Shining+Bright

Clare Morrison, Grade 2 & 3 Lesson: Shining Bright Standard(s): 1b, 2d Materials: Book: __Lily Brown’s Paintings__ by Angela Johnson __Oliver Button Is a Sissy__ by Tomie de Paola Light bulb template with lines for writing Time: Lesson 1: 20/30 for __Lily Brown’s Paintings__ Lesson 2: 45 minutes for __Oliver Button Is a Sissy__ Goals: Student will identify a personal trait – something they are good at. Student will describe the steps to set and achieve a personal goal. Describe Lesson Steps: Lesson 1: __Lily Brown’s Paintings__ Whole group discussion: Think of something you are really good at. If it is also something you do all the time and you really love it, another way to describe it would be passionate. “I am passionate about…” Read aloud __Lily Brown’s Paintings__. Discuss how Lily’s paintings describe her “wondrous world.” The colors she uses depict her feelings, (this connects to the feelings lessons, __My Many Colored Days__ and __The Blue Day Book for Kids__). How do we know that Lily is passionate about painting? What ignites her passion? Have students think about and discuss their passion and how it started. Read aloud the “Note from E.B. Lewis” in the front of the book. This is a great example of how the illustrator’s passion was ignited. Activity/Assessment(s): Write and Illustrate with watercolor paint their “passion.” Lesson 2: __Oliver Button Is a Sissy__ Whole group discussion: Read aloud the title. //What does “sissy” mean? Is it a nice name to call someone? Why not? How would it make you feel, if someone called you a name? Have you ever been called a name that you didn’t like? How did it make you feel, and why?// Read aloud the story of Oliver Button. Stop appropriately to discuss what is happening in the story. Have students Think, Pair, Share (Kagan Cooperative Learning Strategy) what has happened so far, how it makes them feel, and / or a connection they might have to the story. At the end of the story, use the word PROUD to describe Oliver and his parents. Illicit from students: //Why is Oliver feeling proud?// Oliver is feeling proud that he was recognized for being good at something he is passionate about, and he has worked hard at. //How did he achieve his goal?// Practice, practice, practice! Use the Sequencing / Beginning, Middle, End strategy to describe the steps Oliver took to set goal and achieve his goal. Ask students to think about a time they felt proud about a personal achievement. How did you get started? What did you do? What helped you achieve your goal? Have students Think, Pair, Share (Kagan Cooperative Learning Strategy). Select students to share aloud to the class. Use the Sequencing / Beginning, Middle, End strategy to describe the steps needed to set a goal and achieve it. Activity/Assessment(s): Hand out the light bulb writing paper. Students can write about –
 * 1) Something they were passionate about. How it started. What helped them achieve their goal? How did it feel once they reached their goal?
 * 2) Something they ARE passionate about. How will they work at it? What will help them achieve their goal? How would they like to feel at the end?