9/19/2011
How I Became a Pirate  
Melinda Long  




Standards Met:
AASL 1.1.2 Use what we know to help us learn something new
AASL 1.1.6 Read, view, and listen any kind of information to understand new things.
AASL 2.2.4 Show new learning through craft or activity.
AASL 4.1.1 Read, view, and listen for pleasure and personal growth.
AASL 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.
AASL 4.1.8 Use creative and artistic formats to express personal learning.
AASL 1.1.2 Use prior and background knowledge as context for new learning.




Materials:
Color sheets
How I Became a Pirate book




Objectives:
AASL 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
AASL 1.2.3 Demonstrate creativity by using multiple resources and formats.
AASL 2.2.4 Demonstrate personal productivity by completing products to express learning.
AASL 4.1.1 Read, view, and listen for pleasure and personal growth.
AASL 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.
AASL 4.1.8 Use creative and artistic formats to express personal learning.

GLE 0001.2.1 Develop critical listening skills essential for comprehension, problem solving, and task completion.
GLE 0001.2.1 Develop critical listening skills essential for comprehension, problem solving, and task completion.
GLE 0001.8.1 Explore and experience various literary genres.
GLE 0001.8.2 Employ a variety of basic reading comprehension strategies.


Helpful Websites:

http://www.teachingideas.co.uk/themes/pirates/
http://dulemba.com/Blogstuff/ColoringPageTuesdays/PiratePoetry-big.jpg


High Order Thinking for today:
Contextual inference to translate 'Pirate' to English
Relate Real World through Backyard Treasure map in book


High Order Questions:
What makes Jeremy Jacob want to stay with the pirates?
What makes him want to go home?
Why do the pirates tell Jeremy Jacob to fly to Jolly Roger?