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Home Classroom Resources Lesson Plans

Lesson Plan

A Journal for Corduroy: Responding to Literature

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A Journal for Corduroy: Responding to Literature

Grades K – 2
Lesson Plan Type Recurring Lesson
Estimated Time Five 45-minute sessions; follow-up activities 5 to 10 minutes per day
Lesson Author

Marilyn Cook

Port Aransas, Texas

Publisher

International Reading Association

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

This lesson provides a model of reflection for students as they listen to stories, begin to read stories, and develop their own written stories. The lesson can be used with any story; however in this case, the story of Corduroy allows for a personal connection by having students interact with a stuffed bear and write about their own adventures with Corduroy. Students listen to A Pocket for Corduroy and three other Corduroy stories and discuss the characters and plots. A letter to parents introduces a follow-up writing activity, in which a stuffed classroom "Corduroy" goes home with a different student each night. With parents' help, students write and illustrate a two- to three-sentence adventure story about Corduroy's stay with them, and share their stories with the class.

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FEATURED RESOURCES

  • A Pocket for Corduroy by Don Freeman (Penguin Putnam):Begin the lesson by reading aloud A Pocket for Corduroy or another of the Corduroy books. Ask questions while reading, and use the two handouts below to model how to choose a favorite part of the story and a favorite character.

  • Corduroy Favorites handout: This handout helps students choose their favorite part of a Corduroy story and explain why.

  • Corduroy Characters handout: This handout helps students choose their favorite character in a Corduroy story and explain why.

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FROM THEORY TO PRACTICE

Wollman-Bonilla, J.E., & Werchadlo, B. (1999). Teacher and peer roles in scaffolding first graders' response to literature. The Reading Teacher, 52, 598-607.

  • Literature response journals can help children to think about and respond to literature in new ways, thus guiding them to a deeper understanding of the communication of ideas through writing.

  • Teacher instruction shifts in response to students' developing capabilities and peers can influence the learning experience by sharing personal responses to literature.

  • Encourage children to trust their own voices and express their thoughts clearly in writing.

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