Ira Sleeps Over Teacher Resources
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Help youngsters make connections between two different texts. They read two stories about the same character, Ira Sleeps Over and Ira Says Goodbye. They discuss how the character of Ira acts in each of the stories, how he is the same or different. Note: While the lesson is aligned to the common core it may take a little work to fit the standard exactly.
Students read the story Ira Sleeps Over and write something about the end of the story that they have a connection with in their own life. In this text to self lesson plan, students look for something that helps them relate to the story better.
Students answer questions about friendship and listen to the book, Ira Sleeps Over. Students participate in a class discussion about the friendship in the book, real life friendships, and the importance of friendships. Next, students give a compliment to each student in the class by speaking into the microphone at the computer that the teacher has set up. Students take home the CD of their compliments and share it with their family.
Second graders read a book. In this making predictions and reading comprehension lesson, 2nd graders read Ira Sleeps Over, make predictions about what will happen next, make inferences, answer comprehension questions, and write about something they use as a security blanket.
Learners complete pre reading, writing, and post reading activities for the book Ira Sleeps Over part 1. In this guided reading lesson plan, students complete writing, go over vocabulary, answer short answer questions, have discussions, and more.
For this positives and negatives worksheet, students write the positive and negative aspects of Ira bringing a teddy bear to a sleepover from the book Ira Sleeps Over. Students complete 2 boxes.
Students read Ira Sleeps Over by Bernard Waber. They complete a variety of cross-curricular activities surrounding the ideas presented in the story. Included are reading, art, math, science, writing, social studies, and library connections.
Read Ira Sleeps Over, then identify elements of plays that are also common to books. Learners analyze character and setting, consider how these elements relate to a play, then write a one-paragraph skit using the characters from Ira Sleeps Over. This lesson is all right, but could use a teacher's touch.
Learners participate in a class discussion about sleep, dreams, and nightmares while discussing the importance of courage. Students listen to a teacher read story while thinking about the ways in which they prepare to get rest. Individuals are invited to share personal experiences with difficulty sleeping and nightmares.
Students explore the history of teddy bears. For this comprehension lesson, students bring a bear of their own to compare and contrast with their classmates. Students read book and discuss the events and draw pictures of the scenes.
It's time to assign persuasive writing! With this outline, young writers create persuasive paragraphs. To start, the class listens to Ira Sleeps Over by Bernard Waber and discusses whether or not Ira should bring his teddy bear to a sleepover. Individuals write a persuasive paragraph based on their opinion. A rubric is included.
Introduce young learners to the conscious process of making decisions. Guide them through a scenario where a boy is going to a sleepover and is trying to decide whether to take his teddy bear or not. Use the included worksheet to write some positives and some negatives regarding the situation. There are many ways in which decisions are made and this is just a small glimpse of one way.
Here is a crossword puzzle that would work well after reading the book, Ira Sleeps Over. There are approximately 30 sleepover words for learners to find. The resource can be printed in HTML or PDF.
Students read a book and explore the feelings of the main character during a book talk. In this lesson about the book Wemberly Worried, students listen as the teacher reads, recall events from the story as teachers lists them on a piece of chart paper. The students will answer questions about the main character and what she worried about. Students will analyze the w in the title of the book and brainstorm about other w words write a sentence and draw a picture.
Whether new to teaching The Adventures of Huckleberry Finn or an experienced pro, you’ll find useful resources in this teacher’s guide. The 40-page packet includes background information, historical context, an annotated list of characters, a synopsis of the novel, discussion questions, a list of significant quotations, and activities for each block of chapters, writing prompts, and a detailed list of group and individual project ideas. Lists of works of art, music, and film that can be used to create a context for the novel are also included in the packet. The resource would make a powerful addition to your curriculum library.
Students share opinions about common bad habits, read about behavior economics by reading and discussing article "Your Plate Is Bigger Than Your Stomach," identify goals and strategies designed to improve negative behaviors, and test strategies and reflect on their experiences in their journals.
Students discuss the topic of the Holocaust. Before reading and discussing Elie Wiesel's "Night", they complete an activity giving them a different perspective on the event. They read diaries and journal entries of children and write a response to one of the pieces. They share their thoughts with the class.
Learners design a model zoo. They discuss the pros and cons of zoos and work in groups to design a natural habitat for a zoo animal. They create models, write animal reports and present their research to the class.
“O horror, horror, horror!” PBS has taken Macbeth out of Scotland! But fear not, for in this case “our fears do [not] make us traitors!” The teacher guide designed for this production has everything needed to stage a successful unit. Background materials, before and after viewing activities, writing prompts, discussion questions, and extensions are all part of a richly detailed plan.
Students identify the stereotypes they are faced with on a daily basis. In groups, they use this information to identify the ways stereotypes are portrayed in movies and television. They use a video camera to record oral histories of their family members to change the stereotypes and share it with the class.