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Muffins for a Moose

How would you make a hungry moose feel at home? Find out what happens If You Give a Moose a Muffin.

  • Grade 1
    Grade 2
  • 30 to 60 minutes
  • Directions

    1. Invite students to find out all they can about moose. How big are they? Where do they live? What do they really eat? What’s the plural of moose? Mice? Meese? Mooses? Organize text and electronic resources for students to view on this topic. Ask them to write notes on information they think is important about the moose.
    2. Conduct a read aloud of Laura Numeroff's If You Give a Moose a Muffin or another hilarious moose story. Ask students to describe how fiction and nonfiction books are similar. How are they different?
    3. After discussion regarding the read aloud is complete, return students to their work areas. Using Crayola® Oil Pastels, ask students to draw their favorite moose scene from the book (or their imaginations) on construction paper. Encourage students to include specific details from the story. This might include a checked floor, patterned wall paper, a table, window with curtains, etc.
    4. On more construction paper, ask students to use Crayola Erasable Colored Pencils to draw a large moose. Color it with a light color oil pastel first. Blend the moose’s coat gently with a finger. Place a dark color pastel such as black on top. Scrape away some of the black coating with plastic dinnerware. Students cut out the moose sketches with Crayola Scissors.
    5. Do the favorite scene include muffins? Encourage students to draw several of them in various sizes. Fill them with the oil pastel colors. Blend colors with a finger so the muffins look really scrumptious. Cut out the muffins.
    6. With a Crayola Glue Stick, students attach the moose and the muffins to background scene.
    7. Provide an opportunity for individual students to share their scenes with small groups of classmates, describing what details they have included the read aloud.
  • Standards

    LA: Know and apply grade-level phonics and word analysis skills in decoding words.

    LA: With prompting and support, identify the main topic and retell key details of a text.

    LA: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

    LA: Actively engage in group reading activities with purpose and understanding.

    LA: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic

    LA: Participate in shared research and writing projects.

    SCI: Use observations and information to identify patterns in how animals get their food.

    SCI: Observe and compare the many kinds of living things that are found in different areas.

    SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.

    VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

    VA: Use visual structures of art to communicate ideas.

  • Adaptations

    Working in small groups, with the guidance of an adult if needed, students investigate the typical habitat for a moose to live and thrive in. What does the habitat look like? What types of planet are there? What other animals can live in this environment?

    Students read other books by Laura Joffe Numeroff such as If You Give a Mouse a Cookie. Compare and contrast that story to If You Give a Moose a Muffin. What similar writing elements did the author use in both books? What elements are different?


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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