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Lesson Plan SummaryMagic Tree House #1: Dinosaurs Before DarkA Special Education EditionThis lesson is used in a 3rd to 5th grade Special Education class with additional activities to engage the presymbolic learner.DURING THIS BOOK STUDY, EACHSTUDENT WILL:Answer comprehension questionsMake chapter predictionsDraw settings in composition bookWrite vocabulary words and definitions onindex cardsCompare and contrast Frog Creek setting toprehistoric settingDiscover silent /p/ in pteranodonSyllabicate wordsCOMMON CORE STANDARDS ADDRESSED:READING – Key ideas and detailsAsk and answer such questions as who, what,where, when why and howIntegration of knowledge and ideasUse illustrations and details in a story todescribe its characters, settings, or eventsComprehend new vocabularyREADING - foundational skills:Phonological awareness:Apply knowledge of basic syllabication rulesSPEAKING AND LISTENINGComprehension and collaborationParticipate in social skills interactions such asPresentation skillsshaking hands and greeting one anotherRespectful audience behaviorExamine emotions by drawing Jack’s andAnnie’s expressions on their faces on awhiteboardMATH:Tell and write time using a.m. and p.m.Know relationships of timeDiscuss a.m. and p.m. conceptsDiscuss elapsed timeSing “The Adventure Song”Contribute to making a Magic Tree HousepropMold clay figuresMUSIC AND VISUAL ARTS:Creative responses to texts.1-SPES912Created by: Sheila Byrnes-Nedoma, Dillard Drive Elementary School, Raleigh, North CarolinaCopyright 2012, Mary Pope Osborne, Classroom Adventures Program, all rights reserved.
Lesson PlanMagic Tree House #1: Dinosaurs Before DarkA Special Education SETTING THE STAGE FOR THE UNITLesson in a BoxAlong with this lesson plan, I have included the idea of “lesson in a box”as a way to organize materials in an efficient and easy storage system.Cover the outside of the box lid with paper and attach a similar drawing ofthe Magic Tree House. Store all of the materials for your Magic TreeHouse Book Club in the box.Chapter GuideThis is a student drawn tree house picture with a Frog Creek Woods label. We hang it onthe board and spin it when we read chapter one. The ladder is a piece of yarn that hasbeen laminated for texture. Students trace the steps to follow along in the story for asensory participation. A larger photo of this tree can be found in the appendix.To complete the prehistoric landing, you will need a small quart size bagof sand, rocks, and natural twigs and leaves from outside. During theactivity, you can use the box lid as a tray for the students to explore thissensory experience for the setting.Computer paper boxsand1-1SELP912Created by: Sheila Byrnes-Nedoma, Dillard Drive Elementary School, Raleigh, North CarolinaCopyright 2012, Mary Pope Osborne, Classroom Adventures Program, all rights reserved.
Thebackpack isstored inthe box.Store these items inside the backpack. (These icons will beused throughout the lesson to indicate the use of these items) predictionjar clock notecards whiteboard compositionnotebook foreach student claylayROUTINE FOR YOUR DAILY LESSONS: Social Skills: Welcome to Book Club - Shake hands with each student and say“Welcome to the book club!” Continue around the circle. Provide visual prompt forstudents to respond. Remove the lid of the box: Refer to the tree house picture on the lid as the initialsetting. During the story, turn the lid over and place the sensory materials, sand, inthe lid for the students to explore. Open the box; take out the sand and the backpack. Unpack the Backpack: “This is what we need for our adventure” Prediction jar,Magic Tree House picture ( the picture on the lid of the box), clock, Magic Tree Housejournals, white board, shoe box lids, clay, sand and the book: Dinosaurs before Dark. Sing “The Adventure Song” (chant like the rhyme “Brown Bear, Brown Bear”)(See words to song in appendix.)Read chapterFollow activities for comprehension, wh questions, vocabulary, anddifferentiated activities for all learners.
Chapter 1Chapter 1Chapter 1COMPREHENSIONWH QUESTIONS/VOCABACTIVITIES FOR THEPRE -SYMBOLIC LEARNER Spin the Magic TreeHouse prop as youread about Jack andAnnie going on theiradventure. Present two faces of Jackand Annie withoutmouths on thewhiteboard. How do Jackand Annie feel?Using clocks review thetitle and set the time forwhen it gets dark. (7:00 p.m.) When does it get dark?Write predictions on aslip of paper and putthem in the predictionjar at the start of eachchapter.Make the connection tothe text. Do we go to bedwhen it is dark?VOCABULARY WORDS:dinosaur, dark Draw in their emotionsfor the trip.Use index cards to draw apicture and write themeaning. Explore the sand inthe box lid. Make the connectionthat the new settingwill be in a naturalsetting of sand alongwith rocks and trees.
Chapter 2Chapter 2Chapter 2WH QUESTIONS/VOCABACTIVITIES FOR THEPRE–SYMBOLIC LEARNERCOMPREHENSION Review the tree housepicture on top of thebox lid. This was thefirst setting - FrogCreek Woods. Turn thebox lid over and placethe sand in the box torepresent the newsetting.Explain that the settingis where the story takesplace.Make a chart on thewhiteboard labeledFrog Creek Woods andprehistoric times. Comprehensionquestions:What do we see andknow about Frog CreekWoods?What do we see andknow about the newsetting? Are there anypredictions? Where do you thinkJack and Annie landed?VOCABULARY WORD:prehistoric Use the index card todraw a picture andwrite the meaning Students can alsodraw a picture of thesetting in theircomposition books. Take a picturewalk from the coverto chapter 2.What do we see? Place the sand, rocks,twigs, and leaves inthe lid of the box tocreate a scene
Chapter 3-6Chapter 3-6COMPREHENSIONREVIEW AND READ Using your whiteboard, make a Venndiagram on animalsthat fly, walk, andswim.Are there any newpredictions?Discuss previouspredictions.WH QUESTIONS/VOCABChapter 3-6ACTIVITIES FOR THEPRE-SYMBOLIC LEARNER What dinosaurs didJack and Annie meet?Pteranodon,AnatosaurusTriceratops Using clay, make adinosaur to add to thesetting. Write “fuzzy skin” incomposition notebook,just as Jack writes it inhis book. Using the lid and thesand, trace the nameof the dinosaur in thesand. Hide plastic toydinosaurs in the clay,and then bury them inthe sand. Have thestudents dig out thedinosaurs. This is agreat occupationaltherapy activity. Practice saying theword “Pteranodan” insyllables. Draw Jack’s face andAnnie’s face in thenotebook when theymeet the Pteranodon,and again when theysee the Anatosaurus.VOCABULARY WORDS:PteranodonAnatosaurusTriceratops Discuss the silent /p/sound of the wordPteranodon. Spell the words inchunks.Put out 4 index cards(or sand paper) andhave them touch eachcard as they say eachsyllable.
Chapter 7-9Chapter 7-9Chapter 7-9COMPREHENSIONWH QUESTIONS/VOCABACTIVITIES FOR THEPRE-SYMBOLIC LEARNERREVIEW AND READ TriceratopsPteranodonAnatosaurus What other dinosaurdoes Jack and Anniemeet? Who is writing downthe facts (Jack)Write dinosaur nameson the whiteboard incolumn A:Ask the students tomatch the followingwords with the correctdinosaur to column B:fuzzy skinflyfriendlyprotectivethree- hornedwingsfour-legged Who is a friend to thedinosaur? (Annie) How is this dinosaurdifferent from thepteranodon? What do they eat anddrink? Using clay, makeanother dinosaur andsome eggs to add tothe setting. Using constructionpaper, tear up paperto make a tree andgrass. Draw a dinosaur Draw a picture ofnight and day Present two faces ofJack and Anniewithout mouths onthe whiteboard. Draw in theiremotions when thedinosaur chasedthem. (List happyafraid, silly)When do they live?VOCABULARY WORDS:protective, Triceratops,herbivore, carnivore Use the index card todraw a picture andwrite the meaning.
Chapter 10COMPREHENSION Remove the Magic TreeHouse prop from thebox cover. Allow thestudents to trace theladder as Jack andAnnie head back home. Check the predictionjar. Chart the answers.Chapter 10Chapter 10WH QUESTIONS/VOCABACTIVITIES FOR THEPRE-SYMBOLIC LEARNER When did Jack andAnnie leave? (beforedark) When did they return?(also, before dark). Introduce the conceptof “no elapsed time”. Review times of whenit gets dark. Set theclock. Use a marker to drawJack and Annie’s facewhen they were backin the tree house. (Helpstudents drawconclusion that theywere surprised that notime elapsed.) Where is Frog CreekWoods? LocatePennsylvania on themap. Assist students in thepacking of thebackpack andmaterials. Place the backpack inthe box. Pack up the sand,rocks, twigs and treesand place it in thebox. Sing The AdventureSong, while puttingthe Magic Tree Houseprop back on top ofthe lid and closing thelid of the box Thebook isfinished.
The Adventure SongI am going on an adventure,(student repeat).I am in my tree house; I am inmy tree house.I have my backpack,(student repeat)I have my journal,(student repeat)I have my pencil,(student repeat)I have my book,(student repeat)I have my sister,(student repeat)Her name is Annie,(student repeat)I am going down the ladder,(student repeat)It is very hot and very quiet.No one is here,(student repeat)No buildings, (student repeat)Uh oh I think I see an animal, avery big animal.(student repeat)Wait for me Annie,(student repeat)Where are we (trail off)(student repeat)( Pattinghands on legs as if marching ona bear hunt.)Place emphasis on this line These lines should change with eachnew book. Use descriptive words toprovide clues for each new book.(patting hands faster and faster)patting hands faster and fasterpatting hands faster and faster
Magic Tree House PropThis tree house was made by one of my students and it is the perfect prop for our lessons. Aftermaking the tree house out of construction paper, he found a tree house picture in a magazine to pasteonto the tree. He zig-zagged yarn up the trunk to make the ladder. Once I laminated the tree, the yarngave a perfect texture for the students to walk their fingers up and down the tree. We use it to beginand end every Magic Tree House adventure!1-1SELP912Copyright 2012, Mary Pope Osborne, Classroom Adventures Program, all rights reserved.
making the tree house out of construction paper, he found a tree house picture in a magazine to paste onto the tree. He zig-zagged yarn up the trunk to make the ladder. Once I laminated the tree, the yarn gave a perfect texture for the students to walk their fingers up and down the tree. We use it to begin and end every Magic Tree House .
