Gregory Was a Terrible Eater (and So Are You!)
Grab your copy of Gregory the Terrible Eater (of check one out from the library) and lead in by asking students if any of them like junk food. This will likely hook them for an engaging whole group reading.
Following the reading, ask the students to share ideas of healthy foods they enjoy, as well as "junk food" they might like. However, in keeping with the story, and to add a bit of engaging silliness to the whole lesson, they must think of non-food items similar to those Gregory the goat was expected to eat.
Record student ideas on the mind map created with Inspiration Maps, encouraging students to help organize the different categories of healthy foods (e.g. fruits, vegetables, etc) and junk foods (old cars, barber poles, etc).
With the brainstorming map still projected, students will perform a quick write on Google Docs (or other word processing program). Encourage students to borrow elements from the mentor text by weaving a tale of learning to like healthy food after eating too much junk food (or vise versa!).
Note: Emphasize that writing a story inspired by an existing work it is not plagiarism if the original work is attributed and not passed off as an original idea.
Based on their quick write, students (or partners) will create brief presentations to share with the class. Using a classroom camera or tablets, students will create images to depict their journey from liking one food type to the other.
Extension: Challenge students to try their hand at Google Drawings to create their images digitally!
5 Publication (Optional)
Want to take this lesson one step further? Task students with creating their own digitally published PDF version of their story to share with families or distant buddy classroom via email. Or better yet with the whole world on your classroom or school website!
Key Standards Supported
|W.2: Production and Distribution of Writing|
|W.2.4||(Begins in grade 3)|
|W.2.5||With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.|
|W.2.6||With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.|
|W.3: Production and Distribution of Writing|
|W.3.4||With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|W.3.5||With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.|
|W.3.6||With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.|
|W.4: Production and Distribution of Writing|
|W.4.4||Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|W.4.5||With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.|
|W.4.6||With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.|