Kerry has been a teacher and an administrator for more than twenty years. She has a Master of Education degree.
Upon completion of this lesson on Storm in the Night by Mary Stolz, students will be able to:
- Cite text evidence when answering questions about the text.
- Summarize how lightning is formed after viewing an experiment.
- Define and use unfamiliar vocabulary from the text.
Common Core Curriculum Standards
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
- Copies of Storm in the Night by Mary Stolz
- Black construction paper
- Colored chalk
- Copies of Thunder and Lightning by Wendy Pfeffer
- Plastic comb
- Steel wool
Reading & Discussion Questions
- Preview vocabulary with the students.
- Read Storm in the Night by Mary Stolz with the class. Pause to discuss the following questions:
- Describe the setting of the story.
- Why does Grandfather think it is a good time to tell a story?
- What does Thomas believe about his grandfather?
- Describe Thomas' grandfather.
- What sounds does Thomas hear in the dark?
- What can Thomas smell in the dark?
- Who is Melvin? What does Grandfather tell Thomas about Melvin?
- What does Thomas' grandfather learn from the man?
- Why do you think Thomas' grandfather chose this story to tell Thomas?
- What do you think will happen next time there is a storm?
Stormy Night Pictures
Materials needed: Copies of Storm in the Night by Mary Stolz, paper, pencils, black construction paper, colored chalk, hairspray, tape
- Discuss vocabulary and give examples that explain how the vocabulary words are used in the story.
- Provide each student with a sheet of black construction paper and access to colored chalk.
- Have students draw a stormy scene from the story with chalk.
- Lightly spritz student pictures with hairspray to set the chalk.
- Have students write a page about a stormy night and how they handled it. Have them relate the story to Thomas and his grandfather's experiences when they were afraid on a stormy night. Attach the story to the back of the picture.
- Divide students into small groups to share their pictures.
Materials needed: Copies of Thunder and Lightning by Wendy Pfeffer, plastic comb, steel wool, metal doorknob
- Read Thunder and Lightning by Wendy Pfeffer to students.
- Discuss how friction causes static electricity to create lightning.
- Demonstrate how lightning is formed by rubbing the plastic comb onto the steel wool as quickly as possible.
- Turn out the lights and then hold the comb next to something metal, such as the doorknob.
- Have students write a paper that explains how the experiment is related to lightning formation, using as many of the vocabulary words as possible.
- Have students share their stories with a partner.
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