Website of Kelly Melesko

 

Introduction

 

 

·         The grade and subject

 

·         How the software fits the unit of study 

 

 

 

 

 

 

 

 

 

·         Brief description of the software.

 

 

Meow…Who’s really coming for dinner?

A lesson plan for Chato’s Kitchen

 

Introduction

Grade 1-2

Language Arts, sequencing a story

This lesson plan fits into the grade 1-2 curriculum by meeting the following language Arts objectives:

·       Organizing information in proper sequence to use in a summary and/or retelling

·       Developing vocabulary through listening, and reading; listening to, reading and responding to text about and from different cultures

 

Connecticut Content Standards

Language Arts 

             STANDARD 1:  Reading and Responding

Students communicate with others to create interpretations of written, oral and visual texts.

 

The software used in this lesson is called Chato’s Kitchen, based on the story by Gary Soto. The silly plot and humorous adventure of crafty mice outsmarting two sneaky, but cool and hip cats catches the user’s attention.  The characters in the story are a family of mice, and their dog friend Chorizo (meaning sausage in Spanish), and two cats named Chato and Novio boy.  The characters talk in Spanish and then reinforce the meaning of the words in English.  In the story Chato and Novio boy invite the mice to dinner with the intention of cooking them, but when the mice show up to dinner with their surprise guest, the joke is on the cats!

 

*       Specific Objectives of the Lesson

*        

What will the student do?

 

Lesson Objectives

  • The students will read and listen to the  story Chato’s Kitchen
  • The students will complete a sequencing worksheet
  • The students will make finger puppets of their assigned character.
  • The students will retell the story using their sequencing worksheets and finger puppets in small groups.
  • The students will complete homework assignments that reinforce vocabulary, characters and their actions, and sequencing the story.

 

*       Instructional Materials

 

All materials you and students need for the lesson plan.

 

Instructional Materials

  1. Chato’s Kitchen software program
  2. Computer and printers for children (may be one computer for every two children) with headphones
  3. Sequencing worksheet
  4. Cool funny finger puppet worksheet
  5. Chato’s Kitchen by Gary Soto
  6. Day 2 instruction sheet for students (a guide for the software program)

 

*       Lesson Sequence

The lesson sequence, and include time allotments. Homework included

 

Lesson Sequence

Day 1    25-35minutes

  1.  Introduce and read the story Chato’s Kitchen by Gary Soto.  Have students make predictions and take a picture walk for pre-reading skills. 
  2. Have students complete a picture of their favorite scene in the story and write a sentence describing it. A sample sheet with a place for a picture and sentence is provided.
  3. Send home a homework sheet that night for reinforcing the characters and their actions.

 

Day 2     (45-60 minutes)

  1. Utilizing your computer lab, allow the students to use the      software.  Start all computers together and have all students first watch the entire story by clicking on the center of the cube that appears on the screen. Headphones are a must.
  2. After they have watched the entire story, have them work in sections they choose on the software. Pass out instruction sheet for the software program.
  3. After 15-20 minutes of independent time pass out Scenes in sequence worksheet. The students should close out of their individual computers and have their eyes on the one computer with an overhead screen to listen to the entire story read with animated clips.  Have a transparency of Scenes in Sequence available on the overhead.  Listen to the story read aloud and stop the story after each event listed to have the class complete the Scenes in Sequence worksheet together with you.  Collect them.
  4. Give Homework for vocabulary reinforcement.  Chato’s Hidden Words

 

Note:  If you do not have this software installed on all computers, this program can be modified with the following suggestions.  Have students watch the entire video on a screen hooked up to one computer.  Then during your center time (or any time a child can use the computer) have each child scheduled to use the program during the week to practice the skills.  This will obviously extend the time frame for the lesson.

Day 3     (40-50 minutes)

1.         Pass out and review Scenes in Sequence worksheet from yesterday.  Read Chato’s Kitchen Tell the students that today they will be working in small groups to make finger puppets that will help them retell the events in the story.

2.         Pass out their Scenes in Sequence worksheet from yesterday and the copies of the finger puppets.

3.         Model the cutting out and taping of the finger puppets for use.

4.         Assign small groups.  Each group should have 5 students.  If necessary, one student may have more than one role.  The characters are: Chato, Novio Boy, Papi Mouse, Mami Mouse, and Chorizo (2 cats, 2 mice, 1 dog).  Tell students that they should use the Scenes in Sequence worksheet to retell the story acting out with their finger puppets.  Give them this time period (15-20 minutes) to practice with their groups.

5.         Allow each group 5-10 minutes to retell the story with their retelling sheets in front of the class with their finger puppets.  This may also be done the following day if you feel they need more time to practice.

6.         Give copies of all finger puppets, their copies of the retelling sheet and Family Homework to take home. The children will be responsible for retelling the story at home with their family.

 

 

*       Evaluation or Assessment

Methods for assessing the learning outcomes based on stated objectives.

 

Assessments

1.          The groups’ ability to retell the story and completing their sequencing sheets. To meet:

  • Organizing information in proper sequence to use in a summary and/or retelling

2.         Their ability to complete homework sheets will meet:

  • Developing vocabulary through listening, and reading; listening to, reading and responding to text about and from different cultures.

 

 

*       Supplement Materials

Student-based instruction sheet, worksheets, homework assignment materials, and such to accompany the plan.  This also includes directions for helping students use the software.

 

*      Supplement Materials

 

Day 1: 

Day 2:

Day 3:

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@KMelesko  |  Last Revised: June 23, 2005  |  Kmelesko@sjc.edu