Shairy Berdeja Thanks Gracias By: Pat Mora Lesson Plan for 2nd
Grade English 4354
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2010 ALA Notable Children's Book 2010 Bank Street Best
Children's Books of the Year 2010 Texas Library Association 2X2
Reading List 2010 CCBC Choices (Cooperative Children's Book Center)
2009 Golden Kite Award for Picture Book Illustration 2010 Belpr
Illustrator Honor Book 2010/2011 Gelett Burgess Award - Children's
Book of the Year
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Pat Mora (born January 19, 1942) is an award-winning Latina
author of poetry, nonfiction and children's books. A popular
presenter, she received Honorary Doctorates from North Carolina
State University and SUNY Buffalo, and is an Honorary Member of
ALA.LatinaNorth Carolina State University SUNY Buffalo Pat founded
the community-based, family literacy initiative, El da de los nios,
El da de los libros/Childrens Day, Book Day (often known as Da)
with the assistance of REFORMA, The National Association to Promote
Library and Information Services to Latinos and the
Spanish-Speaking. Pat was inspired by the Mexican tradition of
nationally celebrating El da nio on April 30.REFORMA Children's
Day, Book Day, has grown in the U.S. to include all children,
languages and cultures. The two part goal includes a daily
commitment to promote literacy
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(A) English language learners (ELLs) are acquiring English,
learning content in English, and learning to read simultaneously.
For this reason, it is imperative that reading instruction should
be comprehensive and that students receive instruction in phonemic
awareness, phonics, decoding, and word attack skills while
simultaneously being taught academic vocabulary and comprehension
skills and strategies. (17) Writing/Writing Process. Students use
elements of the writing process (planning, drafting, revising,
editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by generating ideas for writing (e.g.,
drawing, sharing ideas, listing key ideas); (B) develop drafts by
sequencing ideas through writing sentences; (C) revise drafts by
adding or deleting words, phrases, or sentences; (D) edit drafts
for grammar, punctuation, and spelling using a teacher-developed
rubric; and (E) publish and share writing with others. (22) Oral
and Written Conventions/Handwriting, Capitalization, and
Punctuation. Students write legibly and use appropriate
capitalization and punctuation conventions in their compositions.
Students are expected to: (A) write legibly leaving appropriate
margins for readability; (B) use capitalization for: (i) proper
nouns; (ii) months and days of the week; and (iii) the salutation
and closing of a letter; and (C) recognize and use punctuation
marks, including: (i) ending punctuation in sentences;
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117.8. Art, Grade 2. (a) Introduction. (1) Four basic
strands--perception, creative expression/performance, historical
and cultural heritage, and critical evaluation--provide broad,
unifying structures for organizing the knowledge and skills
students are expected to acquire. Students rely on their
perceptions of the environment, developed through increasing visual
awareness and sensitivity to surroundings, memory, imagination, and
life experiences, as a source for creating artworks. They express
their thoughts and ideas creatively, while challenging their
imagination, fostering reflective thinking, and developing
disciplined effort and problem-solving skills. (2) By analyzing
artistic styles and historical periods students develop respect for
the traditions and contributions of diverse cultures. Students
respond to and analyze artworks, thus contributing to the
development of lifelong skills of making informed judgments and
evaluations. (b) Knowledge and skills. (1) Perception. The student
develops and organizes ideas from the environment. The student is
expected to: revised August 2013 (A) identify variations in objects
and subjects from the environment, using the senses; and (B)
identify art elements such as color, texture, form, line, and space
and art principles such as emphasis, pattern, and rhythm. (2)
Creative expression/performance. The student expresses ideas
through original artworks, using a variety of media with
appropriate skill. The student is expected to: (A) express ideas
and feelings in artworks, using a variety of colors, forms, and
lines; (B) create effective compositions, using design elements and
principles; and (C) identify and practice skills necessary for
producing drawings, paintings, prints, constructions, and modeled
forms, using a variety of art materials
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"A boy recounts the many things he is thankful for, like his
time at the beach and the bees that don't sting him when he is
outside playing. The poetic writing flows in both Spanish and
English and carries a sense of happiness brought by the simple
things in life. his delightful bilingual book has universal appeal
and would be a wonderful choice for library storytimes or classroom
read- alouds as the "giving thanks" School Library Journal
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Content Area: Language Arts Subject: Write a letter and Writing
Process Grade level: Second Grade
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After reading a book students will be able to connect it with
their own experiences. Students will be able to create a rough
draft after the teacher lead lesson. students will be able to
identify the parts of the letter. Students will recognize the
benefits of the mail and letters as a form of communication.
Students will be able to edit their drafts after revision. Students
will be able to share their letters after completing the writing
process.
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Students will learn the importance of giving thanks. Students
will have the experience of writing an actual thank you letter and
send it trough the mail. Students will express their feeling on a
drawing. Students will share a precious moment with their families
during thanksgiving dinner
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Thanks Gracias by Pat Mora Crayons Glue Paper Construction
paper Pencils Envelope Finger paint Scissors Eraser Envelope
Stamps
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Read the story Thanks Gracias By: Pat Mora Explain the story to
students and ask questions. Example: what do you think of this boy
giving thanks to his family? Do you thank you mother for simple
things like giving you breakfast? Do you thank your pets for
playing with you? How many of you say thanks more than three times
a day? Tell children a personal story related to own experience.
Address the vocabulary and its meaning English/Spanish Work on
sentences making the vocabulary part of flash cards with a drawing
to memorize and recognize its meaning.
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Have students in groups of three Make students seat in a circle
with their classmates. Students are going to pick up a scene from
the book and describe in three sentences telling: why they like
that picture? who was their favorite character? Grade this activity
in grammar and punctuation.
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I give thanks for - Hand out the turkey ditto to students. Make
the students show their creativity giving it color and personality.
They are going to write what are they thankful for on each of the
feathers on the turkey. They are going to share their turkey ditto
to class and explaining it. As a whole class we are going to talk
about thanksgiving, and how each one celebrate it with their
family. Grade based on creativity and participation
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Thank you letter After a reflection make students think about
something or someone to give thanks to. Introduce format of a
letter and envelope. Discuss why letters are important as a form of
non-verbal communication. Have them write a rough draft. Share
thoughts and ideas on why the mail is important and who does the
work- mailman and what he does to make it possible. Complete their
final draft, finish editing, place it inside the envelope (Next
day) Field trip to post office. Meet mailman, explore the office,
and explain some of the work they perform. Place all the thank you
letters on the drop box. Come back to school and share the
experience. Quiz: parts of the letter, grammar, spelling,
punctuation, and assistance.