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Lesson Plan- Real or Make-Believe Day 1

Name: Brooke Noel


Lesson Title: Real or Make-Believe Story
Characters
Concept: Real or Make-Believe
characteristics and behaviors
Prior Knowledge:
Students entering this lesson should have completed and passed
all lessons pertaining to living and non-living objects prior to
this one. Learners must have a general understanding of how
animals and plants are living. They must also have a general
understanding of how to categorize objects. Other things
students should know before entering this lesson are the
meaning of real and make-believe, the difference between real
and make-believe, what a behavior is, and the difference
between human behaviors and non-human behaviors.

Duration: 50 Minutes
Group Age: Kindergarten
Who Can Have Adaptations:
If a child is noted as an exceptional student or an ESOL learner
they may need accommodations during this lesson.

Objectives:

Students will:
Be able to identify realistic animal characteristics and behaviors verbally with 95% accuracy.
Be able to identify unrealistic, or make-believe, animal characteristics and behaviors verbally with 95% accuracy.
Explain why a portrayed characteristic is real or make-believe with 80% accuracy.
Be able to categorize an animal as real or make-believe in a graphic organizer with pictures with 85% accuracy.
Be able to identify a character in a book or other media as real or make-believe verbally and within a graphic organizer with
pictures with 95% accuracy.
Have a fluent conversation in a small group about the assigned topic with 75% accuracy.
Have a fluent conversation in a large group about the assigned topic with 75% accuracy.

Standards addressed:
NCTM:

Sunshine State:
1) SC.K.L.14.2 Recognize that some books and
other media portray animals and plants with
characteristics and behaviors they do not have
in real life.
2) SC.K.L.14.IN.2 Identify a behavior
of an animal or plant in a book or other media
that is not real.
3) SC.K.L.14.SU.2 Distinguish a real
animal and an animal that is not a living thing,
such as a toy animal
4) LAFS.K.SL.1.1 Participate in collaborative
conversations with diverse partners about animal
characteristics and behaviors and texts with peers and
adults in smaller and larger groups.
a) Follow agreed-upon rules for
discussions
b) Continue a conversation through
multiple exchanges

Materials and Props Required:


a)Books:
The Cat In The Hat
b) Materials:
Pre- made Inspiration
graphic organizer
cooperative learning project
Computer/Speakers/Internet
Youtube: Cat In The Hat
Audio Book

Areas to be integrated:

Science
English Language Arts

Uses: The computer with internet connection will be used


for all media aspects of this lesson. The Inspiration Software
will be used as a group cooperative learning project.For the
cooperative learning project the teacher will be in control of the
software while displaying it on the smartboard. Youtube will be
utilized in order for students to listen to the reading of The Cat
In The Hat by Dr. Suess.

Lesson Steps:
1) Start the lesson by talking about the definition of real and make-believe
2) Next discuss what characteristics or behaviors make an animal real.
Create a list on the white board or smartboard using Word Processing.
3) PROMPTING QUESTIONS
a. How do you know if an animal is real?

4)
5)
6)
7)
8)

b. What does your family/friend's pet do at home that demonstrates it is real and not makebelieve?
Tell students to pay attention to the behaviors and characteristics of the
fish and the cat while listening to The Cat In The Hat
Pass out copies of The Cat In The Hat to each student
Put on the youtube audio book of Cat In The Hat, allow students to
follow along in their own copies for pictures.
After reading break children up into groups of 2 or 3 and explain to them
that they should discuss what makes the fish and the cat real or makebelieve.
Give them 5-10 minutes to discuss. Walk around the classroom and

listen to the discussionall students should be participating and on


topic. Feel free to help students who are struggling.
9) Pull the class back together and use one Inspiration graphic organizer to
sort the characteristics of the fish as real or make-believe.
PROMPTING QUESTION:
o Have you ever seen a fish talk?
10)
Next, use another Inspiration graphic organizer to sort the
characteristics of the cat as real or make-believe.
PROMPTING QUESTION:
o Have you ever seen a cat talk?
o Have you ever seen a cat walk on two feet?
o Have you ever seen a cat wear a hat?
11)
Discuss the characteristics that make the fish and cat makebelieve. Create another list using the white board or Word Processing.
PROMPTING QUESTIONS
o How do you know if an animal is make-believe?
o What characteristics will a make-believe animal display that a real animal would not?

Adaptations
Give exceptional students, ESOL learners, and students who are
struggling to understand the difference between real and makebelieve the real characteristic and behavior list.
Follow on Activities:
Home Activities:
.Have a board where children
Read one book a night for the month
can sort characters from other
are the characters real or makebooks and media used in class
believe?
as real or make-believe
.
Student Assessment:
Self-Assessment:
Students should know the
Do children understand the
difference between real and
difference between real and
make-believe
make-believe characteristics and
behaviors within books and other
Students should be able to
media
identify characteristics and
behaviors as real or makebelieve

Lesson Plan- Real or Make-Believe Day 2


Name: Brooke Noel
Lesson Title: Real or Make-Believe Story
Characters
Concept: Real or Make-Believe
characteristics and behaviors
Prior Knowledge:
Students entering this lesson should have completed and passed
all lessons pertaining to living and non-living objects prior to
this one. Learners must have a general understanding of how
animals and plants are living. They must also have a general
understanding of how to categorize objects. Other things
students should know before entering this lesson are the
meaning of real and make-believe, the difference between real
and make-believe, what a behavior is, and the difference
between human behaviors and non-human behaviors.

Duration: 50 Minutes
Group Age: Kindergarten
Who Can Have Adaptations:
If a child is noted as an exceptional student or an ESOL learner
they may need accommodations during this lesson.

Objectives:

Students will:
Be able to identify realistic animal characteristics and behaviors verbally with 95% accuracy.
Be able to identify unrealistic, or make-believe, animal characteristics and behaviors verbally with 95% accuracy.
Explain why a portrayed characteristic is real or make-believe with 80% accuracy.
Be able to categorize an animal as real or make-believe in a graphic organizer with pictures with 85% accuracy.
Be able to identify a character in a book or other media as real or make-believe verbally and within a graphic organizer with
pictures with 95% accuracy.
Have a fluent conversation in a small group about the assigned topic with 75% accuracy.
Have a fluent conversation in a large group about the assigned topic with 75% accuracy.

Standards addressed:
NCTM:

Sunshine State:
1) SC.K.L.14.2 Recognize that some books and
other media portray animals and plants with
characteristics and behaviors they do not have
in real life.
2) SC.K.L.14.IN.2 Identify a behavior
of an animal or plant in a book or other media
that is not real.
3) SC.K.L.14.SU.2 Distinguish a real
animal and an animal that is not a living thing,
such as a toy animal
4) LAFS.K.SL.1.1 Participate in collaborative
conversations with diverse partners about animal
characteristics and behaviors and texts with peers and
adults in smaller and larger groups.
a) Follow agreed-upon rules for
discussions

b) Continue a conversation through


multiple exchanges

Materials and Props Required:


a)Books:
Cats!
Quiet Reading Books
b) Materials:
Pre- made Inspiration
graphic organizer review
Pre- made Inspiration
graphic organizer
assessment
Computer/Smartboard
Pictures of animals and
characters
USES:

Areas to be integrated:

Science
English Language Arts

The computer and smartboard will be used in several aspects.


The Inspiration Software will be used for a review lesson. It
will also be used for students to create their final assessment.

Lesson Steps:
1) Using the pre-made Inspiration graphic organizer for review have
students raise their hands and come up to the smartboard one at a time
to sort the characteristics listed as real or make-believe.
2) This graphic organizer is two circles labeled as real and makebelieve. Under the circles should be a mix of characteristics and
behaviors the students came up with in the lists during day 1
3) Next read the story Cats! After reading discuss if the characters were
real or make-believe. Have students explain their reasoning as to why
they are real or make believe.
PROMPTING QUESTIONS

How do you know if an animal is real or make-believe?

What does your family/friend's pet do at home that demonstrates it is real and not makebelieve?

What characteristics will a make-believe animal display that a real animal would not?

4) Show students the Board of Characters. Explain that they will take
characters from the books they read in class and sort them as real or
fake.
5) Next, use the printed out characters from popular childrens TV shows
and farm animals. Ask the students to sort them onto the Board of
Characters and explain why they are real or make-believe.
6) At this point have students go into quiet reading time. Tell them that
they will sort the characters from their book after snack time. While
they are reading have two children use the classroom computers to
complete their assessment.
FOR ASSESMENT
Pull up the Graphic Organizer Assessment. This graphic organizer
has animals that are both real and make-believe. Students are to
sort the 20 animals into their correct circle.
When the child is done sorting, print out their answers. Before
allowing them to go to quiet reading ask them to explain why they
put one animal in real and one animal in make-believe.
Adaptations
Give exceptional students, ESOL learners, and students who are
struggling to understand the difference between real and makebelieve the real and make-believe characteristic and behavior lists
(NOT DURING ASSESSMENT).
Student Assessment:
See Rubric

Resources :
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/28950

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