Danielle Santucci

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(No Transcript)
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• Presented by

Danielle Santucci
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Summary

• Is it possible for a dragon not to like fighting
  or eating princesses?

Well, it sounds funny, but Elvira is a dragon not
like the ordinary dragon. In fact, she likes to
make daisy chains and wear dresses. Will other
dragons accept Elviras unusual behaviors?
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Author Information

• Margaret Shannon
• Born in Adelaide, South Australia
• Moved to New Zealand when she was fourteen.
• Wrote and illustrated a book when she was a child
• Author and illustrator
• Elvira is her first published book.
• Author and illustrator of two other childrens
  books Gullibles Troubles The Red Wolf

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Critique

• I enjoyed reading this book. It teaches an
  important lesson to the reader by helping him/her
  to recognize the value of being unique. This
  book also teaches us to accept others for who
  they are and not for what they are not. Humor
  was added to plot of this story which is another
  reason why I liked it so much. Who would ever
  imagine that a dragon, a creature so large and
  ferocious-looking, would like to make daisy
  chains and wear dresses? The book also offers
  humor in its illustrations. One drawing from
  the book displays Elvira lying on the ground,
  letting princesses paint her claws. I think
  children would enjoy reading Elvira for many of
  the reasons which I have mentioned. They will be
  able to relate to this story because they may
  have had an experience where they have felt as if
  they did not fit in with others or they may
  encounter a situation similar to this in the
  future.

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Pre-Reading Questions

• How are each of us different? In what ways are
  we similar?
• I would ask this question to stimulate the
  childrens self-awareness in relation to others.
  This question will develop their understanding
  how each of us are similar as well as different.
• Is it okay to be different? Why or why not?
• I would ask this question because children may
  encounter a time where they feel different than
  others. I would encourage them to recognize that
  being unique is what makes each of us special.
  
• What do you think it would be like if we all
  were the same?
• I would ask this question because it will
  encourage children to think critically and will
  promote divergent thinking. This question is one
  that children probably have never taken into
  consideration.

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Character Web
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Bulletin Board Idea

• Ask students to think about what they like to do
  for enjoyment.

• Share with them different kinds of activities
  you like to do for enjoyment.

• Introduce the students to the term hobby.
  Explain to them that Elviras hobby was making
  daisy chains and designing dresses.

v Provide the students with ideas of hobbies
people may have, i.e. crafting, reading, hiking,
gardening, jumping rope, etc.

• Ask them to draw a picture of themselves doing
  their favorite hobby on a piece of construction
  paper.

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Bulletin Board Idea Cont.

• Make a bulletin board using the theme, What is
  Your Hobby?

v Using construction paper, create one daisy for
each student in your classroom. Daisies are
being used because one of Elviras hobbies is
making daisy chains.
v You will hang each students drawing to a
daisy.
v Use a hole punch to put a hole at the top of
each students drawing.
v Loop a piece of yarn through the hole of the
drawing and attach the yarn to the back of one of
the previously made daisies with a piece of tape.
Your creation will resemble a flower pot.

• v Display each flower pot on your bulletin
  board.

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Completed Bulletin Board
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Reading Skills To Be Taught

• This book contains many past tense verbs using
  ed endings. Adding an ed ending to a verb can
  be difficult for children to learn. When adding
  the ed ending to a verb, sometimes you can just
  add the ed ending, other times you may have to
  double the last consonant and some times you just
  add a d. This lesson would help children to
  understand when to add an -ed or -d ending, or
  when to double the last consonant of a verb when
  adding an ed ending to make it a past tense
  verb.

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Reading Skills To Be Taught Cont.

• Materials
• Construction paper
• Scissors
• Tape
• Brown Paper Bag

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Reading Skills To Be Taught Cont.

• Prior to teaching this lesson, prepare the
  following
• 1. Using different colors of construction paper
  and scissors, I would cut out three circles.
• 2. Label them as follows

double
Add -d
Add -ed
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Reading Skills To Be Taught Cont.

• 3. Make several flower petals.
• 4. Write the present tense form of the past tense
  verbs (that use ed endings) in the book on each
  petal.
• Teaching the lesson
• Put the all of the petals with the verbs written
  on them in a paper bag.
• Have each child select a petal from the bag.
• Call on students to state their verb.
• Ask the student if he/she thinks if the verb will
  add an
• -ed ending, a d ending, or if it needs to
  double the last consonant before adding ed.

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Reading Skills To Be Taught Cont.

• 5. Ask if the rest of the class if they agree or
  disagree by giving a thumbs up or a thumbs down.
  This is a way to assess if other students are
  comprehending the information being taught and to
  ensure students are participating.
• 6. If the child is correct, place tape on it and
  ask him/her to stick it next to the correct
  circle.
• 7. Continue until all students have had an
  opportunity to put a petal on the board and all
  verbs have been recognized.

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Reading Skills To Be Taught Cont.

• Examples of past tense verbs in the book
• Add ed Add d Double before adding ed
• seemed liked grabbed
• burned noticed stopped
• packed teased
• dressed appreciated
• polished
• stared
• curled
• painted
• thrilled
• wanted
• screamed
• gasped

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Writing Activity

• After reading the book, students will be given
  the following writing prompt

If I met Elvira on my way home from school one
day, I would
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Writing Activity Cont.

• They are to write at least 5 sentences explaining
  their encounter with Elvira. Students can share
  their writings with the class.

Ask them questions to stimulate their thinking,
such as

• What would you say to Elvira?

• Where would you take her? Where do you think she
  would want to go?

• What kinds of activities would you do with her?

• How would you introduce her to your family?

• What would you feed her if she was hungry?

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Post Reading Questions

• How do you think Elvira felt when the other
  dragons teased her? Why do you think she felt
  this way?
• Did Elvira handle the situation well? If not,
  how would you have dealt with a similar
  situation?
• What do you think Elvira learned about being
  different from the other dragons?

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Post Reading Questions Cont.

• What would have happened if Elvira did not decide
  to be herself? Do you think she would eventually
  behaved like the other dragons? Why or why not?
• Do you think the other dragons learned anything
  from Elvira? If so, what?
• Would you change anything in this story? What?
  How would you change it?

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Extension Activities
Language Arts/ Inclusion Activity
Science
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Language Arts/Inclusion Activity

• Materials
• Ball of yarn
• Venn Diagrams made from Poster Board
• Markers
• Pictures of your students (optional)
• Paper Plates (optional)
• Construction paper (optional)
• Tape (optional)

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Language Arts/Inclusion Activity Cont.
Procedures

• Start your instruction with the inclusion
  activity described in the following steps.
• Have the students stand in a circle around the
  room.
• Holding the ball of yarn, tell the students
  something you like (i.e. favorite food, color,
  movie, etc.).
• After you say what you like, hold the string
  attached to the ball of yarn and throw the ball
  to a student. Call his/her name before you throw
  it so they are prepared to catch it.

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Language Arts/Inclusion Activity Cont.

• 5. The student will state what he/she likes and
  hold a piece of the yarn and throw it to someone
  else. Remind them to call the students name
  before throwing the ball of yarn. Tell the
  students that they cannot give it to students who
  are beside them. (This activity is supposed to
  look like a spider web when finished. If
  students give the ball of yarn to the person next
  to them, the activity will not work.)
• 6. Repeat these steps until all students have had
  an opportunity to catch the ball of yarn and
  state what they like.

Click here for a diagram of this activity when
completed. Click here to continue with
procedures.
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Click here to go back to previous page
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Language Arts/Inclusion Activity Cont.

• 7. Explain a venn diagram to the students.
• 8.Model how to complete a venn diagram. You can
  do this by selecting two objects and showing
  their differences and similarities.
• 9. Pair the students and pass out the venn
  diagrams that you previously made out of poster
  board.
• 10. Ask them to find out at least 3 things they
  have in common and differences.
• 11. Using markers, the students will fill in
  their similarities and differences in the
  appropriate spaces.
• 12. Give them 10 minutes to complete this
  activity. Walk around the room to see if any
  students need help in doing this activity.

Click here for information on venn diagrams
Click here to continue with procedures
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Venn Diagram Information
Ways they are the same
Only about Item 2
Only about Item 1
Item 1
Item 2
Click here to return to previous page
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Language Arts/Inclusion Activity Cont.

• The following steps are optional
• 13. Give each student an enlarged picture of
  him/herself.
• 14. Have them paste it onto a paper plate and
  connect it to the top of his/her portion of the
  venn diagram.
• 15. Using construction paper, coloring utensils,
  and scissors, instruct the students to make arms
  and legs.
• 16. Have the students tape their arms and legs to
  their side of the venn diagram.
• 17. Next, the students will present their venn
  diagrams to the class.
• 18. Hang the students personalized venn diagrams
  around the room.

Click here to view science lesson.
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Science Activity

• Materials
• Live flowers
• Coloring Utensils
• Scissors

• Plant and flower pot template

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Science Activity

• Procedures
• Bring in live flowers to show the students.
• Give each student a flower.
• Point out the parts of the plant, i.e. stem,
  roots, flower, leaf, and petals.
• Explain the functions of each part of the plant
• The stem moves water and food to different parts
  of the plant. It also holds up the leaves and
  flowers.
• The roots soak up water and attach plant to the
  ground
• The flower attracts bees and make seeds.
• The leaf makes food with help from the sun.

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Science Activity Cont.

• 5. Pass out plant templates to each student.
• 6. With coloring utensils, have them color the
  different parts of a plant. Give them 5 minutes
  to do this activity.
• 7. After they have finished coloring the
  different parts, have them cut out the various
  parts. Give them 5 minutes to complete this.
• 8. Have the students glue the stem to the soil.
• 9. Next, instruct the students to glue the roots
  to under the stem.
• 10. Tell the students to glue the leaves to the
  stem.
• 11. Lastly, tell them to glue the flower onto the
  top of the stem.
• 12. Discuss the different parts as the child
  glues the plant together.

Click here to view completed plant project
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Plant Template for Science Activity
Click here to view to procedures
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Completed Plant Project
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The End