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Oak Lawn School Library: Rude Cakes / Book Care with the Pigeon

Essential Questions

How am I expected to behave at school and in the library? How can I show that I am ready to start checking out library books?

Lesson 1 - No Rude Cakes!

  • Introduction: Welcome the students to the library. Start learning their names.
     
  • Readalouds: Read We Don't Eat Our Classmates by Ryan T. Higgins and Rude Cakes by Rowboat Watkins, then recap some examples of good behavior on chart paper.

  • Activity: Practice listening and following directions by playing Simon Says.

    Have coloring available. There's a We Don't Eat Our Classmates activity kit from Disney, and if you'd like to draw a rude cake exactly the same way as author/illustrator 
    Rowboat Watkins, he has instructions online.
















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Lesson 2 - Don't Let The Pigeon ...

  • Introduction: Ask the students if they are familiar with The Pigeon. Note that he sometimes does not meet expectations.
     
  • Readaloud: Read Don't Let the Pigeon Drive the Bus! and Don't Let the Pigeon Stay Up Late!, encouraging participation (kids love to scream "NO!"). Ask the kids if they think the pigeon seems to be good at following rules. Ask them to share some rules that they need to follow in the classroom and in the library.

  • Activity: Tell the kids that the Pigeon always wants to do things that are against the rules. What could those rules be? What would they not let the Pigeon do? Have them share ideas as a group before explaining the drawing activity borrowed from Functional and Practical Teaching on TeachersPayTeachers. Move around the room to see if anyone is having trouble coming up with ideas or needs help writing out what they're not letting the Pigeon do.



  • Video: Once a few kids have finished, start the Scholastic Storybook Treasures video version of the book.

Lesson 3 - Teach the Pigeon

  • Introduction: Let the kids know that the Pigeon wants to take out books, but he doesn't know how to take care of them yet. Our job today is to teach him, and then he AND the kindergartners should be ready for first checkout next week.

  • Video and discussion: Watch "Don't Let the Pigeon Read the Books!"



    Recap some of the don'ts that the Pigeon demonstrated. Ask for more do's and don'ts from the students. 
    Tell them they may choose one of these rules to teach the pigeon or create one of their own. (Guarantee some of them will be ridiculous, like “Don’t throw your books on the basketball court,” or “Don’t put your books in the toilet.”) But first they need to draw the pigeon!
     
  • Activity: Make sure each student has a pigeon speech bubble paper (see below) and have them put their name on the top line (if they can). Walk them through Mo Willems' drawing stepsExplain that now they should decide what rule to teach the pigeon and maybe add details to their pictures showing him doing the right (or wrong) thing. Let them know that you can help them with their writing if they need it. Collect the papers to display. Keep some aside to review during the next class.

Lesson 4 - First Checkout!

Introduction: Hold up some of the rules papers the kids created last time and review what they wrote. Remind the students that they will have to follow these rules when they take their library books home.

Activity: Explain how checkout works. Then send the kids to the tables to choose from preselected books. When they have all made their picks, meet back on the rug and ask the kids to share why they chose what they did.

Readaloud: If there is time, share a book that YOU selected. 
 

Standards Addressed

AASL1.1.6 - Read, view, and listen for information presented in any format in order to make inferences and gather meaning; 2.1.6 - Use the writing process to create products that express new understandings; 3.1.2 - Participate and collaborate as members of a social and intellectual network of learners; 4.1.1 - Read, view, and listen for pleasure and personal growth; 4.1.8 - Use creative and artistic formats to express personal learning

Common Core: R.I.K.10 - Actively engage in group reading activities with purpose and understanding; SL.K.1 - Participate in collaborative conversations; SL.K.5 - Add drawings or other visual displays to descriptions as desired to provide additional detail