Joseph had a Little Overcoat- Fabric Lesson

Candidate Name: Leonora Carpio        School: Donald Quarles Elementary         Grade: Kindergarten

I.     Subject Area(s): Language Arts, Speaking and Listening

II.   Topic and Core Standard: Making Something Out of Nothing

  • SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
  • SL.K.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
  • Presentation of Knowledge and Ideas
  • SL.K.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
  • SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail.

III.  Concept: Change

IV.  Essential Question: What are fabrics and how are they used?

V.   Objectives/Student Learning Outcomes:

  1. A.    Low Level:

–          Students will be able to recall who an author and an illustrator are.

–          Students will be able to describe the sequence of events in a story.

High Level:

–          Students will be able to explain what fabrics are using for.

–          Students will be able to recognize that an article of clothing can be made from something else.

–          Students will be able to apply their knowledge by discussing how pictures can help with retelling a story.

–          Students will be able to compare different kinds of clothing and create their piece of clothing according to their favorite piece in   the Read Aloud.

–          Students will be able to determine the main idea (moral) of the story and listen for retelling the story.

VI.  Teacher Actions:

  1.   Planning: I want the students to be able to know that fabrics are made up of different materials that can make different types of clothing and items.   I also want the students to know that you can find a discarded article of clothing and make it into something else that is useful.  Pictures can help the students’ sequencing skills. Authors and illustrators always have important messages in their stories for students to learn from. 
  • Materials: Book: Joseph Had a Little Overcoat by Simms Taback,crayons/markers, scraps of fabric, piece of clothing print outs, chart paper

2.   Motivate: I will hold up the different scraps of fabric and explain to the students that clothing is made up of fabrics.  I will ask the students if they have ever had an article of clothing made from something else – cutoff shorts, for example, or a vest made from a sweater. Since Halloween just passed, did anyone make homemade costumes?  I will explain that in the book we are about to read, the character, Joseph makes many, many things to wear from his original overcoat.

3. Teach: Read Joseph Had a Little Overcoat by Simms Taback. I will discuss the cover of the book. What is the title?  What does the author do? What does the illustrator do? (Sometimes the author and illustrator are the same person.) What does the man have on? What is an overcoat? How does his overcoat look?

  • I will explain to the students that I am going to read the story and that they should pay close attention to the pages as I turn them because there will be clues to what is going to happen next as the pages are turned.While I read the book, I will have them guess what Joseph will be making next as they look at each cutout that appears on the pages as well as ask inference questions that are relevant to each page.
  • Joseph had a little overcoat, but it got old and worn, so he made a vest out of it. Joseph had a little vest, but it got old and worn. Joseph continues to make smaller and smaller items from the remnants of his overcoat. He ends up with a button, which he loses. He thinks he has nothing, until he writes this story.

 4.   Image:  After reading the story, I will show and hold up paper cut outs on popsicle sticks of Joseph’s overcoat, jacket, vest, scarf, necktie, handkerchief, button on suspenders and a book. This will give the students the opportunity to later choose their piece of clothing to color and design. I will hold up the popsicle sticks as I am asking students to help me retell the story. 

5.   Ask:

What are fabrics used for? Why did Joseph make different clothing items?

What is the most important thing the author wants us to learn from this story?

 Did this book have a lesson for us to learn? Sometimes we call a lesson that a story wants to teach us a moral. What moral did this story teach us?

 Practice Skills:  I will make a list of the items Joseph makes from the overcoat. While the students are on the rug I will Make a Flow Map on chart paper with the students to help them retell this story. To help the students, I will ask which piece of clothing is made next and then hold up the popsicle stick with that piece of clothing.

When he wore his jacket, he went to the fair; when he wore his vest, he danced at his nephew’s wedding; when he wore his scarf, he sang in the chorus; when he wore his necktie, he visited his sister; when he wore his handkerchief, he drank a glass of tea; when he wore his button, he fastened his suspenders. 

In the end, what did he have? He thinks he has nothing, until he writes this story.

7. Create : 

  • Materials Needed: piece of clothing cut outs, popsicle stick, crayons/markers/colored pencils, glue stick

 The students will choose a piece of clothing of their choice that Joseph wore in the book and personalize it with their favorite colors.  By choosing the piece of clothing will indicate each student’s favorite part in the story. After they designed and created their own piece of clothing, they will glue the popsicle stick to the back of the paper. 

8.      Student Presentations/Closure: At their seats, students will share their favorite piece of clothing and part of the story.  If they have not completed designing the piece of clothing they will be able to finish it in their center time.     

10. Accommodations: Students who find this activity difficult will be assisted with help from my cooperating teacher and teacher aide.  We will stay in close proximity to the students.

11. Role of Auxiliary Personnel: Mrs. Donnelly, Ms. Tiffany and I will assist any student that needs help.  The students will receive extra attention from each adult which will enable faster accomplishment.

 

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