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Web Resource · Library Lessons · January 2015 • LibrarySparks
Using Wordless Picture Books
Advantages to using a wordless picture book include
• Levelingtheplayingfieldforallreaders.WordlessbookshavenolanguagebarrierandcanbeusedingradesK–12.
• Allowingformeaningfulconversationsaboutvariousinterpretations.
• Developingcomprehensionskills,encouragingrichvocabularyusage,andenhancingstorytellingtalents.
Wordless Picture Book ActivitiesCause and Effect
Instorytelling,actionscreateconsequences.Explaincauseandeffecttostudentswithsimpleexamples,suchas“Cause:Ididnoteatanylunch.Effect:Iamhungry.”Asyougothroughawordlesspicturebook,identifysomeofthecharacters’actionsandtheeffectsoftheiractions.InJourney,theadventurousgirlcametotheaidofthecapturedbird.Askstudents:Whatwastheeffectofthebravegirl’sactions?
Narrative WritingInstructstudentstowritetheirownstoriesbasedontheillustrations.Thismaybedoneonchartpaperasateacher-directedclassactivity.Studentsmayalsowritetheirnarrativesinsmallgroupsorindependently.Note:Eventhoughtheyareusingthesamevisualimages,studentsmaydevelopverydifferentinterpretations.Encouragestudentstosharetheiruniqueworkwiththeclass.
SequencingAfterthestudentshavestudiedtheillustrationsinawordlessbookanddiscusseditscontent,askthemtosummarizethestory.Explainthatallstorieshaveabeginning,middle,andend.Askthestudentstosequencethestoryinthreesentences.Thefirstsentenceshouldopenwith,“Atthebeginningofthestory…”Thesecondsentenceshouldbeginwith,“Inthemiddleofthestory…”Thethirdsentenceshouldstartwith,“Attheendofthestory…”
Story ChartAfterreadingawordlesspicturebookwithstudents,reviewthecontentbycompletingastorychart.Whoarethecharacters?Whatisthesetting?Whatisthemainproblemofthestory?Whateventsoccurbecauseofthisproblem?Whatisthesolutiontotheproblem?
Web Resource · Library Lessons · January 2015 • LibrarySparks
A Wordless Book Story Chart
Title:
Author/Illustrator:
Setting:
Where:
When:
Characters (with short description):
BEGINNING (Storyproblem)
Event #1
Event #2
Event #3
END(Storysolution)
Web Resource · Library Lessons · January 2015 • LibrarySparks
Lesson I: Colorful Library LessonsIntroduction: InHarold and the Purple CrayonbyCrockettJohnson,Haroldisaproblemsolver.Usingsimplelinestocreatetheimagesneeded,hediscoverswaystohavefun,findfriends,andstaysafe.
Grade Level:K–3
Time Allocation:15–20minutes
Objectives:
• Thestudentwillanswerquestionstodemonstrateanunderstandingoftheplot,characters,andsettingofafictionaltext.
• Thestudentwillidentifytwo-dimensionalshapesbytheirsidesandangles.
Materials:
• Harold and the Purple CrayonbyCrockettJohnson
• Visual:ColorfulLibraryLessonsDecodingGrid
• ActivitySheet:ColorfulLibraryLessonsDecodingGrid
• Writingtools
Procedure:
1. IntroducethelessonbyshowingthestudentsthecoverofHarold and the Purple Crayon.Tellthemthatthetitleandcoverrevealalotaboutthestory.Theytellwhothemaincharacterisandwhatthestoryisabout.Askthestudentswhotheythinkthemaincharacteris.Askthemwhattheythinkthestorymightbeabout.
2. Readthebooktothestudents.Thistakesaboutfourminutes.AgoodvideoclipofateacherreadingthebookcanbefoundonYouTube(http://tinyurl.com/kshb9lx).
3. Afterfinishingthestory,askthestudentswhattheylikedaboutHaroldandhisadventures.
4. Tellthestudentsthatthisbookwaswrittenoverfiftyyearsago.Askthemiftheplot,characters,andsettingseem“oldfashioned”or“modern.”Askthestudentstogiveexamplestosupporttheiropinion.
5. DisplaytheColorfulLibraryLessonsDecodingGridvisual.ExplainthatthisisanactivitythatHaroldwouldhavelikedbecauseitinvolvescolorsandproblemsolving.
6. Explainthegridtothestudents,pointingoutthateachletterisframedbyauniquesetoflinesandangles.Completethevisualasaclassactivity.
7. Distributetheactivitysheetsandwritingtools.Note:It’sfuntousecrayonsinthisactivity.
8. Readthedirectionstothestudentsandhavethemcompletetheactivity.Checkforunderstanding.
9. Concludethelessonbyaskingthestudentswhichofthedecodedcolorsistheirfavoriteone.
Lesson Extension:Encouragestudentstousethegridontheactivitysheettocreatenewwordcodesoftheirown.Theymayexchangepaperswithotherstudentsandthendecodeeachother’swords.Suggestednewwords:now,row,owl,down,one,done,doe,loon,end,only,andwrong.
Example:
1.
2.
3.
Web Resource · Library Lessons · January 2015 • LibrarySparks
Lesson I: Colorful Library Lessons: Decoding GridHaroldmayhaveusedhispurplecrayontodrawthelinesonthisgrid.
Eachletterinthisgridisframedbyauniquesetoflines.
Usethisgridtodecodethethreecolorsbelow.
R E D
B
R
D EG L NP U
Example:
1.
2.
3.
Web Resource · Library Lessons · January 2015 • LibrarySparks
Lesson I: Colorful Library Lessons: Decoding GridHaroldmayhaveusedhispurplecrayontodrawthelinesonthisgrid.
Eachletterinthisgridisframedbyauniquesetoflines.
Usethisgridtodecodethethreecolorsbelow.
B L U E
G R E E N
P U R P L E
R E D
B
R
D EG L NP U
ANSWER Key
Example:
1.
2.
3.
4.
5.
Web Resource · Library Lessons · January 2015 • LibrarySparks
Lesson I: Colorful Library Lessons: Decoding GridHaroldmayhaveusedhispurplecrayontodrawthelinesonthisgrid.
Eachletterinthisgridisframedbyauniquesetoflines.
Usethisgridtodecodethewordsbelow.
G O O
D
W
E GL O NR Y
D
Example:
1.
2.
3.
4.
5.
Web Resource · Library Lessons · January 2015 • LibrarySparks
Y E L L O W
G O L D
G R E E N
R E D
G R E Y
ANSWER KeyLesson I: Colorful Library Lessons: Decoding GridHaroldmayhaveusedhispurplecrayontodrawthelinesonthisgrid.
Eachletterinthisgridisframedbyauniquesetoflines.
Usethisgridtodecodethewordsbelow.
D
W
E GL O NR Y
G O O D
Web Resource · Library Lessons · January 2015 • LibrarySparks
Lesson II: Extension ActivitiesPoetry: Invitethestudentstowriteahaikuthatexpressestheuniquenessofaspecificcolor.AhaikuisaJapanesenaturepoemcomposedofthreeunrhymedlinesoffive,seven,andfivesyllables.
Example:
Warmwholesomeorange
Splashedontreesandpumpkins
Announcingautumn
Reading: Studentswhoenjoycolorandcreativitymayfindtheseimaginativebooksentertaining.
• Beautiful Oops!byBarneySaltzberg.WorkmanPublishingCompany,2010.
• Extra YarnbyMacBarnett,illustratedbyJonKlassen.Balzer+Bray,2012.
• GreenbyLauraVaccaroSeeger.RoaringBrookPress,2012.
• The Red BookbyBarbaraLehman.HMHBooksforYoungReaders,2004.
• The Silver Pony: A Story in PicturesbyLyndWard.HoughtonMifflin,1973.
• Sky ColorbyPeterH.Reynolds.Candlewick,2012.
Creative Problem Solving: In The Day the Crayons QuitbyDrewDaywalt,thedifferent-coloredcrayonsareveryoutspokenabouttheirfeelings.Eachonethinksitisthemostimportantcolorinthecrayonbox.Aresomecolorsmoreimportantthanothers?Dividethestudentsintosmallgroupsandgiveeacheightcrayons.Askthemtorankthecrayonsfrommostimportanttoleastimportant.Invitethemtodefendtheirchoices.Otherrankingscouldincludefromtheprettiesttotheugliest,fromthemostusefultotheleastuseful,andfromtheoldesttothenewest.
Compare/Contrast:JourneybyAaronBeckerisabookwithoutwords,yetitisfullofsymbolismandsocialcommentary.Becker’sdetailedartworkcanbecomparedtothemeticulousillustrationsinDavidMacaulay’sbooks,suchasCastle(HMHBooksforYoungReaders,1977).TheactioninBecker’staleisdrivenbyachildwithanimaginationandacrayon,similartoCrockettJohnson’sHarold and the Purple Crayon(HarperCollins,1955).Andthemaincharacter’sfrustrationwithhertechnology-obsessedfamilycanbecomparedtothatoftheyoungboyinJohnRocco’sBlackout(Disney-Hyperion,2011).
SelectoneofthesetitlestopairwithJourney.Afterthestudentsbecomefamiliarwithbothbooks,havethemcreateaclasslisttorecordthewaysthebooksarealikeandthewaystheydifferent.
Web Resource · Library Lessons · January 2015 • LibrarySparks
Lesson III: Creating Colorful WordsStory Synopsis: InThe Day the Crayons Quit,writtenbyDrewDaywaltandillustratedbyOliverJeffers,Duncan’scrayonboxcontainssomecolorfulcharacters.ManyofthecolorsfeelthatDuncanisbeingunfairwiththeirusage.Throughaseriesofnotesandletters,thedifferentcrayonssharetheirviewsoneitherbeingtakenadvantageoforbeingignored.(Tobefair,yellowandorangearen’tupsetwithDuncan—theyjustdon’tlikeeachother.)Theseoutspokencrayonsareofficiallyonstrike,andit’suptoDuncantomakethingsright.
Introduction: Duncan’scrayonsarearticulateandexpressive.Theypossessexcellentvocabulariesandhavenotroublecommunicatingtheirviewsinthewrittenform.Encourageyourstudentstoemulatethese“prominentpigmentproducers”astheycreateandusesomeuniquevocabularyoftheirown.
Grade Level:3–6
Time Allocation:25–35minutes
Objectives:
• Thestudentwillidentifyrootwords,prefixes,andsuffixes.
• Thestudentwillusetheguidewordsinadictionarytofindawordanditsdefinition.
• Thestudentwilluseglossariesandbeginningdictionaries,bothprintanddigital,todetermineorclarifythemeaningofwordsandphrases.
Materials:
• The Day the Crayons QuitbyDrewDaywalt(fordisplayandreference)
• Visual:ColorfulWordCreation
• Activitysheet:ColorfulWordCreation
• Writingtools
• Selectiondevices,suchasdiceorspinners
• Dictionaries
Procedure:
1. IntroducethelessonbyshowingthestudentsthecoverofThe Day the Crayons QuitbyDrewDaywalt.ExplainthatinthisbookthecrayonsbelongtoastudentnamedDuncanandtheyallhavecomplaints.TheysharetheseconcernsbywritingnotestoDuncan.
2. Readthenotesfromtheredcrayononthefirstpageandthosefromthebluecrayonabouthalfwayin.Askthestudentswhatissimilaraboutthesecrayons’complaints.Askthemifthesecrayonscouldsaythattheywerebeing“overcolorized”?Explainthatovercolorizeisnotarealword.However,ifitwere,theprefixover,meaning“toomuch,”andthesuffixize,meaning“tomakeorbecome,”wouldmakethisnewwordmean“tomaketoomuchofonecolor.”
3. Tellthestudentsthatinthislessontheywillbecreatingcolorfulnewwordsoftheirown.
4. Displaythevisualandreviewthecontentswiththestudents.
5. Defineguide wordsasthewordslocatedonthetopofthedictionarypagethatlistthefirstandlastentryonthatpage.Wordsthatfallalphabeticallybetweenthetwoguidewordswillappearonthatpage.Useadictionarytoshowanexampleofguidewordstothestudents.
6. Distributetheactivitysheets,writingtools,dictionaries,andselectiondevices.Studentsmayworkindividuallyorinsmallgroups.
7. Encouragestudentstosharetheirnewwordswiththeclass.
Web Resource · Library Lessons · January 2015 • LibrarySparks
Lesson III: Colorful Word CreationUsingaselectiondevice,selectonewordpartfromeachcolumn;circleyourselections.Combinethesepartstomakeanewword.Pretendthisnewwordisnowacolorfulnewterm.Writeadefinitionanduseitinasentence.Bepreparedtoshareitwiththeclass.
Prefix Root Suffix1 anti(against) albus(white) esque(inthestyleof)
2 non(not) chrom(color) ish(resemble)
3 multi(many) irid(rainbow) ization(makeinto)
4 neo(new) rubra(red) less(without)
5 prim(first) verde(green) typic(pattern)
6 veri(true) xanth(yellow) static(still)
New Colorful Word:primchromization
Definition:Makingsomethingintocolorforthefirsttime.
Sentence:Afterprimchromization,mosttelevisionprogramsandmovieswerenolongerfilmedinblackandwhite.
Pretend this new word was in the dictionary.
Onwhatpagewouldyoufindthisentry?Page359
Whataretheguidewordsonthispage?preventive–principle
Whatisthenameofthedictionary?Webster’s New World Dictionary
Example
Web Resource · Library Lessons · January 2015 • LibrarySparks
Lesson III: Colorful Word Creation
Directions:Usingaselectiondevice,selectonewordpartfromeachcolumn;circleyourselection.Combinethesepartstomakeanewword.Pretendthisnewwordisnowacolorfulnewterm.Writeadefinitionanduseitinasentence.Bepreparedtoshareitwiththeclass.
Prefix Root Suffix1 anti(against) albus(white) esque(inthestyleof)
2 non(not) chrom(color) ish(resemble)
3 multi(many) irid(rainbow) ization(makeinto)
4 neo(new) rubra(red) less(without)
5 prim(first) verde(green) typic(pattern)
6 veri(true) xanth(yellow) static(still)
New Colorful Word:
Definition:
Sentence:
Pretend this new word was in the dictionary.
Onwhatpagewouldyoufindthisentry?
Whataretheguidewordsonthispage?
Whatisthenameofthedictionary?