Mary Wore Her Red Dress

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Objective

SWBAT will be able to write a personal narrative after listening to the story "Mary Wore a Red Dress".

Big Idea

Let's write about what we are wearing.

Warm Up

10 minutes

Today I will engage my students in a discussion about the colors of the clothes we wear.  We unfortunately wear uniforms to school so our answers will be mostly the same.  After reading the story I will teach them to sing it as a song.  Songs and actions are a fun way for my students  to learn vocabulary and content knowledge.  After learning the song we will discuss the color of clothes we wear and then write an informative sentence about what we are wearing.  It is important for my students to learn how to write different types of writing.  In upper grades they will have to look back into the text they have read and write an informative paper.  In kindergarten I am laying that writing foundation so I can have a little fun in the process.  I also want to have fun with reading and writing so they grow to love to read and write.

My students gather as a whole group on the carpet.

"Look at all your beautiful clothes.  You all have on bright colors.  Let's go up and down the rows and say what color of clothes you are wearing.  We will use the sentence frame, I have a ______.  I will start.  Listen carefully to the sentence frame, I have a ___.  I have a blue shirt.  That was easy.  Now it is your turn.  Let's start with Joel."

I point to each student as they take turns using the sentence frame to say the color of their clothes.  I use sentence frames all day with my students.  Sentence frames give them the structure of what to say they just add their part to the sentence.  Sentence frames helps keep us on topic, teaches proper English and sentence structure.  It is a non threatening strategy to encourage my ELL students to participate.  They are all saying mostly the same thing.

"You are all so smart.  You were able to tell me what you are wearing.  Are we wearing the same thing?  No, we are not.  It is fun when we all wear different things.  I would like to read to you a story about children and the color of clothes they are wearing."

 

Read the Story and Sing the Song

15 minutes

"The story I am going to read is; Mary wore her red dress. The story begins with a girl names Mary, she wears a red dress.  Let's see what her friends wear."

"Henry is wearing sneakers.  Sneakers is another word for shoes.  What color are his sneakers?  Yes, they are green.  What color are your shoes?"

We quickly show and tell our shoe color.

"Katy is wearing a sweater, what color is it?  It is yellow.  Her sweater looks so warm.  Did any of you wear a sweater today?  No, it is too hot."

"Ben is wearing blue jeans. Blue Jeans are pants.  What color are his pants?  Yes they are blue.  What color are your pants?"

We discuss the color of our pants, shorts and skirts.  I continue questioning them about each character and the color of their clothes.  

"Let me teach you the story as a song.  I love to sing and this story is so fun to sing."

I teach them the song.  Singing  song is a fun way to learn.

"One of my favorite thing to do is to draw a circle map and fill it with everything we know about a topic.  Today we are talking about the color of clothes.  Let's talk about that.  I will write your answers on the circle map."

I use my name sticks to call on students to tell me the color of clothes the characters were wearing.  I will write them on the circle map.  I like to use circle maps.  They are a fun and easy way to organize my students thoughts.  This will be a visual organizer that they can refer to during the writing process.

"Now that our Circle Map is finished let's say out loud together what we have on the map."

My students echo me as I point and read the things on the circle map.

Writing activity

15 minutes

"Now comes the fun part of our lesson.  We get to write about what we are wearing.  When we write about ourselves it is called a personal narrative.  Hmmm, Personal Narrative, can you say that with me, "Personal Narrative".  A personal narrative is when we write about ourselves. "

"Writing about ourselves is a lot of fun.  We will write sentences and draw a picture about ourselves.  Today we read a story about the animals wearing clothes.  Now I want you to write about what you like to wear.  Let's think of fun things we like to wear.  I want you to use the sentence frame;  I have a ______  _____ .   Would you turn to your partner.  Remember the purple row partners with the blue row and the green row partners with the orange row.  Thumbs up if you are ready.  Turn and tell your partner what you have to wear.  I can turn and tell my partner;  I have a blue shirt.  Read, talk to your partner."

I walk around to lean into their conversations.  I want to make sure they are al using the sentence frames.  They all need to be on task.  The purpose of partnering is to give them each the opportunity to talk about the topic.  Partner sharing is a nonthreatening activity that allows them to listen to others and then orally speak themselves.   

"Please stop, give your partner a high five and turn around and look at me.  Now we are going to write about the color of our clothes.  I will model how I would write a personal narrative, what did we say a personal narrative is about?  Writing about OURSELVES!  That's right.  My sentence is;  I have a blue shirt, so I will write the sentence on the bottom of my paper.  Capital I, space, have, space, a space, blue, space, shirt, period.  Now I get to draw my picture.  I need to make sure that my picture has the same thing that is in my sentence.  What was I wearing in my sentence?  A blur shirt, your right.  Can I draw and color orange pants?  No, I need to make sure my picture is what my sentence says.  So here I am, I have a blue shirt. "

I model the sentence writing and picture drawing under the document camera.  I will leave it up on the smart board so my students can reference it when writing.

That was so easy and so fun.  I am excited to see what your sentences and pictures will have in them.

I send the paper passers to pass out the papers and call the students a row and a time to get their pencil boxes and sit at their tables.  I walk around and prompt the students to write the sentences themselves by sounding out the words.  

As they finish, I gather the papers and have the students clean up their tables and sit on the carpet to read library books quietly.

Wrap Up

10 minutes

When most of the students have finished their papers, I ask them to put away their library books and get ready to read their papers to the whole class.

I call students up one at a time to read their sentences and show their picture.  We applaud each reading.  

When all have read their papers I ask them;

"We just wrote a personal narrative, who did we write about?  OURSELVES!  YAY, good job!"

student work

student work-2

oral presentations

For Fun

10 minutes

I have included paper dolls that you could use for retelling the story.  Here is the link to the story being sung.  My students love this.  We stand up and clap as we sing.  I like to show a video at the end of the day as a review of the story I used in my lesson.  A video makes a fun way to review the content and the vocabulary.  My ELL students learn a lot of English vocabulary by reviewing what we learned through the videos.