Download Looks Like Snow

Title: Looks like Snow
Overview/Annotation:
This lesson uses the book, The Jacket I Wear In The Snow, by Shirley Neitzel, to build writing skills as well as
introduce students to the skills of alphabetizing, sequencing, and recognizing synonyms. This lesson could be used
to integrate a winter weather unit into the Language Arts curriculum.
Primary Learning Objective(s):
1. Students will gain an understanding of the concepts of alphabetical order, sequencing, and synonyms.
2. Students will write complete sentences integrating vocabulary words from the book.
3. Students will use brainstorming methods to enhance their writing skills.
Total Duration: 3-4 days
Materials and Equipment:
Book: The Jacket I wear In the Snow, by Shirley Neitzel, 5x7 cards with pictures of the clothing items from the book,
5x7 cards with the words of the clothing items from the book, pre-made jacket-shaped books, sets of cards with
synonyms
Technology Resources Needed:
Kidspiration or other concept mapping software, Computer, Printer, Portable word processor desirable but not
essential
Background/Preparation:
Make cards with pictures of clothing items from the book.
Make cards with the words of the clothing items from the book.
Develop graphic organizer using Kidspiration software for sorting and organizing the appropriate clothing for each
season.
Make card sets with synonyms.
Procedures/Activities:
Day 1 - During a large group discussion, the students will brainstorm a list of clothing items that could be worn in the
snow. The teacher will use Kidspiration software to create a graphic organizer word web as the students brainstorm
this list. The teacher will read orally The Jacket I Wear in the Snow, by Shirley Neitzel. After reading the story, the
group will compare its list of items to the ones in the story. The teacher will highlight the ones that are on both the
group list and in the story. The students will use the word web to make a picture dictionary by selecting four to six of
the words from the web, writing the words at the top of a sheet of paper, illustrating the words, and then writing a
sentence using each word.
Day 2 - Before reading the story the teacher will give some of the students magnetic cards with a picture of one of
the clothing items from the story on each. As the teacher reads the story, the students may read along. While the
story is being read, those students with a card will stand and put their cards on the board when their clothing item is
introduced in the story. Next, give a different set of students a magnetic card with the word of the clothing item
printed on it. As the story is reread, these students will stand and put their words on the board with the picture card
in the same sequence as the story. The teacher will discuss with the students how the sequence of the story was
used to put these words in this order. The teacher will then explain that we could use other ways to put words into
order. The skill of alphabetizing will be introduced or reviewed. Leaving the picture cards in the sequence of the
story, the word cards will be removed. As a group, put the word cards into alphabetical order. (Following this group
activity, rearrange the word cards on the board.) Using AlphaSmart or some type of portable word processors, the
students will use File 1 on their AlphaSmart to type the words in the sequence in which they appear in the story. In
File 2, the students will type the words in alphabetical order. The students will then go to the printer, connect the
AlphaSmart to the printer, and print the two different word lists.
The students will have a trifold-shaped jacket. They will open one side and glue the list of words in the sequential
order of the story and then glue the alphabetical list on the other side. Once their lists are typed and printed, the
students may use construction paper, glitter, etc. to decorate the outside of their jackets to look like a jacket they
would like to have.
Day 3 - The teacher will read The Jacket I Wear In The Snow using an oral cloze method. The students will read
along and say aloud the words on which the teacher stops. The teacher will define and discuss synonyms giving
examples. Following this discussion the teacher will give each student a card with a word written on it. The cards
will correspond to another student's card in the form of a synonym. Each student will be called to come up one at a
time to read his word and try to find the student that has the card with a synonym for that word. Continue until all
cards are matched. Give the students the pre-made jackets (cut on the fold to open like a jacket). On one sleeve the
student will write a word that has a synonym. On the other sleeve he will write the synonym for that word. With the
jacket open, the student will write sentences using the words and illustrate.
Assessment Strategies:
Teacher observation of students and their responses during large group activities
Results of independent student completed activities
Extension:
Day 1 extension: Provide students with a page having a line drawing of a mitten. The students will use this line
drawing to transform into something else.
Day 2 extension: Using a pre-made template in Kidspiration, have the students complete a categorization activity by
dragging the appropriate clothing items into the correct box labeled for each season.
Day 3 extension: The students will brainstorm different sets of synonyms. Using an AlphaSmart portable word
processor, the students will type their list of synonyms in a template form (one word, tab twice, type the synonym,
and return). Continue with as many synonyms as they can brainstorm. The students will then send their lists into
one document. At the end of the lesson, the teacher will print this list compiled by the students to post on the wall
with the word list for writing.
Remediation:
Allow students additional time to work on the extension activities during center time or free time if needed.
Accommodation:
Accommodations should be based on the needs of the individual students. These may include some of the following
as needed:
Day 1: Dictate sentences to a teacher or into a speech recognition program.
Match pre-made pictures and words for a picture dictionary instead of writing sentences.
Use letter stamps to stamp the words which may or may not be already written, and color the pictures.
Day 2: Match words to individual word cards on the list for visual discrimination.
Match each word to the letter of its beginning sound (i.e. Jj – jacket)
Have list pre-typed and printed. Students cut the words out and glue them in the correct sequence.
Day 3: Stamp words on each sleeve for letter recognition.
Dictate sentence to a teacher or into a speech recognition program.
Submitted by: Lauren Woolley