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Grade Two:Beatrix Potter Unit

Rationale

The life of Beatrix Potter and the tales she wrote is an enchanting story in itself, one that has a lot of insight to offer children. Potter’s stories have becoming well known to many people around the world over the years since they were first published the early 1900s and have since then become one of the bestselling children’s books of all time. Stories such as a The Tale of Peter Rabbit have been enjoyed by many generations and should continue to be read and explored by students today. Potter’s stories offer many teachable opportunities, from learning about fables, the beautiful watercolour illustrations, acquiring knowledge of various animals, discussing the lessons and morals each story reinforces, to discovering the life and times that Beatrix Potter lived and how that effected her writing. All of the characters in Potter’s stories are full of life and love and so many of them portray great imaginative fun suitable inquiry-based learning. Potter’s stories are both enjoyable for children to listen to and appropriate enough for a variety of ages and levels to read aloud, making her stories a great choose for a literature focus unit. Teaching a Beatrix Potter themed unit also nicely coincides with the coming of spring- without directly relating it to Easter, but it is a theme that can be done at any time during the school year. These timeless classics are an essential part of any elementary classroom. While this unit is primarily language arts objectives and themes, other subjects can be integrated as well such as social studies (Victorian times), art (use of water colours), health (the lessons some of the animals learn and morals of the stories), and science (studying different animals more closely).

Scope and Sequence

To introduce the unit of Beatrix Potter to students, I have started this unit with a hands-on activity and a child-friendly biography of Beatrix Potter that will allow students to discover and understand who the author they are about to study was and why she wrote her stories. I find it only appropriate to start the unit with Potter’s first published and most famous story- The Tale of Peter Rabbit- followed closely by the sequence The Tale of Benjamin Bunny. After reading each story students will discuss the morals and lessons presented through the characters and their experiences, while being able to relate to their own lives. Students will learn what makes a story a fable and apply this knowledge to their discussions on Potter’s stories throughout the rest of the unit. Students will also be given the opportunity to take part in a field trip to Government House to a special Beatrix Potter theme tour of the museum where they can explore a nursery wing that compares the lifestyle of an upper class Victorian to their own, listen to more of Potter’s stories, and make a related craft. This experience will further guide students in their imaginations of what the world and times of Beatrix Potter was like and will help them in the remainder of the unit while they discover and learn more of her work. While reading and discussing a variety of Beatrix Potter stories, students will engage in a variety of follow-up activities that will help them to better imagine the world of Beatrix Potter and her lovable characters. Since Beatrix Potter will probably be new to a lot of students and learning about a new author is an exciting journey, the unit ends with allowing the students to decide and take ownership of their learning and what they have discovered so

far about the author and what they would like to learn furthermore to finish the unit. This will be determined by the students filling out KWL Charts.

Lessons Overview

Lesson 1- Discover who Beatrix Potter was through hands-on discovery and listening to

a child-friendly biography of the author Lesson 2 - Listen to Beatrix Potter’s first and most famous story- The Tale of Peter

Rabbit- Discuss character point of view and the moral of the story- Create a Beatrix Potter story chart Lesson 3 - Students will learn what a fable is and start to understand story elements- Writing activity regarding morals and lessons Lesson 4- Read The Tale of Benjamin Bunny- Rotate through centers and explore objects to see, taste, and small from the

story Lesson 5 - Field trip to Government House in Regina to explore what a house and

nursery would look like in Victorian Times- Beatrix Potter theme program allows students to listen to discuss the author,

listen to her stories at Government, and complete a craft Lesson 6- Students will make thank you cards for Government House and express their

gratitude through writing Lesson 7- Read The Tale of a Fierce Bad Rabbit and practice sequencing the

illustrations to retell the story- Identify story elementsLesson 8- Watch movies of two of the stories students have read- The Tale of Peter

Rabbit and The Tale of Benjamin Bunny- Identify story elements following the movies- as a class and individually Lesson 9- Read The Tale of Squirrel Nutkin- Students will retell the story and identify story elements by their choice of

performance or representation (drama skit, pictures, writing, puppet show, etc.)

Lesson 10- Read The Tale of Two Bad Mice - Have students fill out KWL Charts to determine what they will learn for the

remainder of the unit

Lesson 11- Students will discuss the drawings and illustrations of Beatrix Potter- Students will create their own watercolour pictures depicting the characters

and stories of Beatrix Potter

The remaining lessons of the unit will depend on what the students wrote down on the KWL Charts and the amount of time there is left in the unit

Aboriginal Content and Perspectives

Although Beatrix Potter and her stories are set in a specific time and place that cannot be changed, many of her stories offer opportunities to discuss Aboriginal content and perspectives. When reading and discussing Beatrix Potter’s naughty animals in her stories, students can be introduced to similar First Nation and Aboriginal stories about tricksters. Such stories as The Tale of Jemima Puddle-Duck can be compared to stories about trickers that either the teacher or an Elder could read and discuss with students. Story elements can also be discussed following these stories.

Adaptive Dimension

Suggestions for adaptations is listed under each lesson, however it is worth mentioning here that for every story that is read to the students, a copy of the story is also available on a variety of websites online for students to explore and read on their own time or in class time. This form of reading might apply to some students that struggle to sit still and listen to a number of stories throughout the whole unit. Since this is a literature focus unit, writing activities in some form is expected to follow most of the stories. Students struggling with writing may need the teacher’s assistance in expressing their ideas and thoughts depending on the activity and the level of comfort the student is at with their writing. See separate lessons for more specific adaptations and suggestions.

Objectives

Grade 2 Language Arts Objectives at a Glance (http://www.sasked.gov.sk.ca/docs/ela/objectives/pdf/Grade2.pdf)

Listening Speaking

• Listen attentively for pleasure and information • Listen attentively to others’ ideas and paraphrase information shared • Follow three-step directions • Respond appropriately to questions about what has been presented orally • Make connections between own and others’ ideas and experiences • Use the language cueing systems in oral text to construct meaning • Make inferences • Form sensory images • Reflect on listening behaviours and strategies

• Contribute to shared language experiences (e.g., choral reading, drama, reader’s theatre, puppetry) • Share ideas and information through group talk • Retell stories and experiences using logical sequence and appropriate facts and details • Read aloud informally and for an audience • Recite poems, rhymes, verses, and finger plays • Give directions • Generate and contribute ideas on particular topics • Adjust own language use for different situations • Clarify information by responding to questions • Reflect on speaking behaviours and strategies

Reading Writing

• Read a range of grade-appropriate texts for enjoyment and information • Discuss similarities and differences in stories and informational texts • Locate different kinds of books in resource centres (e.g., picture books, easy reads, nonfiction, fiction) • State and explain preferences for a variety of texts • Read aloud with fluency, accuracy, and expression • Set a purpose for reading • Connect new texts with prior knowledge and experiences • Predict what will happen next based on previously read material and background experiences • Use the cueing systems in text to construct meaning • Form sensory images • Make inferences • Recognize that reading must make sense and follow appropriate steps to self-correct when it does not • Read accurately most high frequency words (about 150) and many irregularly spelled words in texts • Use knowledge of commonalities in word families to increase vocabulary • Recall facts and details from text • Connect and compare information from texts to experience and knowledge • Reflect upon own reading behaviours, skills, and strategies

• Write patterned stories, original stories, learning logs, poetry, riddles, friendly letters, messages, and notes • Write short informative reports and narratives when given help with organization • Work through the stages of a writing process including pre-writing, drafting, beginning to revise, and sharing • Begin to organize writing with a clear beginning, middle, and ending • Arrange ideas and information to make sense • Develop and demonstrate an understanding of written language conventions including: • write complete sentences, using capital letters and periods • use a variety of spelling strategies such as approximations, and confirm spelling by using resources such as word wall • spell many high frequency words correctly and use familiar spelling patterns • begin to include the question mark and some commas • Print legibly to form letters and words of consistent size, shape, and spacing • Share own writing with others and respond to suggestions • Reflect upon own writing behaviours and strategies

Viewing Representing

• Engage in shared, guided, and independent viewing experiences with a variety of texts • Use visual cueing systems in text to construct meaning • Identify and appreciate how visual elements (e.g., colour, font) add meaning to visual texts • Interpret illustrations, photographs, diagrams, maps, graphs, and other visual texts • Talk about similarities and differences among visual expressions

• Use a variety of media (e.g., sketches, posters, drama, video) to enhance communication • Consider and choose from a variety of forms and ways (e.g., drama, model, diagram) to communicate ideas to a particular audience for a particular purpose • Combine oral, print, and other media to organize and communicate key ideas, feelings, and information • Generate ideas on particular topics for individual and group

from various cultures and communities • Reflect upon own viewing habits, skills, and strategies

creations • Reflect on representing skills and strategies

Resources

Books and Biographies

Hurtig, Jennifer. (2008). My Favorite Writer: Beatrix Potter. New York: Weigl Pub Inc.

Lane, Margaret. (2001). The Tale of Beatrix Potter: A Biography. London: Frederick Warne Publishers Ltd.

Malam, John. (1998). Tell Me About Beatrix Potter. Minniapolis: Carolrhoda Books Inc.

Potter, Beatrix. Revised edition (2006). Beatrix Potter: The Complete Tales. London: Frederick Warne & Co.

Potter, Beatrix. (1996). Peter Rabbit's Words, Colors and Numbers: based on the original tales by Beatrix Potter. London: Frederick Warne Publishers Ltd.

Wallner, Alexandra. (1998). Beatrix Potter. New York: Holiday House.

Websites

Official Peter Rabbit Websitehttp://www.peterrabbit.com/index.asp

Kids’ Corner Featuring the Stories of Beatrix Potterhttp://wiredforbooks.org/kids.htm

Teacher: Grade/Subject: Grade 2 Language Arts

http://wiredforbooks.org/kids.htm

http://www.peterrabbit.com/index.asp

Topic/Theme: Who is Beatrix Potter? Date/Time:

Objective(s): Achievement of Objectives:Students will explore mystery Each mystery bag will contain an objectbags and set a purpose for somehow related to Beatrix Potter, which reading a biography on students will try to make the connections of Beatrix Potter

Listen attentively to a biography Read Beatrix Potter by Alexandra Wallnerabout Beatrix Potter and respond while asking questions and making to questions asked orally inferences

Prerequisite Student Learnings: n/a

Set:

Write the following question on the board:Who is Beatrix Potter?

Students are divided into groups and given a mystery box or bag. As a group they are to open the box/bag, look at the item inside and think as a group how this item might relate to Beatrix Potter. “Imagine what this might have to do with Beatrix Potter.”

Invite students back as a whole group to share their items.

Development:

Read the book Beatrix Potter by Alexandra Wallner. While reading the book… Explain the term governesses (A person whose job it is to educate and train the

children of a private household. Kind of like a nanny or a babysitter that taught school to the children they looked after)

Where is Scotland? Scotland is in a country called United Kingdom where England is and where the Queen lives

Boarding school is like a private school that a lot of really rich children went to

Closure:

As a class, come back to the question “Who was Beatrix Potter?” Brainstorm ideas.

Briefly introduce unit to students and ask if any of them have read Beatrix Potter’s stories before. If there is time, read and compare another biography of Beatrix Potter.

Adaptive Dimension:

Students who are not strong writers or struggle to write full sentences can have a teacher or another student record their ideas for them (as long as the teacher is informed).

Assessment:

Exit slip: Name one thing you learned about Beatrix Potter

Materials and Aids:

Beatrix Potter by Alexandra Wallner or another biography of Beatrix Potter List of materials chosen for mystery boxes/bags. Suggestions:

o Stuffed rabbit to represent Peter Rabbito Flags of England and Scotland to represent where Beatrix Potter livedo Paint brushes and paint to represent Beatrix Potter’s hobby of paintingo Books of animals to represent Beatrix Potter’s love of animals o Toys, clothes, or other items that look Victorian to represent the times of

Beatrix Potter

Common Essential Learnings: Communication, Critical and Creative Thinking, Personal and Social Values and Skills

Name one thing you learned about Beatrix Potter



Introduction to Beatrix PotterExit Slips – “Name one thing you learned about Beatrix Potter”

Student Name Exit slip answer Total Points/1


Topic/Theme: The Tale of Peter Rabbit Date/Time:

Objective(s): Achievement of Objectives:

Students will listen attentively Read The Tale of Peter Rabbit byto a story and respond orally Beatrix Potter and make inferences to questions being asked as they answer questions

Students will generate and Students will communicate personalcontribute ideas as they opinion on which character they agree withcompare characters

Students will reflect on motives Students will discuss both characters and and behaviours of the characters reasons for their behavior

Prerequisite Student Learnings: n/a

Set: Read The Tale of Peter Rabbit by Beatrix Potter, reminding the students that this was Beatrix Potter’s first and most successful story she wrote. Some questions/comments while reading the story might be…

Why do you think Mr. McGregor doesn’t like rabbits? Mention that parsley is a type of plant used in some medicine “Peter gave himself up for lost… implored him to exert himself” means he gave

up but the sparrows encouraged him to keep trying to get away “An old mouse… Peter began to cry” What do you think is going to happen next?

Development:

Ask the students how they think Peter and Mr. McGregor felt about each other. If each character was upset at one point in the story, who’s right and who’s wrong?

Have the students fill out an exit slip in which they decide which character they agree with from the story and why

I think____ was right because____

Closure:

Record student’s answers on chart paper so they can begin to see the point of views of both characters.

Peter Rabbit was right because… Mr. McGregor was right because…

As a class vote on who was right- Peter Rabbit of Mr. McGregor? Mention there is no right side to be on- both sides have their own point of view and that is okay.

Ask the students “What lesson do you think Peter learned? How about Mr. McGregor?” Begin a class story chart that will show the Beatrix Potter stories the students have read and will read in the unit. On a grid, record the story titles and story elements to fill out each time the story is read and discussed in a lesson (story elements can include main characters, setting, plot, and moral). Make sure to discuss these story elements with the students as they are filled out and what each one means. Discuss with the students how understanding a story’s story elements helps to understand the story better.

Adaptive Dimension:

Students struggling with writing can have someone record their answer for them- either teacher or a friend, as long as the teacher is notified.

Assessment:

Exit slip- because there is no right or wrong answer (as long as students gave one), a checklist can be used to keep track of who handed in a exit slip and the answers they came up with

Materials and Aids:

The Tale of Peter Rabbit by Beatrix Potter


I think _________ was right because…



The Tale of Peter Rabbit – Character point of viewExit Slips – “I think ______ was right because…”

Student Name Exit slip answer


Topic/Theme: Fables Date/Time:


Recall main ideas or key events Discuss The Tale of Peter Rabbit by Beatrix

Potter and the lessons Peter learned Students will learn what fables Discuss the lessons and morals in Beatrix are and how they apply to the Potter’s storiesstories they’ve been reading

Students will apply their Students will be asked to write a timeknowledge of fables to they learned a lesson or a moral writing a short narrative

Prerequisite Student Learnings: Read The Tale of Peter Rabbit by Beatrix Potter

Set: Recall the story of Peter Rabbit. Who do you think is the main character?

What lessons do you think Peter learned? Record these thoughts. Out of all these lessons which do you think the most important lesson Peter learned?

FABLES are stories that are usually short and tell us a moral (a lesson like the ones you thought of here that Peter learned).

Read example: “Peter learned a lesson that you shouldn’t trespass so the moral of the story is don’t trespass.” Get students to read another example from the list out loud by expressing it as a moral.

Read the famous short fable “The Ant and the Grasshopper” to students and see if they can point out the lesson behind the story

o http://www.dltk-teach.com/fables/grasshopper/mstory.htm

IT IS IMPORTANT to clarify with students that when you say the lesson of the story, you are talking about a moral lesson and not a skill (ex. “I once learned a lesson not to lie” VS “I got a lesson how to ride a bike when I was five”).

Development:

Ask students to think of a time in their lives when they learned a moral lesson. Maybe it was a good lesson or maybe it was a bad lesson like the ones Peter learned. Write this experience as a fable with your favourite animal as the main character (in other words if your favourite animal is a dolphin, imagine that you are a dolphin and explain to me what happened).

Closure:

Invite students who may want to share their writing. Ask the students “What is the lesson or moral of the story?” “Is this a good lesson that everyone can live by?”

http://www.dltk-teach.com/fables/grasshopper/mstory.htm

Ask the students that when we read Beatrix Potter’s stories from now on that they are to think of the moral or lesson of the story to discuss about afterwards.

Adaptive Dimension:

Teacher can record student’s ideas for them on paper

Students can make a Podcast or VoiceThread to record their story

Assessment:

Students will be assessed on completing the writing activity in the development of this lesson plan

Materials and Aids:

The Tale of Peter Rabbit by Beatrix Potter


Fables – What is the moral of a story/what is the lesson the main character learnedThink of a time in your life when you learned a lesson

Student Name Lesson they wrote about


Topic/Theme: The Tale of Date/Time:Benjamin Bunny

Objective(s): Achievement of Objectives:Students will listen attentively Read The Tale of Benjamin Bunny byto a story and respond Beatrix Potter while asking questions appropriately to questions about for students to answer. Later students will what has been presented orally and retell parts of the story at their centersretell parts of the story

Students will enhance their Explore words from the story by bringingvocabulary in examples for students to see, smell, and

eat

Students will share ideas and Students will discuss and agree on a maininformation through group talk lesson or moral of the story to add to the

Beatrix Potter chart in classroom

Prerequisite Student Learnings: Read and discussed The Tale of Peter Rabbit by Beatrix Potter

Set:

Read The Tale of Benjamin Bunny by Beatrix Potter Do you have any ideas who his cousin might be? (p. 55) What do you think Benjamin and Peter are going to do next? (p. 58) Why do you think Peter wants to go home? Why doesn’t Benjamin feel the same

way? What’s the difference between the two characters? (p. 63) What do you think is going to happen next? (p. 65)

Development:

Students will be given the opportunity to smell and taste some of the things described in the story. “Imagine you are Peter Rabbit and Benjamin Bunny.” These are some of the things you would smell, eat, and see in the story.

Smell: herbs, rosemary tea, lavender, chamomile, onions Taste: lettuce, pears, radishes, parsley, carrots

Set the items up in centers, put students into groups, and have them rotate to each center to see, smell, and taste what is there. While students are at each center, encourage them to recall where certain items showed up in the story.

Closure:

What can you tell me about the story we just read? Record students’ answers to class story chart about The Tale of Benjamin Bunny.

Adaptive Dimension:

Students that do not wish to smell or taste some or any of the items at the stations can refer back to pictures in the book (pictures or texts of each item can also be supplied at its center) and discuss what the item is and where it showed up in the story

Assessment:

Students will be assessed on their transition between centers and socialization with classmates as they discuss and share props

Materials and Aids:

The Tale of Benjamin Bunny by Beatrix Potter List of props to smell and taste from story


The Tale of Benjamin Bunny by Beatrix Potter

Assessment by center groups

Field Trip


Group Member’s

Name

Listens attentively to story and responds

appropriately to questions

Student transitions between centers

cooperatively

Students’ socialization during

lesson Other comments

Topic/Theme: “Peter, Potter, and Puddle-duck” Date/Time: *Available in March/April

Where: Government House (4607 Dewdney Ave, Regina SK)

Time: 10:00am (2 hours)

Description: Peter, Potter, and Puddle-duck introduces students to the life of Beatrix Potter, writer, and illustrator of children’s books. On a partial tour of the museum, students will visit the nursery wing to compare the lifestyle of an upper class Victorian child to their own. Students will be split into groups to play in the Beatrix Potter themed Once Upon a Time Room, hear Beatrix Potter stories, and complete a craft to take home with them.1

***Note***

If this particular field trip is not available with the Beatrix Potter theme, a field trip to Government House is still a great way to show students what Beatrix Potter’s house and lifestyle was like in Victorian Times. If possible, ask permission to bring Beatrix Potter stories to read the students at Government House at the conclusion of a tour of the house.

To find out current education programs and field trips available at Government House, see the following contact list

Phone: (306) 787-5773E-mail: [email protected]: http://www.ops.gov.sk.ca/govhouse/

Teacher: Grade/Subject: Grade 2 Language Arts & Arts Ed.

Topic/Theme: Making thank you cards Date/Time:


1 http://www.ops.gov.sk.ca/govhouse/program_brochure_2008_09.pdf

http://www.ops.gov.sk.ca/govhouse/

mailto:[email protected]

Students will recall information Engage in class discussion to reviewthey learned in the field trip what students saw and learned atwhile making thank you cards Government House

Students will develop co-ordination Follow instructions how to makeand skills in using simple visual the cardart tools and materials

Prerequisite Student Learnings:

Set:

Discuss the field trip the previous day

What was your favourite part of the field trip? Name one thing you learned? Name one thing you are wondering Ask students to list some thank you messages. Record these messages on the

board

Development:

Get students to make a garden gate for your drawing of a favourite scene in one of Beatrix Potter’s books. Fold a large piece of paper in half and crease. Unfold. Bring each edge to the center. Fold and crease. The folds create your garden gate.

Using colouring materials draw a background scene with an animal. Open your flap. Use your imagination to show a favourite scene from a Beatrix Potter story. Which characters are in the scene?

Make sure to include a thank you message in the cards.

Closure:

Close the lesson by having a class discussion on things the students saw at Government House that reminded them of Beatrix Potter. By having this discussion students can start to connect pieces of the unit together and relate what they saw on their field trip to what they are learning back in their classroom

Adaptive Dimension:

Students struggling with fine motor skills may need a teacher’s assistance in folding the card properly, or they may wish to express their thanks in a way other than a card. Another form of gratitude can be discussed further with the teacher.

Teacher can record students thank you messages on the board to help students struggling with spelling

Assessment:

Students will be assessed by completing the steps of the craft and handing in a thank you card

Materials and Aids:

PaperColouring materials

http://www.crayola.com/lesson-plans/detail/rabbit-in-the-garden!-lesson-plan/


Thank-you cards for Government House

Student Name Card folded and made correctly Message inside card


Topic/Theme: The Tale of a Fierce Date/Time: Bad Rabbit & picture sequencing

Objective(s): Achievement of Objectives:Students will listen attentively to Read The Tale of a Fierce Bad Rabbit by a story Beatrix Potter to the students

Students will place illustrations Give students a handout of the pictures tofrom the story in sequencial order cut and glue. Show an example of the orderand retell the story in writing on the board for students to refer to and

review how to decide what the moral of a story is (the lesson the main character

learned).

Prerequisite Student Learnings: Students will have read and discussed the plot, characters, and morals of other Beatrix Potter stories

Set:

Read to the students The Tale of a Fierce Bad Rabbit by Beatrix Potter

Development:

Have students cut out and glue pictures of illustrations from the story into sequential order. Get them to retell what happened in the story and write down the lesson that the main character learned (the moral of the story). Students may colour the pictures when they are done.

Closure:

As a class refer back to the story chart and add in the story elements for The Tale of a Fierce Bad Rabbit.

Adaptive Dimension:

Students struggling with fine motor skills may need the pictures cut out for them ahead of time, or larger versions of the illustrations may need to be prepared ahead of time for students to sequence.

Teacher can photocopy and put up larger versions of the illustrations in sequential order for the students to refer to at the front of the class.

Students can draw pictures to show what the story elements are instead of writing words.

Assessment:

Students will be assessed on the picture sequencing handouts they complete

Materials and Aids:

The Story of a Fierce Bad Rabbit by Beatrix Potter


Picture Sequencing and Story Elements – The Tale of a Fierce Bad Rabbit

Student Name Picture Sequencing15 pictures in proper

order

Plot1 point for writing

down something that happened in the story,

1 more point for writing down at least

one more thing

Moral2 points for wring down the lesson learned in the story (only 1 if moral arguably

does not fit story)

Total Points

/15 /2 /2 /19


Topic/Theme: Movies and Date/Time: Story Elements

Objective(s): Achievement of Objectives:Students will listen and watch Watch The Tale of Peter

attentively to two movies Rabbit and The Tale of Bejaminbased on stories they have Bunny on DVD already read

Students will arrange ideas and Students will fill out story elementinformation to make sense handouts based on the stories they have read

and their movies they will view.

Students will talk about similarities Following the movies students willand differences of movies as discuss similarities and differences of

appose to their original stories the Beatrix Potter stories and illustrationsin the books as appose to the moviesstudents have just watched

Prerequisite Student Learnings: Students have read the Beatrix Potter stories they are about to watch the movies of (in this case, The Tale of Peter Rabbit and The Tale of Benjamin Bunny)

Set:

Review the list of story elements to the students as listed on the class story chart. The story elements to be discussed areCharacters- Who was in this story?Setting- Where did the story take place? Plot- What happened in this story?Moral- What is the lesson the main character learned?

Development:

Students will watch the movie version of The Tale of Peter Rabbit. Following the movie, students will fill out a story element sheet as a class identifying each story element with the teacher’s guidance.

Following this, the students will watch the movie version of The Tale of Benjamin Bunny and be instructed to fill out an identical story element handout as before but on their own this time. It is the students’ decisions if they wish to fill it out during or after the movie is shown.

Closure:

Address any difficulties students may be experiencing identifying story elements and offer solutions (ex. If students are finding it challenging to write the plot of the story, encourage them to think about the problem the main character has in the story and go from there recording what happened)

If there is time, discuss the Beatrix Potter movies and how they are similar and/or different than the movies. Bring attention to the illustrations of the stories and the animations of the movies and if they are similar or different.

Adaptive Dimension:

Students can draw pictures to show what the story elements are instead of writing

Assessment: Students will be assessed by handing in both story element handouts. Points will be given for each element and added up for a total score. See assessment chart following this lesson.

Materials and Aids:The World of Peter Rabbit and Friends: Beatrix Potter DVD box setASIN: B000ZKQUZY

Story element handout


“The Tale of Peter Rabbit” by Beatrix Potter STORY ELEMENTS

Main Characters

Setting

Plot (What happened in this story?)

Moral

Movies – The Tale of Peter Rabbit & The Tale of Benjamin BunnyStory element charts:

Main characters, setting, plot, moral

Student Name Story chart for Peter Rabbit

1 point for every story element

Story chart for Benjamin Bunny

1 point for every story element

Total Points

/4 /4 /8


Topic/Theme: The Tale of Squirrel Nutkin Date/Time:


Students will listen attentively Read The Tale of Squirrel Nutkin byto a story Beatrix Potter while asking applicative

questions

Students will consider and choose The students will be given a chance tofrom a variety of forms and ways retell the story and identify story elements

to communicate ideas to a by presenting information in small groupsparticular audience for a particular through their choice of performancepurpose

Prerequisite Student Learnings: Students will have read some of Beatrix Potter’s stories and discussed the characters, plots, and morals of these stories

Set: Read The Tale of Squirrel Nutkin by Beatrix Potter

“A house full… And you cannot gather a bowl-full” How is Squirrel Nutkin behaving so far in this story? Why do you think that is?

Do you think Old Brown is just going to sit back and keep letting Squirrel Nutkin bother him?

“This looks like the end of the story; but it isn't” What do you think Old Brown is going to do with Squirrel Nutkin?

Development:

Put students into small groups in which they will show they know the characters, plot, and moral of the story through their choice of project. Possibilities could be drama skits, pictures, puppet show, or writing.

Closure:

Students can choose to present in front of peers or just to the teacher.

As a class decide on the main character, plot, and moral of the story to add to the story chart.

Adaptive Dimension:

Groups having difficulties deciding on a project may need more guidance from the teacher, or join another group if there is room.

Assessment:

As groups present teacher will fill out and checklist and make comments on group’s performance

Materials and Aids:

The Tale of Squirrel Nutkin by Beatrix Potter


Group Members

Student

Role

Student

Role

Student

Role

Student

Role

Student

Role

Did this group Show characters from the story?

Retell parts of the plot?

Tell what the moral was?Teacher: Grade/Subject: Grade 2 Language Arts

Topic/Theme: The Tale of Two Date/Time: Bad Mice


Students will listen attentively Read The Tale of Two Bad Mice byto a story and clarify Beatrix Potter while answering questionsinformation by responding toquestions

Students will reflect on the story As a class students will fill out a chartelements of this story as well as labeling the story elements of theprevious stories Beatrix Potter stories they’ve read so far

Students will express in writing Students will fill in their own KWL chartswhat they have learned in the unit so far and what they wish tolearn for the remainder of the unit

Prerequisite Student Learnings: Students will have read and discussed previous Beatrix Potter stories and their story elements.

Set:

Read The Tale of Two Bad Mice by Beatrix Potter “Then Tom Thumb lost his temper… smash, smash!” Why does the food keep

breaking on them? Why do you think the two mice are being so naughty and destructive? Are they

upset about something? Is this behaviour appropriate? What is the difference between the naughty characters in this story and the

naughty characters in other Beatrix Potter stories?

Development:

After reading the story fill out the Beatrix Potter chart with the students, reviewing the story elements of The Tale of Two Bad Mice

Closure:

Review with students how to fill out a KWL chart and have students each complete one

KWL charts have three columns for the students to fill out regarding Beatrix Potter and her stories: “What I Know”, “What I Want to Know”, and “What I Have Learned”.

Adaptive Dimension:

Students can pair up with other students to fill out a KWL chart or the class can brainstorm one big KWL chart together

Assessment:

Students will be assessed by handing and filling in their KWL charts- at least one point written down under each column

Give students possibilities to write down under each column

Materials and Aids:

The Tale of Two Bad MiceStory element chart KWL charts


By:_____________KWL Chart

What do I know? What do I want to know? What did I Learn?

KWL Charts What do I know? What do I want to know? What did I learn?

Student Name Completed KWL chart (3 columns)

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Teacher: Grade/Subject: Grade 2 Arts Education

Topic/Theme: Watercolours Date/Time:


Develop co-ordination and skills Students will use watercolour pencil crayons

in using simple visual art tools to draw a picture and later wet the page withand materials a paint brush to create watercolour effect

Begin to understand art works as Students will discuss the illustrations by illustrations used to tell a story author Beatrix Potter and how she drew

pictures to tell stories about her animals

Students will recall stories they Students will choose a scene to create apreviously read watercolour painting of based on their

favourite story and scene from a Beatrix Potter story

Prerequisite Student Learnings: Students will have read stories by Beatrix Potter and become familiar with her illustrations

Set:

Discuss with students the illustrations and paintings of Beatrix Potter and how they helped her tell a story. She loved to paint animals, she usually made them wear clothes, and she used watercolour paint for her illustrations. Ask students if they notice a difference between watercolour illustrations and other illustrations? Teacher may wish to compare with another children’s book.

Development:

Students will use watercolour paints to create their own illustrations based off of a scene from their favourite Beatrix Potter story

Closure:

If there is time, read another Beatrix Potter story to the students and briefly talk about it afterwards, or watch a movie and point out how the illustrations are quite similar in the movies as they are in the stories.

Adaptive Dimension:

Students can colour in already made prints of Beatrix Potter characters (available on the Peter Rabbit website) instead of drawing their own pictures

Students can use a different colouring utensil, such as markers or crayons, instead of watercolours

Assessment:

Students will receive a mark on their paintings based off of a rubric

Materials and Aids:

Watercolour paint or watercolour pencil crayonsPaint brushesPlain white paperBlack construction paperStories or pictures by Beatrix Potter


Beatrix Potter Watercolour Picture

Name: Date:

Score: Additional Comments:

1 = FAIR

Little colour included in picture. Student used very little water to create watercolour effect or did not add water at all. Little or no detail in drawings of animals, background, etc.

2 = GOOD

Some colour included in picture with little or no water added to create watercolour effect. Some detail included in drawings of animals, background, etc.

3 = VERY GOOD

Half or more of picture is coloured and includes water added for watercolour effect. Some detail included in drawings of animals, background, etc.

4 = EXCELLENT

Full page of colour or close to full page of colour in picture and includes water added for watercolour effect. Good detail included in drawings of animals, background, etc.

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