This lesson has two objectives. The first is to address
the standards listed below . The second is to provide an
avenue for the students and teacher to discuss both emotional
and physical safety at home and at school.
Bridgett is a happy little bunny, living ordinary days until
something very bad, sad and scary happens to her. She becomes
withdrawn, which worries her friends. Wise Old Owl is able
to get her to talk with him and reassures her that she is
safe now and can go on with her life.
The lesson is designed for students who have already had
an introduction to time lines.
Reading Comprehension Strategies
1. Establish a purpose for reading (e.g., to be informed,
to follow directions or to be entertained).
2. Predict content, events and outcomes from illustrations
and prior experience and support those predictions with
examples from the text or background knowledge.
3. Summarize text by reading main ideas and some supporting
details.
4. Create and use graphic organizers to demonstrate comprehension.
Reading Applications: Informational, Technical and Persuasive
Text
1. Arrange events from informational text in sequential
order.
Reading Applications: Literary Text
1. Retell the plot of the story.
Listening and Viewing
1. Compare what is heard with prior knowledge and experience.
2. Follow two- and three-step oral directions.
Social Studies: History: Chronology: Heritage
1. Place a series of related events in chronological order
on a time line
2. Describe ways in which language, stories, folktales,
music and artistic creations serve as expressions of culture
and influence the behavior of people living in a particular
culture.
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After giving each student an 11"-by-18" sheet
of manila paper, ask them to fold it in half the long
way.
-
Students may then cut on the fold to get two long pieces
of paper. These pieces should be glued together to create
one long piece. Leave these on desks to dry while students
gather in the story center.
-
Have students predict what the story is about by looking
at the cover, title, etc. Ask for supporting reasons for
their predictions (e.g., Why do you think this is a story
about forest animals?).
-
Read the story, sharing the beautiful illustrations as
you go. Postpone discussion for now.
-
Ask students to go back to their desks and create a
time line for the events in the story.
-
When the time lines are completed, post them around the
room.
-
Now take time to discuss the events of the story and
their sequence. Listen carefully for students’ interpretations
of what the bad, sad, scary thing was. Lead students in
a discussion of physical and emotional safety in your
classroom, school and in their homes.
-
Make a list of things that make the children feel safe.
Use one color of marker for situations that the children
can control and another color for situations that require
adult intervention.
Standard Number 1 under Reading Comprehension Strategies
and Standard Number 2 under Social Studies may be evaluated
through the pre and post reading discussions. All other
standards listed may be evaluated from the time lines that
the students created.
| CATEGORY |
4 |
3 |
2 |
1 |
| Documentation of Events |
At least four significant events are shown. |
At least three significant events are shown. |
At least two significant events are shown. |
One significant event is shown. |
| Accuracy |
All events are in the proper order. |
All but one event is in the proper order. |
Two events are in the proper order. |
|
| Neatness |
Work is clear. There is a distinction between events. |
Work has marginally clear events. |
Two events are separated but distinguishable. |
Cannot tell what the event is. |
Evaluation of the understanding of what makes the students
feel safe may be a little more difficult. The list generated
at the end of the lesson will be useful in this evaluation.
If any students share information that causes you concern,
be sure to refer them to the school counselor for further
evaluation.
