|Lesson Plans for JENNY LOVES YOGA level O
Jenny Loves Yoga is about Jenny and the different yoga poses she does each day to help her grow strong, flexible, and healthy. This introductory text touches on some of the reasons people practice yoga. Photographs show Jenny doing a variety of yoga poses.
Children should use a variety of strategies to determine word meaning and comprehend text. The targeted strategy for this lesson is: Going back and rereading.
Many strategies can be used while reading this book. To help decode what is being read, children should go back and reread what they have already read and ask themselves, ìDoes this make sense? Does this sound right?î By doing this, children will get a better idea of whether they are gaining word meaning as they read. Anytime a word or section of the book becomes difficult, children should slow down, look at the pictures, and continue on to the end of the sentence. They should then go back and reread the sentence, making sure to understand what they have read. This will help them to feel more confident that they are reading correctly. Doing these things, and asking questions before and during the reading, will help children make connections with the text, as well as gain a higher level of comprehension.
Word and Print Skills
ee, ea, final e, y, and sometimes ie, as in piece, have the same long e sound
Throughout the book, names of yoga poses are capitalized. This is a good opportunity to reiterate the importance of capitalizing proper nouns. Explain that the first word of a sentence and proper nouns are always capitalized. Explain to children what a proper noun is: a noun belonging to the class of words used as names for unique individuals, events, or places (definition provided by www.dictionary.com). Have children brainstorm some proper nouns to ensure that they understand this concept. This will be helpful for the activity from the Building Skills, Word Work section later in this lesson plan.
Throughout the book several different suffixes are used. Explain that word parts such as -ies, -s, -ed, -ing, -tion, or -ment that are added to a root word are called suffixes. Ask children to look for words in the book ending in a suffix and to circle them.
As a challenge, ask children if they can find a word in the book that has two suffixes added onto the root word (strengthening, page 17). Can they come up with any other words that use two suffixes? (wonderfully, carelessly, hopelessly, etc.)
You will likely address a number of comprehension skills as children work to understand the text. The targeted comprehension strategy for this lesson is: Sequencing.
Because Jenny is going through her daily routine of yoga practice, this book lends itself to reinforcing the skill of sequencing. Talk about what it means to do things in a specific order. Relate this to a typical morning routine at school, or what happens each day before or after going to school. This will help children relate to this concept. Ask: Can you think of any activities that use a regular sequence or routine? (After school sports activities, chores at home, etc.)
Yoga is a very structured practice of exercise. Without the aid of photos, it may be difficult for children to get a good idea of what the poses that Jenny is doing would look like. Ask: Without the pictures, would you have been able to do the poses from the book? It is also important to inform children that yoga is a serious form of exercise. They should be careful and have someone with them that is familiar with yoga before attempting any poses; they could hurt themselves if they are not sure about what they are doing.
Targeted Vocabulary Words
yoga, practicing, positions, breathes, mountain, pose, salutation, straighten, muscles, tortoise, resemble, gaze, surface, balancing, strengthening, inversion, drain, pretzel, meditation, relaxes, several
Go over these words with children to increase their chance of a successful reading experience. By introducing these potentially difficult words, you may help children feel more comfortable with the text. These are only a few; and you should look over the text to see if there are any other words that should be added to the list.
Introducing the Book
Introduce the book by showing the front and back covers, and title page to children. Ask questions to get children interested, and have them start predicting what the text may be about. Ask: What do you see on the covers? What does this tell you about the books contents? What do you think the book will be about? Take any and all predictions; there should be a lot at this stage.
To help elicit prior knowledge and build background, ask questions to help children get in the right frame of mind for the text. Ask: What is yoga? Has anyone ever had any experience with yoga or know anything about it? Do you think yoga is easy or difficult to do? Do you think it is easier for children to do yoga than it is for adults? Why? Do you need any special equipment or clothing to do yoga? Do you think yoga is good for people to do? Why or why not?
After introducing the book and building some background, you may want to briefly go through the book, pointing out some of the words you reviewed with children earlier. This is not absolutely necessary. However, you may find that going through a few of the pages will help children feel more comfortable with the text.
Discuss any reading strategies children can use to help them read. Review any previous strategies that have been introduced to them in the past. Ask the following questions to help them remember strategies that will help them as they are reading independently. Ask:
If you feel it is necessary, you can act as a role model to show how you might deal with a section or word that you get stuck on while reading. You can ask yourself questions aloud and show children how the strategies discussed will help them as they are reading.
You might also consider breaking the text up to be read over a series of three days, rather than trying to complete it in one day. The first day, children can read pages 39, the second day, pages 1017, and finally, pages 1822. This will give children the opportunity to reread what they have read, complete any follow-up activities, and find meaning in what they have read so far. If children want to read on, and are not overwhelmed or having difficulty, you can have them continue. Breaking the text up will benefit children who are still struggling and getting frustrated as they are reading. Use your judgment as to what is appropriate; each group or child may be different.
Once you have decided what is appropriate for children you are working with, hand out the books and instruct children to read quietly, aloud, or silently at their own pace. Remind children to use their finger to help them stay focused and keep their place. For children who are easily distracted, this is very important. If they have a finger on the word where they left off, they can always bring themselves back to where they were. Remind them that saying the words aloud, even at a whisper, will help them listen to the words and ensure that they make sense.
As children are reading, remind them to notice the order in which Jenny is doing her poses. They will be responsible for putting the poses in sequential order in one of the follow-up worksheets after they have completed their reading. If this book is to be consumable, you can allow them to make notes or underline words that contain suffixes, or to circle the capital letters in proper nouns. This can be done using different colored pencils or highlighters. If the books are not consumable, you can have children use Post-it Notes, or have them take notes on a separate piece of paper. Be aware that taking notes is more time consuming and can also be more distracting for children as they are reading.
Comprehending the Text
After reading the story have children explain, through summarizing or discussing, what the story meant to them. By asking the following questions you will find out what children understand about the story. If you choose to break the story up, some of the questions and the order may vary. Use your judgment as to what is appropriate depending on where children are within the reading. Ask: What is the book about? What have you learned about yoga that you didnt know before? Why does Jenny do yoga? Does there seem to be a sequence, or order, in which Jenny is doing her yoga practice? Does yoga seem easy or difficult? Does yoga look like something you would enjoy? Why or why not? What is a sticky mat and why does Jenny use one?
As stated earlier, the photos in this book are extremely important due to the content of the text. Without the photos to look at, children may not fully understand what each pose looks like. Ask the following questions to help children understand the importance of the photos in this book. Ask: What do the pictures of Jenny tell you about her mood? How does the authors description of the yoga pose match the photo? What information can you get from the photos? Is there anything you would have done differently if you were the photographer for this book?
Long e sound
There are several words throughout this book that share the same sound. Have children go through the text a second time, being aware of the words containing the letter e. As they are reading those words, have them say each word aloud and listen for the long e sound. If the books are to be consumable, have children underline all the words containing the long e sound. If the books are not consumable, they can use Post-it Notes on the appropriate page or take notes on a separate piece of paper. Some of the words that children may recognize as having the long e sound are: each, Jenny, breathes, tree, stretchy, piece, begins, greeting, and leaves.
Create a sentence that has at least two proper nouns in it. Do not capitalize any of the words, including the letter at the beginning of the sentence. Have children go through the book and capitalize the appropriate words. Have children pair up into groups. Then have each child create his or her own sentence without capitalizing the appropriate words. They will then exchange papers and the other child will have put capital letters in the appropriate places. For example:
my friend sally will be going to france next june. (My, Sally, France, and June should be capitalized.)
See the Lesson ObjectivesWord Work section above.
Expand the Reading
Have children write a paragraph telling you what they learned about yoga and why they would or would not like to try it someday.
Have children count how many yoga poses Jenny does each day according to the book. This should include the five sets of Sun Salutations (eighteen, if you count all the poses within the Sun Salutations as one pose, 33 if you count each pose within the Sun Salutations separately).
Have children read the book independently or with a partner. You can also encourage them to read other books of their choice at the appropriate level.
Send the book home to be read to or with family members. If you are willing or able to learn at least one of the yoga poses from the book, teach children how to do the pose(s). Instruct them to teach someone at home at least one of the poses you taught them. If you are unable to teach them a pose, you may want to go to a local library and check out a video that will help teach them a pose. Have the person they taught the pose to write a note to comment on how the yoga lesson went.
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