misunderstood what was really happening.• Invite students to share examples of other stories they have read when

the characters got something wrong or misunderstood what was really happening. Have students share examples.

• Encouragestudentstomakeadditionaltext-to-textconnectionswithothertextstheyhaveread:

This story reminded me of (another story) because ________.The character in this story reminded me of the character in the story ______ because ______.The setting in this story reminds me of the story ______ because ______.

• Invite students to use the stamp tool toshowthepart(s)ofthestory in which they made a text-to-text connection.

text-to-text connections

ask and answer qUestions



4

Story Elements: Problem and solution• Place the character cards inavisiblespot.Useapointertopointtoeach

character and say its name.• Write the word character on the board. Remind students that the

characters in a story are the people, animals, or imaginary creatures that the story is about.

• Encouragestudentstodiscusswhateachcharacterinthestoryislikeonthe basis of their actions.

• discussion• Explainthatcharactersinstorieshaveproblems.Discussthemeaning

of problem and solution through a real-world example. Then have students identify the problem the characters in this story had and how they solved it.

What problem did Chicken Little have?What problem did Turkey Lurkey have?What problem did Ducky Lucky have?Which character solved the problem?

• Invite students to use the pen tool to underline the parts of the story that tell the problem the characters had.

Introduce the Book• Reviewfront/backcovers.• Usingthevocabulary cards and/or character cards as prompts, ask

students to retell the story. (This can include dramatization, working withapartnertoretellthestory,andsoon.)

Cloze Read with Students• Usingthe masking tool , coverselectedverbsinthetext,forexample:

fell on page 3; tell on page 4; met on pages 5, 7, 9 and 11; told on pages 8, 10, and 12. Read at a slower pace. Hesitate at the masked part of the story and have students fill in the blanks. Have students suggest a word that makes sense in the sentence.

• You may also want to use the masking tool to cover repetitive phrases that the characters say and have students fill in the words as you read aloud.Askstudentsifthewordsmakesense.Havestudentsshowthumbsup if they agree that the words make sense and thumbs down if they do not agree.

Comprehension Check: Text-dependent• Askstudentscomprehensionquestionsrelatedtothestorytohelpthem

think critically about the text. Include activities that encourage student interaction with the text, such as coming up to the book and showing examples.

What is the main problem in this story?(Problemandsolution)What happened after the acorn fell on Chicken Little's tail? (Sequenceevents)On page 13, the fox licks his lips. Why do you think he did this? (Makeinferences/Drawconclusions)

read 1 repetitiVe patterns

comprehension check

day 3

Day 2 continued

problem and solUtion




sky(noun)

Chicken Little

tell(verb)

to say or put into words

Vocabulary Vocabulary

Character

the area high above the ground where stars and clouds appear

Ducky Lucky

Character

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5

Grammar and Mechanics: Quotation marks• Projectpage4ofthebookandreaditwithstudents.Askstudents:

Who is talking on this page? How do you know?• Usethe pen tool to circle the quotation marks in the first sentence. Explainthatthewordsacharactersaysinastoryareinsidequotationmarks. Point out that the words are followed by punctuation, in this case, an exclamation mark.

• Underlinethewordsaid and explain that dialogue is often followed by words like said.

• discussion• Readthetextpagebypagewithstudents.Askthemtotellwhois

talking and how they know.Who is speaking on this page?How do you know?What kind of punctuation comes after the words the character says?

• Invite students to use the pen tool to circle the quotation marks on the pages and to underline the words that tell the character is speaking, such as said and asked.

Read with Students• Readwithstudentsasneededforfluencyandexpression.Orchooseto

have the only reading on this day be part of the skill lesson.

Grammar and Mechanics: Prepositions in, on• Usetheframe tool to show just the word in on page 3 of the projectablebook.Saythewordaloudwithstudents.Explainthatthislittleword carries a lot of meaning. It helps tell where Chicken Little went for a walk.

• Usetheframe tool to highlight the word ononpage3.Explainthatthis word also helps to tell us where. In this sentence, it helps tell where the acorn fell.

• Askvolunteerstousethewords in or on to tell where something is. Prompt with questions such as, “Where are we?” “Where is the book?”

• Show students each page in the book. Have student volunteers use the pen tool to circle the words in and on in the book.

Shared Writing: Write a sentence using prepositions• Writethefollowingsentenceontheboard: We are in the classroom.

Circle the word in.• Explaintostudentsthatyoursentencetellswhere.Nowaskstudentstohelpyouwriteasentencethattellswhere.Askstudentstobrainstormideas for the subject of the sentence. Write their suggestions on the board.

• Askstudentstodecidewhattheirsentencewillbeabout.Thenaskthemto decide if they will use in or on to tell where their subject is. Write the shared sentence on the board.

prepositions in, on

write a sentence Using

prepositions in, on

Day 3 continued

read 1 (optional)

day 4

qUotation marks



6

• Invite students to work independently or with a partner to write a sentence using in or onthattellswheresomethingis.Askstudentstosharetheirsentence with the group.

• See the Home Connection on the back of the printed book for a Grammar extension activity.

Review Home Connection• Askvolunteerstosharewheretheyfoundthewordsin and on in the story

and mark the places using the pen tool . Askstudentstosharethesentencethey wrote.

Read with Students• Read with students as needed for fluency and expression. You may choose

to have the only reading on this day be part of the skill lesson and/or Comprehension Check.

Word Work: Synonyms• Write the word big ontheboard.Askstudentstothinkofotherwordsthat

mean almost the same thing as the word big. Write their suggestions in a list on the board.

• Explainthatwordsthatmeanalmostthesamethingarecalledsynonyms. Point out to students that recognizing synonyms helps them understand what they read.Usingsynonymsforwordsthatareusedtoooftenintheirwritingmakestheir writing more interesting.

• Project the book and begin reading it with students. Stop after the first sentence on page 4 and use the pen tool to circle the word said.

• Askstudentstothinkofsynonymsforthewordsaid and write them on the board, for example: shouted, whispered, cried, roared.

• Reread the sentence with students, substituting one of the synonyms on the list. Discuss whether the word works in the sentence. For example, would Chicken Little roar? Would she shout? Would she whisper? Have students pick the best synonym to use in the sentence.

Comprehension: Cause and effect• Provide a simple example of a cause and effect situation. For example, you

might tell students that your alarm clock didn’t go off that morning, which madeyoulate.Explainthatthealarmnotgoingoffcausedyoutobelate.

• Projectpages3and4andreadaloudthetext.AskstudentswhatmadeChickenLittle decide to go to the king. Point out that an acorn falling on her tail is the cause and that it made Chicken Little decide to go tell the king.

• Underlinethewords“Anacornfell”andwritecause under them. Circle the words “I must tell the king” and write effect under them.

• Readpages5–6withstudents.AskthemwhatcausedHennyPennytodecidetogo with Chicken Little. Point out that when Chicken Little told her the sky was falling, this caused Henny Penny to want to go to the king, too.

• Reviewtherestofthestoryandrepeattheprocess,askingwhatmadethecharactersdecidetogototheking.Afterpage16,askstudentswhatcausedthe animals to go home.

caUse and effect

synonyms

day 5

read 1 (optional)

prepositions in, on

Day 4 continued



7

Comprehension Check: Sequence events• Explainthatstorieshappeninacertainorder.Firstoneeventhappens,thenanotherevent,andsoon.Tellafamiliarstoryoutoforder.Askstudentswhether or not it makes sense and why.

• Pointouttostudentsthatsometimeswritersusesignalwordstohelptheirreaders understand the order of events. Write the following words on the board:first, next, then, finally.

• Modelusingthewordfirst to tell what happened first in the story. Be sure to explain the difference between an important event and a detail.

• Askstudentstotelltheimportanteventsofthestoryinorderwithapartner,using the character cards and the vocabulary cards as prompts.

seqUence eVents

Day 5 continued

• Usethestamp tool to identify the most interesting words in the text.

• Usethehighlight tool to find as many words with the beginning or ending sound as X in one minute.

• Usethemasking tool to hide the text on any page. Have students write the text they think should go there.

• Usethehighlight tool to highlight story vocabulary and then connect it to its picture in the illustration.

• Usethemasking tool to mask the verbs on one page of text. Have the students tell that page in present tense.

• Usethehighlight tool to identify a word in the text.

• Usethepen tool to write in the sides as many words as possible that rhyme with the highlighted word.

• Usethepen tool to write the numerals above the number words.

SubSequent reaDinGS uSinG tHe ProjeCtable toolS

Documents

Lesson Plan · Level 2 Chicken Littlemsrogy.weebly.com/uploads/2/5/9/0/25902935/chickenlittle_lp.pdf · • Do a brief picture walk to highlight elements in the illustrations or photos