ELA/R: Puff the Magic Dragon

Materials/Equipment: Curriculum Integration: Blooms Taxonomy:

Puff the Magic Dragon book and CD Music Reading Science Knowledge/Remember Analysis
Comprehension/Understand Evaluate
Application Create

TEKS Achieved:
Differentiated Learning:
ELA/R 11: recognize sensory details Classroom Strategies:
Auditory Visual/Spatial
9(b) describe characters in a story and Cooperative Groups Hands-On
Verbal/Linguistic Musical
Intrapersonal Interpersonal the reasons for their actions and Technology Centers
feelings Independent Activities
Science 8(c): identify characteristics of Whole-group
the seasons of the year and day and
night
Music 2(a): sing or play a classroom
instrument independently or in groups
Submitted by: Misty Lowe

Grade Level: __1__ Subject/Topic: ELA/R-Read and Sing Aloud

Rationale: This lesson encourages childrens imagination and creativity through reading and singing.

Objectives:
TSW be able to recognize sensory detail while listening to Puff the Magic Dragon
TSW be able to describe what the characters are feeling and why
TSW be able to identify and describe characteristics of the seasons during and after listening to Puff the
Magic Dragon
TSW be able to sing the chorus of Puff the Magic Dragon in a group
Lesson Plan:
Introduction (Anticipatory Set/Motivation):
Everyone come to the carpet. We are going to use our imaginations. Close your eyes. Now imagine
you are in a beautiful place where you can play all day. Think about a cave full of treasure, trees you
can climb, water you can splash in. Open your eyes. Have book on the doc cam for students to see.

Process:

Information Giving:
The beautiful pictures in this book show wonderful places and fun adventures. I am going to sing a
book to you and youre going to help me.
Modeling:
First, lets learn the rhythm. Clap the rhythm below a couple of times. Have students repeat.

Teach the students the tune for the first four words, Puff, the Magic Dragon. Do this a few times until
everyone is singing.
Check for Understanding:
When I point to you I want you to sing Puff, the Magic Dragon. Ready? Point to the students and
sing with them. Good job. Now point to the students and let them sing by themselves. Great! Youre
ready to help me read this book.

Guided Practice:
Sing the book all the way through, pointing to the students every time the story reads Puff, the Magic
Dragon.

Independent Practice:
Read/sing the book again, stopping to ask comprehension and higher order thinking questions.

Point out the treasure on the 2nd page. Look at all the fancy stuff Jackie Paper is bringing his friend.
What do you see? Allow students time to name some things. What are some things you imagined in
your cave?

Keep singing until the page where Jackie is in the tree with Puff. Did you hear the word autumn?
What does autumn mean? Allow for responses.

Now imagine what this tree would like in the spring. How would it be different? Allow for
responses. What about winter? Summer?

Sing until sadly slipped into his cave. Discuss.

Why do you think Puff is sad? Talk about Jackie growing up.
Name some toys you used to play with but dont anymore?
Why dont you still play with them? Talk about growing up and liking different things.

Lets keep reading. The book gets happier. Sing the last two pages.

Discuss:
Who do you think the little girl is? How is Puff feeling? Who is the man? Why is he smiling?

Closure/Culminating Activity:
Raise your hand if you can tell me the four seasons. Remember when you closed your eyes and
imagined a place where you could play all day? With caves and trees? When you go back to your
tables I want you to get out your journal and pick a season and draw a picture of what your favorite
place would look like during that season. Who is going to draw about spring? You may go to your
table. Who picked fall? (Go through the seasons until everyone is at their tables. Walk around to
 remind students to stay focused by asking questions like what else can you draw to make it look like
winter?)

Enrichment/Extension:
Have copies of Puff the Magic Dragon and other imaginative books for students to look at as they
finish in their journals.

Accommodations:
1. For a student who is visually impaired I will give a stuffed dragon to hold while we sing. She will sit
next to me so I can tap her shoulder as I point to the class so she knows when to sing.
2. For an ELL student I will show pictures and point out the weather charts for visual understanding.

Assessment/Evaluation (Students):
1. Listen and watch as students follow my cue to sing. Listen for students singing on beat with the
correct tune. Make note of students who are struggling and work with them at a later date.
2. Informally assess each student during discussions as they answer questions about the story and
describe the seasons.
3. Formally assess each students journal page. Were they able to draw characteristics of the season
they chose?

Assessment/Evaluation (Self):
I think this lesson is very engaging and allows the students to use their imagination. I could also
incorporate dramatic play with imaginative costumes. This would be fun to do throughout the week with
different visually detailed stories.