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If You Give A Moose A Muffin Unit

EDUC 5413 Elementary School Reading and Language Arts Methods
Dr. Marcea Ingersoll
Allison Curran, Molly Kearney, Hannah Lucas, and Danielle Brewer
February 28th, 2018
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This unit is centered around the text If you Give a Moose a Muffin. This text
speaks to student interests at the grade one level as it is currently among the most popular
series (Original: If You Give a Mouse a Cookie) by award winning author Laura
Numeroff. Experience in the field would suggest that students at this age love silly stories
that make them laugh and wonder what will happen next. If You Give a Moose a Muffin
plays to these interests incredibly well making it an appropriate pretext for the chosen
age.

The teaching context of this unit would be launched in the fall of the year taking us into
the Christmas break with books like Mooseltoe, and A Moose Goes a Murmuring. This
unit would follow the cultural purpose of hunting here in New Brunswick and knowing a
prominent Canadian symbol that would be explored through You and Your World
connections. Through multi genre books, students will be able to discover various aspects
of moose life. Moose for Kids: Moose are Like That, Amazing Animals: Moose are
perfect examples of non fiction books that will expose students to the background of
moose, where fiction books like Thidwick the Big Hearted Moose give students the types
of books they love, silly rhymes and lost of pictures! Another genre of literacy within our
unit is songs. The songs included are Doin’ the Moose and Making Muffins. These songs
are an aspect of play-based learning as they invite students to sing and move to the music
freely.

This unit also expands text connections into math, drama and music using multi literacies
as a component of contemporary literacy learning. This approach engages students in
learning. Students are often surrounded by technology in their daily lives, so encouraging
them to learn through technology enhances their learning experiences. Students can
collaborate and communicate using technology. iPads are an excellent tool to use in the
classroom, as they can be used for multiple purposes. In our unit, students will have the
opportunity to use iPads to take pictures of their work, which can then be shared with the
class in a slideshow and sent home to parents via email. Another aspect of technology
within our unit is our pre-recorded book talk. This book talk has been put up on
YouTube, which gives students the option to go back and watch it again as they please,
after being shown in class. Additionally, you could have the students record their own
book talks.
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Central text: If You Give a Moose a Muffin by Laura Joffe Numeroff

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Curriculum Outcomes:
• SCO: Express opinions and give simple explanations for some of their opinions (I
like … because)
• SCO: listen to others’ ideas and opinions
• SCO: May attempt to use some descriptive language
• SCO: Reading strategies and behaviours: read familiar texts smoothly with
expression, attending to punctuation; may hesitate with uncommon words
• SCO: Recognize common high-frequency words and personally significant words
• SCO: Create drama based on play, imagination, and/or literature
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• SCO: Describe how plants and animals meet their needs in a given environment
• SS2 : Sort 3D objects and 2D shapes using one attribute, and explain the sorting
rule SCO: Students will be expected to respond and give instructions or directions
that include two or three components.
• SCO: Students will be expected to listen to others’ ideas and opinions.
• SCO: Demonstrate an awareness that classroom instruments can produce a variety
of sounds such as high/low,long/short
• SCO: Explore, using classroom instruments, possibilities for music making to
express moods and feeling
• SCO: Begin to use gestures and tone to convey meaning
• SCO: Respond to and give simple directions or instructions
• SCO: Engage in simple oral presentations and respond to oral presentations and
other texts
• GCO: Students will be expected to use a range of strategies to develop effective
writing and media products to enhance their clarity, precision, and effectiveness.
• GCO: Students will be able to speak and listen to explore, extend, clarify, and
reflect on their thoughts, ideas, feelings, and experiences
• GCO: Students will speak and listen to explore, extend, clarify, and reflect on
their thoughts, ideas, feelings, and experiences.
• GCO: Students will be expected to use writing and other forms of representation
to explore, clarify, and reflect on their thoughts, feelings, experiences, and
learnings; and to use their imaginations.
• GCO: Reading Strategies and Behaviours Appropriate Achievement
• GCO 2: Students will be able to communicate information and ideas effectively
and clearly, and to respond personally and critically.
• GCO 2: Students will be expected to create and/or present, collaboratively and
independently, expressive products in the arts for a range of audiences and
purposes.
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I Can Statements:
• I can retell a story
• I can tell you about the beginning, middle and end of a story
• I know what animals need where they live.
• I can sort 3D and 2D shapes.
• I can listen when people are reading.
• I can work together to come up with a piece of writing.
• I can create a piece of writing on my own.
• I can learn a new song and actions by repeating teacher and following directions.
• I can use different levels of volume and speed when singing the song.
• I can keep a steady beat when I sing.
• I can recognize my favourite parts of a story.
• I understand what I need to make a complete sentence.
• I can use descriptive words.
• I can read text with flow.
• I can use actions to show what I mean.
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• I can create a play.

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Shared Reading Lesson:

I can listen to others.
I can use descriptive words.
I can read text with flow.

Lesson Outcomes: (Grade 1)

Listen
GCO 1: Students will be able to speak and listen to explore, extend, clarify, and reflect on
their thoughts, ideas, feelings, and experiences
SCO: express opinions and give simple explanations for some of their opinions (I like …
because) SCO: listen to others’ ideas and opinions

Descriptive language
GCO: Word Choice
SCO: May attempt to use some descriptive language

Flow
GCO 4: Students will be expected to select, read, and view with understanding a range of
literature, information, media and visual texts.
SCO: Reading strategies and behaviours: read familiar texts smoothly with expression,
attending to punctuation; may hesitate with uncommon words.
Material Used:
If You Give a Moose a Muffin big book, finger pointer stick, chart paper, picture of
moose, picture of mouse, marker

Engagement Phase
What the teacher will do: What the students will do:
Read If You Give a Moose a Muffin big Read with class and teacher when
book on the story mat instructed
- Point to students to read phrases or pages Use a reading strategy when stuck on a
together to share the responsibility of word
reading and practice flow/pace
- Encourage students to use already learned
reading strategies when stuck on a word
Back up and reread
Chunky Monkey
Look a picture clues

Practice
What the teacher will do:
Instruct students to return to their tables
Place photos of real moose and mice on
student tables to explore
What the students will do:
Go to tables
Explore pictures provided focusing on what
each animal looks like
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Ask students to pay attention to what the

two animals look like
---------------------------------------------------- ----------------------------------------------------
Have students gather the photos and bring Gather photos and return to mat
them back to the story mat (to teacher) Offer descriptive words for a mouse and a
Invite students back to the story mat moose
Make a T chart that says Mouse and Moose Listen to others as they share their
Tell students that usually when we read suggestions with the class
these books the main character is a mouse.
Then, ask
What words can we use to
describe a mouse?
Record responses on T chart
*Repeat with Moose
Send students back to their seats
---------------------------------------------------- ----------------------------------------------------
Have students share what animal they like Share what animal they like best and why
best and why with their elbow partner (using at least one descriptive word) with
using at least one of the descriptive words their elbow partner
gathered together. Listen as partner shares
Listen to student conversations as
descriptive language pre-assessment

Ending the Lesson

What the teacher will do: What the students will do:
Write writing prompts on board. Get writing journal
I like moose because... Complete one writing prompt in journal
I like mice because... *Copy it down and complete
Instruct students to get their writing Complete second prompt
journals and complete the one of the Draw mouse and moose
writing prompts Label drawings with titles
Can complete second writing prompt
Can draw picture of mouse and moose to
compare
Label drawings with titles

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Shared Writing Lesson:

Lesson Outcomes: (Grade 1)
• GCO 1: Students will speak and listen to explore, extend, clarify, and reflect on
their thoughts, ideas, feelings, and experiences.
• GCO 8: Students will be expected to use writing and other forms of representation
to explore, clarify, and reflect on their thoughts, feelings, experiences, and
learnings; and to use their imaginations.
• SCO: Students will be expected to respond and give instructions or directions that
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include two or three components.

• SCO: Students will be expected to listen to others’ ideas and opinions.

Material Used:
• If You Give A Moose A Muffin book
• Composition books (students)
• Pencils (students)

Before the Lesson

What the teacher will do: What the students will do:
• Start by activating prior knowledge.
Ask the students the following
questions:
o Who remembers what we o Discuss what we were
were talking about yesterday learning about yesterday in
in Language Arts? Language Arts.
• Set a clear
schedule/purpose/directions for the
lesson.
o We were talking about
procedural writing
yesterday, and will continue
on with that topic today.
• Ask the students what are some • List some important things that
important things that we need to have to be remembered when
remember when writing a piece of writing a piece of procedural
procedural writing (directions that writing.
are clear, easy to follow, and in the
correct order).
o Write down the student’s
responses on the board.
• Let the students know which book I • Listen as the teacher explains the
am going to be reading, (If You plans for the class.
Give A Moose A Muffin), and what
we will be doing after (writing
instructions for other readers to
make moose muffins).
• Read the book, If You Give A
Moose a Muffin to the class. • Listen as teacher reads the book, If
• While reading make sure to stop You Give A Moose A Muffin.
throughout the book to ask • Answer questions, predict future
questions, get the students to tell events, and have a discussion as the
you what they think is going to teacher is reading the book.
happen, and have a discussion.
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During the Lesson

What the teacher will do: What the students will do:
• Ask the students if they noticed any • Answer the question asked by the
specific food that was talked about teacher.
at the first of the book.
o Moose and muffins!
• Explain the activity that the class is • Listen as teacher explains the
going to be doing today. activity that they will be doing
• Today, we are going to make some today.
imaginary muffins. Therefore we
are going to need to make a list of
ingredients (what we are going to
need) and instructions (what we are
doing).
• Ask the class if they have ever • As a class, go over the ingredients
made muffins before. What was the need to make muffins.
experience like? Go over the
ingredients that are needed to make
muffins?
o Eggs? Milk? Chocolate
chips? Flour?
• We should also take dietary • Talk about dietary needs and
needs/restrictions into restrictions.
consideration. If the students do not
know what dietary
needs/restrictions are, take the time
to explain. Who here is allergic to
what?
• Once the ingredients are covered, • Once the ingredients are covered,
ask the class what they had to do to talk about times that you have made
make the muffins, and in which muffins and what you did.
order? Example:
o Did you have to turn the
oven on? What ingredients
go first? Should the “wet”
ingredients be all mixed
together, with the dry, or
does it matter?
• Work together to come up with a • Work as a class to come up and list
written list of ingredients and all the ingredients that will be
procedure. needed to make muffins and the
o Write the information on the procedure.
whiteboard as the students
provide you will
information. Help the
students when needed.
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After the Lesson

What the teacher will do: What the students will do:
• Have the students go back to their • Go back to your desk and get out
desks and get out their composition your composition books.
books.
• In their composition books, have • Write about the following writing
the students write about the prompts, in your composition
following prompts: books:
o Write about a time that you o Write about a time that you
have made muffins. have made muffins.
o What is your favourite kind o What is your favourite kind
of muffins? of muffins?
o Write about an interesting o Write about an interesting
muffin, with interesting muffin, with interesting
ingredients. ingredients.
• When the students are working on
their writing, take some students
that may need some extra help to
work with.
• Have the students share their · Share your writing with the class!
writing with the class if they would
like!
• Potential activity: MAKE
MUFFINS!
o Following the instructions
and ingredients that were
compiled in class, with
some modifications.

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Guided Reading
Book: If you Give a Moose a Muffin
Level: K
Focus of the lesson: retelling a story in detail

Lesson Outcomes: (Grade 1)

begin to ask and respond to questions, seeking information (who?
what? why? where? when?)
Material Used:
• If You Give a Moose a Muffin Guided reading set
• Popsicle sticks

Before the Lesson

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What the teacher will do: What the students will do:
Ask students what a story retell is. Share ideas

Explain that a retell is a detailed Listen to teacher

description of what the story was about,
including characters, setting and plot

Introduce book If You Give a Moose a

Muffin

Can anybody tell me what they think this Share ideas

book might be about? Make predictions

Have students do a picture walk through Picture walk

the book individually

Do any of you have any predictions about Answer teacher’s questions

what might happen?
Who are the characters? Listen to others
Where does it take place?
What do you think the problem is? Share ideas
What will happen at the end?

Let students share their ideas.

During the Lesson

What the teacher will do: What the students will do:
Let students pick a colored popsicle stick, Pick a colored popsicle stick
they can use this to keep their place, point
to the word they are reading or as a Listen to directions, don’t flip it over
sentence stip. Instruct them not to flip them
over until the end. The reverse side has
questions for after reading.

Have students read first two pages of story Read first two pages
individually, then come back together as a
group.

What did we learn about this story Don’t interrupt

from the first few pages?
• Characters Share ideas
• Plot
• Setting

Have students continue reading, until they Continue reading

are about halfway through the book
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What have we learned about the story now? Answer questions

What is the problem? Wait your turn to answer

Allow students to finish story.

What happened at the end?

After the Lesson

What the teacher will do: What the students will do:
Have students flip over popsicle sticks, Flip popsicle stick
revealing the questions.

Go around the table and have each student Read question aloud
read their question out loud, and then Answer question or ask a friend
answer it

Questions are:
• Where did it take place?
• Who were the characters?
• What happened at the start?
• What was the problem?
• What happened at the end?
• Were your predictions true? How?

Facilitate group discussion about these Discuss the who, what, when, where, why
questions with teacher and guided reading group

Ask for a volunteer to give a retell (if time Volunteer to retell

allows, more than one can try)
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Interactive Writing

Focus: Writing simple sentences

· Will concentrate of proper spelling, understanding, punctuation, spaces and
capitalization

Book: If You Give a Moose a Muffin by Laura Numeroff

Outcomes:
-I can recognize my favourite parts of a story
-I understand what I need to make a complete sentence

Grade 1- NB Language Arts Curriculum:

GCO: (10) Students will be expected to use a range of strategies to develop effective
writing and media products to enhance their clarity, precision, and effectiveness.
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BEFORE:
-Activate prior knowledge
-Sets a clear direction and purpose for lesson

Earlier this week we read the book If You Give a Moose a Muffin. Who remembers what
this book was about?

Teacher holds up a copy of If You Give a Moose a Muffin by Laura Numeroff

That’s right! This book was about a boy who offered a muffin to a moose and
then the moose asked for soooooo many more things after that. Raise your hand if you
liked this book!
Awesome! I love this book because I think it is super funny and fun to read. I am
going to read this book again and I would like for you guys to think of what parts of the
story you like the most. When we are all finished going through it again, we are going to
discuss some of those favourite things together. We will then take those and write some
sentence about what we learned.
Who remembers what a sentence is?
Why do we need to write in sentences?

Teacher reads If You Give a Moose a Muffin by Laura Numeroff out loud to the class,
noting the elements of non-fiction the book may contain, as well as conducting two or
three think aloud about interesting things happening in the book that the moose and boy
are doing together.

DURING:
-Use students’ input to co-construct a text
-Questions and prompts students to explain their ideas and form them into phrases or
sentences
-Shares the pen with the students
-Uses think alouds, as necessary

-What was your favourite thing you learned?

-Now we are going to take your favourite parts and turn them into some awesome
sentences so we can show what we have learned from this book.

So let’s start with [chosen student’s name] favourite thing they learned. [Name], can you
tell us your favourite thing you learned again?

[Name] responds with “I like how when the boy gave the moose a muffin that he couldn’t
stop eating!”

I love that too! So, the first sentence that starts the whole book is “If you give a moose a
muffin.”

Teacher has a blank page of chart paper on an easel and writes the word If on the top.
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I am going to write If. The word “If” has a capital letter because it is at the start of our
sentence. The next word in our sentence is “you.” The word “you” is one of the sight
words we have been working on. It is also on our word wall. Who would like to come up
to the chart paper and write the word “you”?

The teacher guides and coached as necessary.

Awesome job. Now we have the start of our sentence, “If you.” We are going to write
that “If you give a moose a muffin,” so are next word is “give.” The word “give” is a
verb. Remember that a verb is a word we use to describe an action. Can someone give
me another example of a verb?
Super! Who can come up and write the word “give”?

Teacher selects another student to write the word “give” on the sentence. The teacher
guides and coached as necessary to sound the phonemes and write the word.

Thank you so much [student’s name]. Next comes the word “a”. Come someone tell me
what kind of word “a” is?

Teacher selects students to answer.

Yes [student’s name], during is another sight word! Who can go find it on our word
wall?

Teacher calls on students who have their hands raised. The student will get up and find
the word on the wall.

Very good. Now, [insert child’s name], can you come add “a” onto our sentence please?

Teacher guides if necessary.

Great. Our sentence now reads, “If you give a.” The next word we need is
“moose”. Can someone tell me what kind of word “moose” is?

Teacher selects students to answer.

Yes [student’s name], during is a noun. We have recently learned about nouns, but as a
refresher, a noun is a word used to identify a person, place or thing. Raise your hand if
you can tell me another example of a preposition.

Teacher calls on students who have their hands raised.

Very good. Now, who can come and write the word “moose” onto our sentence? If
you’re having trouble, here’s a hint: we have a picture of a moose and how to spell it on
our animal board in the corner.

Teacher chooses student and helps when necessary to spell the word “moose”.
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Great. Our sentence now reads, “If you give a moose.” The next word we need is
“a”. “A” sure does sound familiar! It’s on our word wall… but where else is it?
RIGHT! We already have it in our sentence. I am going to add it on again!

Teacher adds the word “a” onto the end of the sentence.

We are almost done! We have one word left: muffin! “If you give a moose a
muffin.” Can I have a volunteer to write the word muffin? Muffin is another noun! If we
sound it out, do we know a word that might be inside of it? Yes? What one?

Teacher answers a hand.

Right on! I hear the word “in” as well. Good work. We can find the word in on our
word wall. So if the word ends in “I” “N”, who thinks they want to take a shot at
spelling the whole thing out?

Teacher selects a student and coaches student as necessary to spell “muffin”.

Before [student’s name who wrote winter] returns to her seat, this is the end of our
sentence. What should we add?

After the students have replied with “a period,” the teacher asks the volunteer who is
currently at the front to add a period to the end of the sentence.
A similar process is followed to write one or two more interesting sentences about the
book.

AFTER:
-Reread the text (might not have to a third time)
-Revisit the purpose of the lesson
-Engage in a conversation about the text (talk about what moose actually eat, hook to
social studies/ you and your world)
-Allows students to practice what they have learned- possible extension activity

Teacher reads the new sentences out loud.

We have written a few more complete sentences… now what else have we written about?
Let’s read them together.

The class chorally reads the sentences they have written.

How do we know what we have written are complete sentences?

What characteristics do complete sentences have?

Have we included all of those characteristics in our examples?

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Teacher writes answers on chart paper (capitals, periods, complete thought, punctuation,
correct spelling, etc.). Teacher then rereads If You Give a Moose a Muffin, and assigns
extension activity.

Please take out your response journals from your desk. Please pick another fact that you
found interesting from the book that is different than the examples we did as a class. I
want you to write this fact done into one complete sentence. If you need any help, raise
your hand or I’ll be circulating to help you folks out. Don’t forget to ask your elbow
partner for help too and don’t forget to include all of the important parts that make up a
sentence!

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Learning Center: Moose and Muffins

Overview
The Moose and Muffins learning centre is a fun centre that students can use to practice
common words throughout the text, as well as their spelling. The Moose and Muffins
learning centre can have many adaptations as well. Teachers could add different concepts
that students are struggling with (word families, endings), as well as just changing the
words to that of regular sight words up for the different levels of the students.
Focus: Sight Words and Spelling
Number of Players: 1-2
Playing Time: This centre can be played anytime, whether that be at home or school, as it
takes minimal time to play.

Instructions
• First, the muffin tops and bottoms need to be separated. The muffin tops are
placed into the “Moose Box” and the muffin bottoms are spread out along the
table.
• The students will draw out the muffin tops out of the box, one by one, and place it
on the tongue of the moose.
• Once placed, the student will go through the muffin bottoms/letters and find each
letter of the sight word, while spelling/saying the sight word out loud.
• Once spelled, take the muffin top off the tongue and put it to the side.
• Put the muffin bottoms back with the rest of the muffin bottoms.

Materials Needed
• “Moose” box
• Muffin tops
o The muffin tops contain the sight words and are located in the “moose”
box. The muffin tops are picked out of the box, randomly, one by one.
• Muffin bottoms
o The muffin bottoms contain the letters of the alphabet. There is one of
each letter of the alphabet and two of the more popular letters.
• If You Give A Moose A Muffin story book, by Laura Numeroff
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Verification
• Spelling test for the 15 words practiced in activity
• Have students work in partners. One student will recite one of the 15 words and
the other must spell it out with letters provided.

Resources
• https://notjustcute.com/2013/04/03/book-activity-if-you-give-a-moose-a-muffin-
with-an-abc-game/
• https://www.youtube.com/watch?v=tOPFVSiB5uQ

Sight Words Used

• For the purpose of the learning centre, we chose to use simple words commonly
found in If You Give A Moose a Muffin. These 15 words are words that are
common throughout the text, as well as words that students may struggle with.

Moose Muffin Jam

Paint Antlers Want

Puppet Open Borrow

Sheet Mother Store

Make Bring Eat

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Planning Cluster:
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Word Wall
• Moose
• Paint
• Puppet
• Sheet
• Make
• Muffin
• Antlers
• Open
• Mother
• Bring
• Jam
• Want
• Borrow
• Store
• Eat
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Word Activities:
• Rainbow Words: Write the word wall words five times each in different colors.
• Picture Perfect: Write your word and draw a picture to go along with it
• Spell and Tell: Write your words three times each and whisper each letter as you
write it
• Word Search: create a word search to share with a friend using the word wall
words
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10 Supporting Texts

• A Moose goes a Mummering: Lisa Dalrymple (Newfoundland Christmas book)

• Making the Moose out of Life: Nicholas Oldland
• Moosekitos: A Moose Family Reunion: Margie Palatini
• Moose!: Robert Munsch
• I Met a Moose in Maine one Day: ED Shankman
• Circle Square Moose: Kelly Bingham and Paul O. Zelinsky
• This Moose Belongs to Me: Oliver Jeffers
• Walk on the Wild Side: Nicholas Oldland
• Thidwick the Big Hearted Moose: Dr. Seuss
• Moose for Kids: Moose are Like That (non-fiction) by Jeff Fair
• Amazing Animals: Moose by Kate Riggs
• Doin’ the Moose (song) by Sarah Weeks
• Making muffins (chant) by Sarah Weeks
• Chocolate Mud Muffins (recipe)
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Phonemic Awareness
• Say it! Build it! Write it!
• M is for Moose. M is for Muffin. What else begins with M?
• OO Word Sort
• Spin and Tell – Phonemic Wheel
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Writing Activities
• Have students write an acrostic poem
• Cause and Effect
• Write about a time that you have made muffins. Who did you make them with?
What did they taste like? OR Write about if you could make any flavour of
muffins in the world, what kind would they be?
• What is happening in the picture below? Write a story/what you think is
happening.
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Extending Activities
• Baking muffins
• Making moose antlers
• Moose sock puppets
• Visit the local zoo to see a moose
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Four Integrated Activities

Drama: Create the play you think the moose in the story would have acted out.
• GCO 2: Students will be able to communicate information and ideas effectively
and clearly, and to respond personally and critically.
• SCO: begin to use gestures and tone to convey meaning
• SCO: respond to and give simple directions or instructions
• SCO: engage in simple oral presentations and respond to oral presentations and
other texts

Drama
• GCO 2: Students will be expected to create and/or present, collaboratively and
independently, expressive products in the arts for a range of audiences and
purposes.
• SCO: create drama based on play, imagination, and/or literature
• I can use actions to show what I mean and I can create a play

You and your world: Where do moose live?

• SCO 1.2.1 describe how plants and animals meet their needs in a given
environment
• I know what animals need where they live.
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Math: Sorting shapes in muffin tins

• SS2 : Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting
rule.
• I can sort 3D and 2D shapes.

Music Lesson

I can learn a new song and actions by repeating teacher and following directions
I can use different levels of volume and speed when singing the song
I can keep a steady beat when I sing

Lesson Outcomes: (Grade 1)

SCO:
• 1.7.1 Demonstrate an awareness that classroom instruments can produce a variety
of sounds such as high/low,long/short
• 1.7.2 Explore, using classroom instruments, possibilities for music making to
express moods and feeling

Material Used:
• PowerPoint
• “Amazing Animals: Moose” by Kate Riggs

Beginning (20 minutes)

What the teacher will do: What the students will do:
• Ask class what types of animals • Raise hands and answer what types
live in Canada, and write the of animals live in Canada
answers they share on the board. • Raise hands and answer what they
• If/ when someone says moose: ask know about moose
class what they know about this
animal, write answers on the board
beside the word “moose” to give
the students a visual representation
of their idea web.
• Bring out “Amazing Animals:
Moose” by Kate Riggs book and • Describe what they notice about the
have them describe the picture of cover page
the moose on the front. “What do • Listen inventively as the teacher
you notice about this moose?” reads “Amazing Animals: Moose”
• Read the book to the class, stopping • Answering what they see in each
on each page to ask “what do you photo after teacher reads the page
see in this picture?” as the book is
• Share one thing they learned from
• Ask each member of the class to
the book
share one thing they learned about
moose from this book.
 20

Middle (10 minutes)

What the teacher will do: What the students will do:
• Invite the class to come stand in a • Stand in a circle as a class
circle together
• Put on PowerPoint with lyrics
• Explain how the song works: teacher • Listen respectfully to the teacher as
will say the first line, students will they explain instructions and repeat
repeat exactly how he/she says it the teacher when they ask
• First, simple say the lyrics with the • Say the lyrics
class
• Then add hands gestures the second • Follow the teacher as they use hand
time around while speaking the gestures
lyrics again
• Add the hand motions and sing lyrics
with class
• Teacher will then tell the children to
• Repeat after the teacher exactly as
repeat after them as they try the song
they are singing the song (loud,
alternating between loud and soft
soft, different tones and speeds)
tones, fast and slow speeds, etc.
• Practice different pitches, volumes
and speeds: for example, try doing
the “wa-oh’s” in a whisper, then
very loud.
• The pattern of this song is interesting
to figure out because the point of it is
changing up patterns during the
chorus (wa-oh’s) to provide the
students with different elements of
music.

What the students will do:

• The students will be able to sing together as a class and incorporate hand
gestures.
• This type of activity is important in helping students to listen carefully to the
teacher in order to accurately follow her
• Hand gestures provide a fun way to get kids moving and interested in the song
• The “wa-oh” chorus makes the students laugh, while also incorporating
different elements of music that allows students to work on different volumes,
pitches and speeds.
• Be able to keep a steady beat as they sing

Drama Lesson
 21

Outcomes:
Literacy:
GCO 2: Students will be able to communicate information and ideas effectively and
clearly, and to respond personally and critically.
SCO: begin to use gestures and tone to convey meaning
SCO: respond to and give simple directions or instructions
SCO: engage in simple oral presentations and respond to oral presentations and other
texts
Drama:
GCO 2: Students will be expected to create and/or present, collaboratively and
independently,
expressive products in the arts for a range of audiences and purposes.
SCO: create drama based on play, imagination, and/or literature

Theatrical Convention: A day in the life

I can statements:
I can use actions to show what I mean.
I can create a play.

Pretext: If You Give a Moose a Muffin

This text speaks to student interests at the grade one level as it is currently among the
most popular series (Original: If You Give a Mouse a Cookie) by award winning author
Laura Numeroff. Students at this age love silly stories that make them laugh and wonder
what will happen next. If You Give a Moose a Muffin plays to these interests incredibly
well making it an appropriate pretext for the chosen age.

Materials: Copies of If You Give a Moose a Muffin for class use, open space, computer
and speakers to play Shake My Sillies Out from YouTube.

Time Teacher Will Student Will

10 mins Read Aloud of If You Give a Listen and make predictions about
Moose a Muffin what the moose may do next.
Stop on page 13
 22

5 mins Discuss ideas of what the Share ideas to teacher prompts.

moose’s play might be about. Be respectful of peers and listen to
Prompt: what do moose like to their ideas.
do?
What do mice like to do?
What would you do if you were
a moose and your partner was a
mouse for a day? (a day in the
life)
 23

15 mins Tell students that today we are Spread out in classroom making sure
going to act as the moose’s you are not in any other student’s
puppets. personal bubble.
Have students spread out in the
classroom. Make sure they have
enough space to move.
---------------------------------------
----------------- Shake my sillies out song. ----------------------------------------------
Warm-Up The Moose in the story was very Participate in warm up, listening to
silly. To get ready for class we lyrics to know what movement to do
need to shake all of our sillies next.
out.
(movement activity. Song
allows bodies to get loosened up
and re focuses the class)
(A day in the life of a students,
song goes through happy, silly,
sleepy etc.)
---------------------------------------
Teach simple actions for basic
----------------- story actions such as ----------------------------------------------
Walking Participate in movements.
Running Offer suggestions for and/or
Swimming demonstrate new movements for the
Climbing class.
Looking around Keep quiet and let bodies do the
Have students give input on how talking.
to act out other simple verbs.
*Remind students that actions
are a way to talk with our
bodies, so we aren’t going to
talk when we are performing.
 24

10 mins Invite students to get a partner Get a partner.

and encourage them to decide
who is the moose and who is the
mouse. Allow them to talk and
come up with a storyline they
will act out for the class later.
Have them practice their
performance at least 2 times 2
soft music to add interest and
keep volume levels low.
Pick one moose and one mouse.
Talk with partner to create a simple
story to act out.
Practice the story to music to
understand how much time they have.
Keep a quiet and positive classroom.

10 mins Have students share their stories When it’s their turn students will
with the class by acting out present their story to the class.
without talking. Students will listen respectfully and
Play soft music for interest in support peers while they present.
background to accompany
stories. Allow 2 minutes for
each performance.

Take anecdotal notes of how

well students are using actions
to tell their stories.

Assessment:
Teacher will take anecdotal notes of how well students are using actions to tell their
stories. This would be a formative assessment of the literacy outcome GCO 2: Students
will be able to communicate information and ideas effectively and clearly, and to respond
personally and critically. SCO: begin to use gestures and tone to convey meaning SCO:
respond to and give simple directions or instructions SCO: engage in simple oral
presentations and respond to oral presentations and other texts. It allows you to see if
students already possess these skills or to what extent in a fun way to inform the focus of
your future instruction. It also assesses the drama outcome GCO 2: Students will be
expected to create and/or present, collaboratively and independently, expressive products
in the arts for a range of audiences and purposes. SCO: create drama based on play,
imagination, and/or literature. It is good to check in to see where students are with this
outcome to make notes of what needs to be done to help students achieve this outcome by
the end of grade three. For both outcomes the anecdotal notes work to inform future
instruction to fully meet them.
 25

Anecdotal notes:

Partner one: Partner two:

Danielle Emilynn

Abby Shania

Andrew Eric

Kelsey Nick

Kirk Jordan

Olga Dominique

Shayna Anne