BOOK EXTENSION ACTIVITY - LESSON PLAN

Your Name: Meghan Arellano

Genre of the Book: Picture Book

Book Title: Bubble Trouble

Author: Margaret Mahy

Publisher: Clarion Books

Date: September 23, 2014

1. Activity/Lesson Standards: Choose one [Clark County School District Curriculum Standards
K-2 grade or Nevada Pre-K Standards.] To find these go to www.csn.edu/education click on
Resources see curriculum choices on the left. Click on the links and locate the standards you
will use in your activity/lesson.
(2)5.4 write stories and poems [NS/PS 5.2.3]
2. Objectives: Write 1 objective for your activity/lesson from the standard you selected. The
objective must be observable one must be able to see the children perform the objective- list,
write, color, tell, show, select, etc.
Students will be able to match words that look and sound similar to their own name.
3. Materials/Equipment:
1. Paper
2. Pencil
3. White board
4. Marker

List all materials needed for your activity.

4. Procedures: Use numbers, letters or bullets to sequence the teaching of the objectives and
the students participation in the extension activities. The procedures
section should explain the following:
I will ask the class if they ever blew bubbles before. How big can they get? Have you
ever been trapped in a bubble?
After reading the book, I will ask the kids what they thought of the wording. Was it hard
for me as a teacher to say it? Would it be hard for them? Why is it hard to say it?
Next I will describe what tongue twisters are and show them examples (ie: Sally sold
seashells by the seashore).
I will then use a student for an example and create a tongue twister with the help of the
students (ie: student named Jason, Jasons jacket jumped joyfully.
I will ask for a few examples of words that look or sounds like their own names.
I will hand them out paper and ask them to create their own tongue twisters using their
names or the name of someone they know (brother, sister, best friend.)
When they are finished, I will ask them to share their tongue twister and get the class to
try to say it with them.

5. Closure:

Plan a closure that connects the story and the extension activity.

After having practiced a little with our own tongue twisters, I will read to them a section of the
story and try to get the class to repeat it.
6. Assessment:

Listening to the story

and paying attention
to the instructions.
Creating a tongue
twister.
Joining in with
sharing of the tongue
twisters and
participating on
saying others tongue
twisters.

How will the lesson objectives be assessed? How will we know the
children have achieved the planned objectives/standards???? [Checklists
or rubric are effective.]

5
They follow the
directions for the
assignment.
They make a tongue
twister thats a bit
more complex (more
than four words.)
They willfully share
their tongue twisters
and try to attempt
saying others tongue
twisters.

3
They listen to the
story but do not grasp
the directions or are
confused.
They create a tongue
twister that is only 2
or 4 words.

1
They dont pay
attention to the story
and disregard the
instructions
They do not make a
tongue twister.

They dont share the

tongue twister but
participate saying
others tongue
twisters.

They dont share

theirs and do not
participate with the
class to say others
tongue twisters.