fancy nancy unit additional pages

8/3/2019 Fancy Nancy Unit Additional Pages

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Descriptive Vocabulary from

Fancy Nancy by Jane OʼConnor

2nd Grade Reading UnitAnnie Ayash

May 2010



Table Of Contents1. Introduction To Unit:

a. Introductory Statement b. Content Background Information for Teacher Usec. List of Key Concepts in Unit (MN Standards List)

d. List of Materials Required 2. Lesson Plans (5 total)

a. Pre-Unit To-do List b. Lessons: also includes the following introductory information

i. Objectives

ii. Lesson Activities Overview iii. Evaluation Strategyiv. Materials List

v. Worksheets

3. Evaluation of Unit

4.Annotated Bibliography5. Content Integration



IntroductionTo

Unit



Introductory Statement:

Vocabulary development is something that students will always be

learning. Having a vast vocabulary will helps students in so many aspects of

learning as well as throughout their lives. Students are better able to understandhigher level concepts, can write more fluently, and have the ability to better

communicate with others.

This particular unit will focus on using descriptive words. The Fancy Nancy

Series by Jane O’Conner and illustrated by Robin Preiss Glasser are excellent

books to introduce descriptive language. Fancy Nancy is a girl who loves to use

fancy words. The book encourages students to be creative and think outside

the box when using their language. This is also a great lesson for English

Language Learners because it introduces them to higher level vocabulary that

helps them in their journey to learning English.

Each day students will be learning a new concept within descriptivelanguage. The focal point of this lesson is the ‘Fancy Word Wall.’ This allows for

students to access the newly learned words at any time. At the end of the unit,

students will host a ‘Fancy Party’ for a special person (their 5th grade buddy

they have had throughout the year). At the party, lunch will be provided along

with everything that is fancy. Students will have created a portrait of their

Special Person along with a paragraph describing them. Students will have also

written a story book using fancy words that is about their Special Person which

will be given to him or her as a thank you for being their buddy throughout the

year.

The majority of the Minnesota standards taught within this unit come fromthe Vocabulary section. Students will focus primarily on growing their descriptive

word vocabularies of people, places and things as well as the use of synonyms.

Many other standards are touched on throughout the unit but are not explicitly

taught. Refer to the Key Concepts section of this unit for further information on

the use of standards.

This unit could be taught in a first or second grade classroom. I would

recommend using this unit throughout a number of weeks. It would be possible

to fit everything in five consecutive days, but it doesn’t allow for much creativity

time for the students. I would recommend teaching this over three weeks

moving with the pace of the students.This lesson will be enjoyable for students, so be creative and enjoy it with

them. While Fancy Nancy does interest girls more than it does boys, I have

shown ways to make it enjoyable and relatable to boys.

As Fancy Nancy would say; have a spectacular time with this unit!

(spectacular is fancy for great)



Content Background Information

for Teacher Use



List of Key Conceptsin

Unit Minnesota Standards List:Activities explained within standards

1st Grade Standards also included. ‘Activities explained’ omitted.



List of MaterialsRequired



LessonPlans



Pre-Unit To-Do List 1. Correlate with 5th grade teachers to make sure the ‘Fancy Party’ Works

for them.

2. Talk to cooking staff to put together a nice luncheon in classroom.

Check on date. (inform them that a group of students will be asking

them about the menu)

3. Collect as many Fancy Nancy books from libraries (get extended

check-outs)

4. Start collecting ‘fancy’ decorations for classroom as well as ‘Fancy

Party’ materials; possibly ‘Materials Needed’ list to parents

5. Print out words for ‘Fancy Word Wall’

6. Talk to Spanish-Speaking parent to see if they will come in and read the

Nancy La Elegante.



Lesson

1



Lesson 1: Introductory InformationObjective

After becoming familiar with the difference between ‘plain’ and ‘fancy’

words, students will draw their bedroom as it is now and then draw their bedroom ‘fancy.’ Students will then use describing, ‘fancy’, words explain

their new bedroom.

Lesson Activities Overview

1. Read Fancy Nancy (discussion questions provided)

2. Add new fancy words to Fancy Word Wall (words from books; students

will have a post-it and will be writing them down during reading; words

laminated and velcro to wall)

3. Explain ‘Plain’ vs. ‘Fancy’ 4. Write ‘Fancy’ synonyms

5. Tell students they can choose which word they want to use for their

writing. Teacher will be using ‘fancy’. Students can use fancy, but they

can also use another word if they want.

6. Show Nancy’s bedroom pages (beginning of book)

7. Create brainstorm list of all the things she did to make her room fancy.

Leave on board during work time.

8. Tell students they will be doing the same thing with their bedroom. One

paper is for their bedroom now and one piece of paper is for their

‘fancy’ bedroom. It can also be ‘dapper’. ‘extravagant’ or whatever word they are choosing to use instead of ‘fancy’.

9. When they are done drawing their bedroom, they will write their

bedroom descriptions in their notebook. (should have at least 5)

10.Dismiss to work time; Teacher should be observing students’

understanding of plain versus fancy. Assist students as needed.

11.Closure: Students can share two of their favorite fancy ideas from their

bedroom.

12.Hand these in when done; after looking them over; they will go up in

the hallway.

13.Gifted/Talented Students Extension activity: Book: The Boy Who Loved

Words. Copies are made of different pages. After you have read them

the story (in small group during independent work time), they can take

a copy of a page and complete the Vocabulary Word Cluster w.s.

(included)



14.ELL Students Extension Activity: If the word is an action word, have the

students act it out. This can be done during word wall time. Choose

students to act it out for the whole class.

Evaluation

The teacher will observe students during independent work time to see

how they are understanding the difference between plain and fancy

words. If a student is not understanding, the teacher will rephrase the

teaching so the student can better grasp it.

Materials List

1. Fancy Nancy

2. Fancy Word List words (pre-cut and have students velcro them onto

wall)

3. ‘Fancy’ Synonyms list (pre-cut and velcro to wall) 4. Chart Paper (Fancy Bedroom Brainstorm List)

5. Sample of teacher’s bedroom plain and fancy

6. Plain Paper

7. Pencils

8. Coloring Utensils/ water color option

9. Student Readers’ Notebook

10.Boy Who Loved Words

11. ‘Boy Who...” copies of pages for gifted students

12.Vocabulary Word Cluster w.s. copies

Fancy Nancy by Jane O’Connor; Illustrated by Robin Preiss Glasser discussion Questions

1. Have students look at the cover page, ask if anyone has read before? What

does the title say? Look at back page; read it. Flip through pages have

students look at the pictures. Ask students what they think this book might be

about.

2. Read Story

3. Post-reading questions: What does Nancy learn about being fancy.



Lesson

2



Lesson

3



Lesson

4



Lesson

5



Evaluationof

Unit



Annotated Bibliography



Content Integration




After learning about synonyms, students will find three words within their

independent reading that they can make a semantic map of synonymsand other ‘fancy’ words.


1. Read Fancy Nancy and the Posh Puppy (discussion questions provided)

2. Add new fancy words to Fancy Word Wall (words from books; students


are laminated and velcro to the wall.

3. Synonym’s Lesson: explain what synonym means. (Example ‘fancy’

wall.) Go through examples (1/section) of synonyms w.s. (provided).Have students divide into partners and complete this together. Correct

as class.

4. Explain the purpose of a thesaurus. Show students how to find a word.

5. Explain semantic map. Use thesaurus, Example.

6. Dismiss students to do independent work. Students need to make a

semantic map for three different words they find in their reading.

7. Use independent time to be checking on students’ abilities to use the

thesaurus and also to find synonyms. Students may need help finding

words they can ‘fancify’ from their reading books.

8. Gather Class around word wall. Each student will take turns adding their own word to the wall.

9. Reflect on how the independent work time went.

10.Gifted/Talented Students Extension Activity: (also for students who finish

early) Explain the Four Square Vocabulary w.s. (included)students can

find words in their book or in (The Boy Who Loved Words) to fill this out

with.

11.ELL Students Extension Activity: During independent work time, students

can find a partner and play Vocab Match Up. The words are words

from our Fancy Word Wall. Students match the fancy word to the plain

word (picture included on plain word- if possible)



Evaluation

Each student will add one word to the ‘Fancy Word Wall’ (fancy word =

plain word) that they have found in their independent reading. This word

will come from their work with semantic maps. The teacher will look at the

word they did to analyze if they met two criteria 1.) Does the fancy word

generally match the plain word (have same meaning) and 2.) Is the word

a more descriptive word than it was before?

Materials List

1. Fancy Nancy and the Posh Puppy

2. Fancy Nancy and the Posh Puppy words (pre-cut, laminated and

velcro)(included)

3. Synonyms worksheet with key (included)

4. Thesaurus (class set, if possible)

5. Semantic Map example6. Chart Paper (semantic map)

7. Semantic Map star worksheet 3/student (included)

8. Paper for students to add words to word wall (tape now; laminate/

velcro later)

9. Four Square Vocabulary w.s. (included)

10. Boy Who Loved Words

11.Vocab Match-up with Fancy Word Wall words.

12.Assessment Binder (student tabs for observation notes)

Fancy Nancy and the Posh Puppy by Jane O’Connor; Illustrated by Robin

Preiss Glasser discussion Questions

1. Have students look at the cover page, ask if anyone has read it before? What

does the title say? Look at back page; read it. Flip through pages and have


about.

2. Read Story

3. Post-reading questions:

a.What makes Papillion’s so posh (according to Nancy)?b.What are some of the concerns Fancy Nancy’s parents have about

getting a Papillion?

c. When the family puppy sits Jewel, what are some of the issues that arise?

d. What happens when Fancy Nancy’s family visit the LaSalle Street Animal

Shelter

e. What are some important lessons Fancy Nancy learns in this story?



Semantic MapWrite the main word in the center of the star.

Use the thesaurus or your creativity to fill in five synonyms for the center word.

Synonym = a word that means the same thing.




After brainstorming character traits of people, students will draw a portrait

of their 5th grade buddy (special person) including at least 3 character traits and write describing sentences using those words.


1. Read Fancy Nancy: Poison Ivy Expert

2. Add new fancy words to Fancy Word Wall (words from books: students


are laminated and velcro to the wall.)

3. Character traits: introduce this and brainstorm different character traits

people have. (Cheat sheet available but students should try to come

up with them as well). 4. Explain Special Person Appreciation Luncheon (a.k.a. Fancy

Celebration) Brainstorm activities they want to incorporate.

5. Have students think about their 5th grade buddy and write down three

character traits you think they have.

6. Explain portrait assignment. Explain description sentences. It will be used

as placemat for Fancy Celebration. Show teacher example.

7. Dismiss to work time.

8. During work time, teacher will be conferencing with every student (5

minutes each)

9. To Close reading time; students will pass around a paper with their name on it. Every student will write an encouraging character trait that

person has.

10.G/T extension Activities: Students will write a letter to their special

person thanking them for the help they did. Use specifics.

11.ELL Extension Activities: Spanish speaking students will read with Spanish

speaking parent Nancy La Elegante. They will compare the two and

make Vocab Match-up cards comparing English to Spanish.

Evaluation

The teacher will use the assessment method of conferencing to assess

student progress. Students will meet with the teacher on an individual

basis and discuss their portrait and the character traits they chose to use.

The student will be able to ask teacher any questions they may have.

Notes will be made in Assessment binder. Students will also be asked to

come up with a ‘fancy’ word for two sentences given.



Materials List

1. Fancy Nancy: Poison Ivy Expert (discussion questions)

2. Fancy Nancy: Poison Ivy Expert words (pre-cut, laminated, and velcro

(included)

3. Chart paper (character traits)

4. Teacher Cheat Sheet (character traits) (included)

5. Chart paper (Fancy Celebration brainstorming)

6. Reader’s Notebook (5th Grade character traits)

7. Samples of Portrait and description

8. Assessment Binder

9. Evaluation Questions

10. Card stock paper and markers for encouragement assignment

11. Thank you cards (G/T)

12. Nancy La Elegante

13. Card stock squares (spanish/english Vocab Match-up)

Fancy Nancy: Poison Ivy Expert by Jane O’Connor; Illustrated by Robin

Preiss Glasser discussion Questions




about.

2. Read Story


a.What happens to Fancy Nancy when she goes to pick flowers? Is this

expected? Why or why not?

b.What are characteristics of poison ivy? Do you remember the rhyme she

had to help remember them?

c. What other things did you learn about poison ivy?

d.Fancy Nancy felt horrible because she missed the party. What did the class

do to make her feel better?

Evaluation Questions:

1. “I hope you have a great weekend!” Miss Ayash called out after the children.

2. Sammy was so tired after his long day of playing baseball with his family.



Lesson 4: Introductory Information

Objective

After doing a word sort to decide if words are related to people or placesand things, students will write a story about their Buddy and use at least 6

describing words. 3 for people and 3 for places and things.


1. Read Fancy Nancy: Tea Parties



are laminated and velcro to the wall.)

3. Explain word sort. Use Fancy Word Wall words to and a large venndiagram to sort words (People/Places and Things/Both/ Neither)

4. Students will write a story about their 5th grade buddy using descriptive

language and draw pictures.

5. At closing circle: students will choose two words they need help making

more ‘fancy’ Brainstorm with partner new ideas. Together decide one

word to get help from the class.

6. Discuss fancy words to help students out.

7. G/T extension Activities: Students will plan the Fancy Celebration

together. They will be in charge of invitations, games, put together

place mats, story books, and emcee the event.8. ELL Extension Activities: Students will work on performing a play with the

ELL group for the Celebration (must include 2 cultural attributes and use

descriptive words they have learned.

Evaluation

The teacher will keep an anecdotal record of the process students have

been making in their understanding of descriptive words. The teacher will

choose five students each day to observe their understanding. The

teacher will have a informal interview with the student. The teacher will

look for consistency with the word and how it should be used.



Materials List

1. Fancy Nancy: Tea Parties (discussion questions) (included)

2. Fancy Nancy: Tea Parties: words (pre-cut, laminated, and velcro

(included)

3. post-it notes

4. Large venn diagram (masking tape or hula hoop taped to wall; Felt

background so velcro sticks; labeled)

5. Plain computer paper for story; heavy card stock for cover.

6. Art utensils

7. Reader’s notebook (word brainstorming)

8. Chart paper (word brainstorming)

9. Chart paper (Celebration brainstorming)

10. Props (ELL skit)11.Chart paper (Celebration brainstorming based off of discussion

questions.)

Fancy Nancy: Tea Parties by Jane O’Connor; Illustrated by Robin Preiss

Glasser discussion Questions



students look at the pictures. Ask students what they think this book might beabout.

2. Read Story


a. What are some things we that Fancy Nancy told us about parties that we

should know about for our own Celebration?



Lesson 5: Introductory Information

Objective After a Fancy Celebration about the past three week’s unit, students will

conduct a Unit Reflection as a class as well as a self-evaluation of their

learning. All aspects should be complete and similarly reflect how the

teacher evaluated each student.


1. Read Fancy Nancy: Tea Parties


will have a post-it and will be writing them down during reading; wordsare laminated and velcro to the wall.)

3. Students get ready for party. Decorations, costumes, food, whatever

students have planned.

4. Celebration: (planned by students)activities should include

a. Dinner

b. Decorations

c. place mats (portraits; laminated)

d. story book= thank you gift

e. games= using words from word wall activities and in conversations

f. fancy materials 5. Clean-up done by class

6. Unit Reflection as a class: brainstorm together (what did we like about

it; what could we do differently; be specific for each activity)

7. Students will also fill out a self-reflection about their work they did

throughout the unit. Compare with teacher evaluation.

8. G/T extension Activities: Students will prep for the Celebration and

make sure everything runs smoothly.

9. ELL Extension Activities: Students will perform their skit for the Celebration

Evaluation

The teacher will compare the student’s self-evaluation with the teacher’s

evaluation of the student. Students should have all aspects complete and

the answers should correspond with what the teacher says.



Materials List

1. Fancy Nancy: The Show Must Go On (discussion questions) (included)

2. Fancy Nancy: The Show Must Go On: words (pre-cut, laminated, and

velcro (included)

3. Materials for Celebration (based on what students decide to do)

4. Chart Paper: class reflection

5. Unit Evaluation (for self and teacher) (included)

Fancy Nancy: The Show Must Go On by Jane O’Connor; Illustrated by

Robin Preiss Glasser discussion Questions




about.

2. Read Story


a.How are Nancy and Lionel different? how are they the same?



Fancy Nancy Unit Evaluation‘Fancy’ Bedroom

1. I did my best work. All of the time

Most of the Time

Some of the time.

2. I understand the difference between a plain word and a fancy word.

Yes

Yes, but I get confused sometimes

No

3. I wrote at least 5 descriptions of my ‘fancy’ bedroom in my notebook.Yes

No

Synonyms

1. I can find synonyms for a word.

yes, I can do it myself

yes, but I need some help

no, I need someone to remind me how

2. I know how to make a semantic map to help me find fancy words.

yes, I can do it myself

yes, but I need some help

no, I need someone to remind how

3. I added a ‘fancy’ word to the word wall.

yes

no



5th Grade Buddy Portrait and Description

1. I really thought hard about what character traits my buddy had.

yes

no

2. I included 3 character traits of my buddy.

yes

no

Buddy Story Book

1. I am proud of my story,

yes, I put a lot of work into it

yes, but I wish I worked a little bit harder

no, but I did try hard on it.no, I didn’t try very hard.

2. I included ‘fancy’ words in my story.

yes, I tried to find a lot of ‘fancy’ words to put in my story

yes, but I probably could have added a few more

no, I could have used some help coming up with ‘fancy’ words

3. I worked well in my group.

yes, we helped each other when we needed it.

kind of, I didn’t ask for as much help as I should have or didn’t helpothers that much.

no, I had a hard time working in my group.

Celebration

1. I made my Buddy feel special.

yes

no

2. I participated in the activities that were planned.

yesno

sometimes

3. I tried to use the ‘fancy’ words we learned when I was talking to people.

yes

yes, but I could have used more words.

no



Dear 2nd Grade Parents,

I am completely excited about this next coming reading unit. We will be

focusing on vocabulary development through reading the Fancy Nancy seriesby Jane O’Connor and illustrated by Robin Preiss Glasser. These are exceptional

books that help students learn about higher level vocabulary. I encourage you

to check them out at the library so your students can become better

acquainted with the book and the vocabulary it presents. I would encourage

you to ask your child about the words they are learning. Students will write one

of their ‘fancy’ words in their planner to try to use everyday. This is their ‘Fancy

Word of the Day’. Encourage your kids to use this word in conversation. You can

even make a game out of using it frequently.

On the last day of our unit, we will be have a ‘Fancy Celebration’ for our 5thgrade buddies that have been helping us in our classroom this year. Students will

be creating a descriptive portrait that displays their buddy’s character traits.

They will also be creating a story book about their buddy to give as a thank you

gift. This will be a fancy dinner. Students will get to eat a fancy lunch on fancy

dinnerware and get dressed up. I will be sending a note home reminding you of

the day of the Celebration so you can help your student come dressed up. We

will be practicing manners and dinner etiquette. Best of all, the students will be

the ones to plan this Celebration. It will be great for learning responsibility and

leadership.

It would be so fun for your family to have a fancy night out like fancy Nancy in

her first book, Fancy Nancy. That does not mean you have to go to a fancy,

expensive restaurant, but just enjoy getting dressed up and practicing your

manners and using fancy vocabulary. I encourage you to have fun with this unit

at home while we are enjoying it at school. If you would like to be a part of our

fancy festivities please let me know and I would love to set up a time for you to

join us in the next three weeks!

Be looking for notes about the celebration in your child’s planner.

Warm Regards,

Miss Annie Ayash



Lesson 1

1. Fancy Nancy

2. Fancy Word List words (pre-cut and have students velcro them onto

wall)

3. ‘Fancy’ Synonyms list (pre-cut and velcro to wall)

4. Chart Paper (Fancy Bedroom Brainstorm List)

5. Sample of teacher’s bedroom plain and fancy

6. Plain Paper

7. Pencils

8. Coloring Utensils/ water color option

9. Student Readers’ Notebook

10.Boy Who Loved Words

11. ‘Boy Who...” copies of pages for gifted students

12.Vocabulary Word Cluster w.s. copies

Lesson 2


2. Fancy Nancy and the Posh Puppy words (pre-cut, laminated and

velcro)(included)

3. Synonyms worksheet with key (included)

4. Thesaurus (class set, if possible)

5. Semantic Map example

6. Chart Paper (semantic map)

7. Semantic Map star worksheet 3/student (included)

8. Paper for students to add words to word wall (tape now; laminate/

velcro later)

9. Four Square Vocabulary w.s. (included)

10. Boy Who Loved Words

11.Vocab Match-up with Fancy Word Wall words.

12.Assessment Binder (student tabs for observation notes)



Lesson 3

1. Fancy Nancy: Poison Ivy Expert (discussion questions)

2. Fancy Nancy: Poison Ivy Expert words (pre-cut, laminated, and velcro

(included)

3. Chart paper (character traits)

4. Teacher Cheat Sheet (character traits) (included)

5. Chart paper (Fancy Celebration brainstorming)

6. Reader’s Notebook (5th Grade character traits)

7. Samples of Portrait and description

8. Assessment Binder

9. Evaluation Questions

10. Card stock paper and markers for encouragement assignment

11. Thank you cards (G/T)

12. Nancy La Elegante

13. Card stock squares (spanish/english Vocab Match-up)

Lesson 4

1. Fancy Nancy: Tea Parties (discussion questions) (included)

2. Fancy Nancy: Tea Parties: words (pre-cut, laminated, and velcro

(included)

3. post-it notes

4. Large venn diagram (masking tape or hula hoop taped to wall; Felt

background so velcro sticks; labeled)

5. Plain computer paper for story; heavy card stock for cover.

6. Art utensils

7. Reader’s notebook (word brainstorming)

8. Chart paper (word brainstorming)

9. Chart paper (Celebration brainstorming)

10. Props (ELL skit)

11.Chart paper (Celebration brainstorming based off of discussion

questions.)

Lesson 51. Fancy Nancy: The Show Must Go On (discussion questions) (included)

2. Fancy Nancy: The Show Must Go On: words (pre-cut, laminated, and

velcro (included)

3. Materials for Celebration (based on what students decide to do)

4. Chart Paper: class reflection

5. Unit Evaluation (for self and teacher) (included)



Fancy Nancy Books:

Jane O’Connor and Robin Preiss Glasser

1. Fancy Nancy


3. Fancy Nancy Tea Parties

4. Fancy Nancy’s Favorite Fancy Words: From Accessories to Zany

5. Fancy Nancy Explorer Extraordinaire!

6. Fancy Nancy at the Museum

7. Fancy Nancy Pajama Day

8. Fancy Nancy The 100th Day of School

9. Fancy Nancy and the Boy from Paris

10.Fancy Nancy The Show Must Go On

11.Fancy Nancy Poison Ivy Expert

12.Fancy Nancy Poet Extraordinaire13.Fancy Nancy and the Sensational Babysitter

14. Fancy Nancy Every Day is Earth Day

15. Fancy Nancy Splendiferous Christmas

16. Fancy Nancy Heart to Heart

17. Fancy Nancy Elegant Easter

18.Fancy Nancy Bonjour Butterfly

19. Fancy Nancy Halloween or Bust

20. Fancy Nancy See Stars!

21.Fancy Nancy The Dazzling Book Report

Other Books:

1. The Boy Who Loved Words by Roni Schotter and Giselle Potter



Discussion Questions with class (Reflection on Unit)

1. What did we do?

2. What did we learn?

3. What did we like?

4. What didn’t we like?

5. What ideas should we do next time?

Teacher Questions (in addition to above)

1. What activities helped students understand descriptive language best?

2. Are there any activities that need to have a better learning focus? (did

it actually meet standards)

3. How did the Celebration go? In particular, how did the students do

planning and leading it. Too much freedom, not enough, what can I do

to help them more

4. How did it relate to boys? Did they seem to still enjoy Fancy Nancy even

though she is so girlie? What are some ideas that you could do next

time or modified in this lesson to make it more suitable for them?

5. How can parents help more?

6. What required more explanation?

7. Was there anything that was not developmentally appropriate (too

high or too low)?

8. Did it meet needs of all students (in particular G/T, ELL, Special Needs)

How could it be more engaging for all students?



Student ReferencesO'Connor, Jane, and Robin Preiss-Glasser. Fancy Nancy and the Posh Puppy.

New York: HarperCollins, 2007. Print."Fancy Nancy is back! And when her

family decides to get a dog, she's certain she can be fancier than ever. After all, a papillion--a small, delicate, fluffy dog--is the ultimate accessory.

But her family wants a large, plain dog. How unglamorous! With Fancy

Nancy's trademark humor and warmth, Nancy discovers that real

fanciness does not depend simply on appearance but more on a

genuine joie de vivre, which is a fancy phrase for having lots of fun."

O'Connor, Jane, and Robin Preiss-Glasser. Fancy Nancy. New York:

HarperCollins, 2006. Print."Meet Nancy, who believes that more is always

better when it comes to being fancy. From the top of her tiara down to

her sparkly studded shoes. Nancy is determined to teach her family athing or two about being fancy. How Nancy transforms her parents and

little sister for one enchanted evening makes for a story that is funny and

warm--with or without the frills."

O'Connor, Jane, and Robin Preiss-Glasser. Fancy Nancy Tea Parties. New York:

Harper, 2009. Print."Now Fancy Nancy, hostess extraordinaire, shares all

her favorite tea-party tips with you, from what to wear, which

refreshments to serve, and how to make absolutely everything--even

paper plates and plastic spoons--tres elegant! Before you can say "ooh

la la!" you too will be hosting tea parties that are the talk of the

neighborhood!"

O'Connor, Jane, Robin Preiss-Glasser, and Ted Enik. Fancy Nancy, Poison Ivy

Expert. New York: HarperCollins, 2009. Print."When Nancy picks flowers for

Ms. Glass's surprise party, she is overjoyed--until she discovers an

unpleasant surprise of her own! How could Nancy, practically a poison

ivy expert, come down with something so unfancy? In this hilarious new

addition to the Fancy Nancy I Can Read series, Nancy realizes that even

experts can always learn something new. With her boundless spirit and

dynamic flair, Nancy is sure to leave young readers itching for more!"

O'Connor, Jane, Robin Preiss-Glasser, and Ted Enik. The Show Must Go

on. New York: HarperCollins, 2009. Print."Nancy has her act for the

school's talent show all planned out: She and Bree will do an absolutely

stupendous song-and-dance number together. But when Ms. Glass

assigns partners for the show, Nancy gets paired up with Lionel. He's the

shyest boy in class! Will Nancy and Lionel be able to work together to

perform one marvelous act? Or will the show go on without them? The



simple text and vivid illustrations is this newest Fancy Nancy I Can Read

are sure to have readers everywhere crying, "Encore!"

Schotter, Roni, and Giselle Potter. The Boy Who Loved Words. New York:

Schwartz & Wade, 2006. Print."Words, Selig loves everything about

htem-- the way they taste on his tongue (tantalizing), the sound theywhisper in his ears (tintinnabulating!), and--most of all--the way they stir

his heart. And he collects them voraciously, the way others collect

stamps and seashells. But what to do with so many luscious words?

Surrounded by doubters, Selig journeys forth and discovers that there is

always someone--a poet, a baker, maybe even YOU--searching for the

perfect word...a word that he can provide. This enchanting tall tale from

Roni Schotter--chockablock with whimsical illustrations by Giselle

Potter--celebrates language, the gift and gusto of words, and one boy's

larger-than-life passion to share them."

Teacher ReferencesElish-Piper, Laurie, Jerry L. Johns, and Susan D. Lenski. Teaching Reading Pre-k to

Grade 3. Kendall Hunt Pub Co, 2006. Print.This book is a great resource

for practical strategies for teaching vocabulary development and other

aspects of learning. Along with strategies, the book provides printable

worksheets for students.

Norton, Donna E. The Effective Teaching of Language Arts. Upper Saddle River,

N.J.: Pearson/Merrill/Prentice Hall, 2004. 44+. Print.This textbook provides

information on the effective teaching strategies for vocabulary

development.

Roe, Betty D., Sandy H. Smith, and Paul Clay Burns. "Chapter 4." Teaching

Reading in Today's Elementary Schools. Boston: Houghton Mifflin, 2005.

131+. Print. This textbook provides instructional information and strategies

for teacher vocabulary development.

Super Teacher Worksheets (2010). www.superteacherworksheets.com. This

website provides a variety of worksheets to use in the classroom. Various

reading and math worksheets are available including graphic organizers

for many uses.

http://www.superteacherworksheets.com/





Freeology (n.d.) www.freeology.com. This website provides a variety of

worksheets to use in the classroom. Various reading and math

worksheets are available including graphic organizers for many uses.

Audiovisual MaterialsFancy Nancy Website (2010). Harper Collins Publishers.

www.fancynancybooks.com This website provides activities for students

to do. It shows all of the books and allows for students to meet the

author and illustrator. It also displays information for parents and

teachers.

http://www.fancynancybooks.com/

http://www.fancynancybooks.com/

http://www.freeology.com/

http://www.freeology.com/

fancy nancy unit additional pages

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