Teacher: Ms. Janet Lynn Peck

Lesson Title: Introduction to Stories & Ordinals

Grade Level: Kindergarten

Time: 2 minutes for introduction
 15 minutes for reading the book
 20 minutes for discussing the book and introducing new concepts and terms
 20 minutes for Student Participation Activity
 8 minutes for closure activities
 TOTAL: 65 minutes

Grouping: The whole class for the story reading and groups of 5 for activities

Objective of Lesson:  North Carolina Standard Course of Study
 Mathematics
Competency Goal 1:  The learner will recognize, model, and write numbers through 1o.
 1.06  Use ordinals first through fifth.
English Language Arts
Competency Goal 2:  The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
  2.01  Demonstrate sense of story (e.g., beginning, middle, end, characters, details).
Information Skills
Competency Goal 1: The learner will EXPLORE sources and formats for reading, listening, and viewing purposes.
1.01 Participate in read-aloud, storytelling, book talking, and silent and voluntary reading experiences.
1.05 Demonstrate sense of story (e.g., beginning, middle, end, characters, details).
Competency Goal 5: The learner will COMMUNICATE reading, listening, and viewing experiences.
5.01 Respond to reading, listening, viewing experiences orally, artistically, dramatically through various formats.
Arts Education: Dance
Competency Goal 2: The learner will understand choreographic principles, processes, and structures.
2.03 Demonstrate that dance has beginning, middle, and end.
Competency Goal 3: The learner will understand that dance can create and communicate meaning.
3.01 Express ideas, feelings, and stories through dance movement.
Competency Goal 6: The learner will make connections between dance and healthful living.
6.01 Demonstrate self-awareness through dance movement activities.
6.02 Identify that dance requires concentration.
Competency Goal 8: The learner will understand dance as an art form and range of opportunities for involvement.
8.01 Show respect and appreciate for the dance movement efforts of others.
Arts Education: Theater Arts
Competency Goal 1: The learner will write based on personal experiences, heritage, imagination, literature, and history.
1.04 Repeat sequence of events through verbal and nonverbal communication.

Materials:
 Cards made to display on the board that read: 1st, 2nd, 3rd, 4th, and 5th.
 Book: It’s Not Easy Being a Bunny, by Marilyn Sadler
 
Motivation:
 Inform the class today that we will be reading a book about a rabbit that doesn’t like being a rabbit.  We will also be exploring the story and how it has a beginning, middle, and end part.  Ask the students to listen closely to the different parts of the story and characters mentioned.  Since there are numerous characters, let the class know they aren’t expected to remember them all.  During this class, we will also be acting and working in small groups.

Statement of Objectives:
 The student will gain an understanding of a story and notice the beginning, middle, and end of the one read in class together.  The students will work in groups and perform a short skit about their morning activities.  The concepts of ordinals (first through fifth) will also be introduced during this part of the lesson.

Procedure:
 Instruction:
  Invite the class to sit on the floor around you for story time.  Inform the students that the book we are reading will be discussed afterwards.  Ask the students to pay close attention to what happens to the rabbit (throughout the entire book), and the different characters.  Here are a few follow-up questions after reading the book.
1. What was the rabbit unhappy about in the beginning of the story?
2. What did the rabbit decide to do?
3. What are some of the animals he lived with in the story?
4. In the end, what did the bunny decide he wanted to be?
The concepts of the beginning, middle and end of story may be introduced now.
beginning ~ the first part of the story
 middle ~  the part in between the first and last part of the story
 end ~ the last part of the story
The concepts of ordinals may be introduced now.
 First, second, third, fourth, and fifth
Mention that these put things in order.  For instance, the beginning of the story comes first,
 then the middle section is second and the end is third.  Also note that some things require more steps beyond the third.  For instance, making a sandwich.  Go around the class and ask five random students to tell the class what they did this morning using the ordinals.

 Student Participation:
  Divide the class into groups of five students.  Instruct the class that each group is to come up with a sequence of three to five things they did this morning.  After a list has been formed by each group (mentally or written down), have them make motions as a group that will tell what they did this morning.  The motions need to be repeated at least three times for the audience to pick up on them.  This part is similar to charades.  Remind the class of the moving rules.
1. No running
2. No sitting
3. Keep your hands, feet, and body to yourself.
4. Follow all instructions
5. Whispering only
After about 10 minutes of the groups coming up with their ideas and practicing, bring the
class back together.  Each group will perform their skits for the class as they watch with respect and guess at the end of each skit what that particular group did this morning.  Allow all the groups to perform.

 Closure:
  For closure, ask the one student to tell what a beginning is and have another student give an example.  Repeat this with middle and end.  Review with the class that these will always be in order for a story, music and dance.  We’ll see it in the music and dance tomorrow.  Review ordinals by inviting 2 volunteers to come to the board and put the cards in order of how they go (first, second, third, fourth, and fifth).  If they need help, ask another student to come to the board and help them out.  Have a student explain why we need these special words.  Ask another student for examples of when we might use them.  Tomorrow we will expand on these ordinals through a dance.