Domain:
Student Agency & Self-Direction
Competency:
Adapt to challenges with persistence
🎂
4-6 year olds
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10 to 15 minutes min
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Learning Objective
Children will learn to express bravery by trying new physical activities, inspired by Mel's determination in the story.
Learning Resource Synopsis
In "Mel Fell" by Corey R. Tabor, a young bird named Mel is determined to learn how to fly despite her fears. The story follows Mel as she takes a courageous leap, encounters obstacles, and ultimately discovers her own strength and potential. The book features engaging illustrations and a dynamic format that captivates young readers. This tale encourages children to embrace bravery, take risks, and believe in themselves.
Extended Learning Resources
| Resource & Author | Publication Info | Description |
|---|---|---|
| The Pigeon Has to Go to School. | Written by Mo Willems, Published by HarperCollins | This book addresses overcoming fears and encourages bravery, as Pigeon faces his own anxieties about attending school for the first time. |
| Brave Irene | Written by William Steig, Published by Square Fish | In this story, Irene shows courage and determination as she overcomes challenging weather to deliver a package, teaching children about perseverance in the face of adversity. |
| National Geographic Little Kids First Big Book of Birds | Written by Catherine D. Hughes, Published by National Geographic Kids | This book introduces young readers to various types of birds and their behaviors, inspiring curiosity and a sense of adventure similar to Mel's journey. |
Vocabulary List
| Word | Definition | Example |
|---|---|---|
| Brave | Being brave means doing something even if you feel scared. | Mel was brave when she decided to fly for the first time. |
| Fly | To fly means to move through the air like a bird or an airplane. | Mel wanted to fly high in the sky. |
| Leap | To leap means to jump forward or upward. | Mel took a big leap off the branch to start flying. |
| Try | To try means to do something new or different. | Mel wanted to try flying even though it was scary. |
| Strong | Being strong means having power in your body or your mind. | Mel felt strong after she learned she could fly. |
Prompt
Essential Question: "How can trying something new help us feel brave and strong?"
Today, we're going to explore what it feels like to be brave and strong. Think about a time when you tried something new. How did it make you feel inside? Remember, it's okay to feel a little nervous when we're trying something for the first time.
Anticipatory Set
- Let's close our eyes for a moment and think about a time when we felt brave. It could be something small, like trying a new food, or something big, like learning to ride a bike.
- Now, imagine what it felt like in your body when you were being brave. Did your heart beat a little faster, or did you feel a tingle of excitement?
- Open your eyes and, if you feel comfortable, share with a friend next to you what you imagined. You can use a sentence like 'I felt brave when I….'.
Teacher Tips
- Encourage students to use their imagination and reassure them that it's okay if they can't think of specific examples.
- Use a soft, calm voice to guide students through the visualization, creating a comforting atmosphere.
- Be attentive to non-verbal cues from students to ensure everyone feels safe and included in the activity.
Learn
Let's dive into the story of 'Mel Fell' by Corey R. Tabor. We'll discover how Mel, a little bird, finds her courage to do something new and exciting. As we read, think about how Mel's adventure might remind you of a time you tried something for the first time.
Interactive Engagement
- As we see Mel getting ready to jump, what do you think she might be feeling? Have you ever felt nervous like that?
- Look at Mel as she starts to fall. What do you see happening in the picture? What do you think could happen next?
- Mel is trying hard to fly. Can you think of a time when you tried really hard to do something? How did it feel?
- I wonder what Mel is thinking right now. What do you think she might be saying to herself?
- Let's pause and look at this picture. How do you think Mel is feeling now that she's in the air? Why do you think that?
Teacher Tips
- Use different voices for Mel and other characters to help bring the story to life and capture the children's attention.
- Pause on key illustrations to give children time to observe and express what they notice about Mel's journey.
- Share your own thoughts aloud, such as 'Hmm, I wonder how Mel feels about flying now,' to model curiosity and encourage children to explore their ideas.
Ask
Now that we've journeyed with Mel on her brave adventure, let's take a moment to think about how trying new things can help us grow strong and courageous.
Discussion Questions
- When Mel decided to take her leap, what do you think gave her the courage to try? Can you think of a time you felt strong when trying something new?
- Mel faced some challenges on her way down. What do you think helped her keep going? How might you encourage yourself or a friend when trying something tricky?
- Mel discovered something special about herself by the end of her fall. What do you think she learned? How do you feel when you learn something new about yourself?
Teacher Tips
- Encourage children to share their thoughts and feelings by asking follow-up questions like, 'What happened next?' or 'How did that make you feel?' to deepen their responses.
- Create a safe and welcoming space for sharing by acknowledging all contributions. Use phrases like 'Thank you for sharing' to validate their experiences and build confidence.
- Invite children to turn and talk with a partner before sharing with the larger group. This can help them organize their thoughts and feel more comfortable speaking in front of others.
Navigate
Leap into Bravery: Mel's Adventure
This activity helps children experience bravery by trying new physical activities, echoing Mel's journey of self-discovery and courage. Through a series of imaginative and supportive exercises, children will confront their fears, try new movements, and feel the excitement of overcoming challenges, just like Mel.
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Teacher Tips
- Encourage children to cheer for each other, reinforcing the supportive environment.
- Allow each child to take turns leading the countdown, fostering leadership and confidence.
- Adapt the activity for different comfort levels, allowing children to choose the height of their 'branch' based on their comfort.
Share
As we finish our story about Mel's big leap, let's think about all the brave things we discovered together and how we can use Mel's courage in our own adventures.
Reflection Questions
- What is one brave thing you did today, just like Mel? How did it make you feel strong?
- Mel learned something new about herself when she tried flying. What is something new you learned about yourself today?
- Imagine you are telling Mel about your own brave adventure. What would you say to her about how you felt and what you did?
Teacher Tips
- Encourage students to use drawings or gestures to express their reflections, providing them with paper or space if needed.
- Use sentence starters like 'I felt proud when..' to help children articulate their thoughts and feelings.
- Acknowledge each child's contribution warmly, focusing on their courage and growth rather than correctness.
UDL Strategies
Representation
- Enhance the storytelling session by using a digital projector to display the story of Mel with vibrant illustrations and animations. This will cater to visual and auditory learners.
- Introduce a tactile storyboard where children can move character pieces along Mel's journey, helping them physically interact with the story sequence.
- Use a variety of textures in the scarves or ribbons, such as silk, cotton, or crinkle fabric, to provide a sensory experience for tactile learners and deepen their understanding of the concept of 'wings' and bravery.
Action & Expression
- Set up a 'bravery journal' station where children can draw or narrate their feelings and experiences of the activity, providing a personal reflection opportunity.
- Organize a 'bravery parade' where children can showcase their scarves or ribbons and demonstrate their bravery movements in front of peers, boosting confidence and peer recognition.
- Provide digital tablets with simple drawing apps for children to create digital artwork representing their bravery, catering to those who are interested in technology and digital expression.
Engagement
- Incorporate a role-play element where children can act out parts of Mel's story, using costumes or props, to deepen their connection and immerse them in the narrative.
- Set up a 'bravery corner' with cozy seating and storybooks about courage and bravery, where children can explore themes of bravery at their own pace during free play.
- Create a collaborative bravery poster where each child adds a drawing or word that represents bravery to them, fostering a sense of community and shared learning.
Assessment Criteria
Formative Assessment
- Observe each child's engagement during the activity by noting their willingness to participate in the 'leap' exercise, looking for signs of enthusiasm, hesitation, or the need for encouragement. Pay attention to how children express their readiness to shout 'I am brave.' and their body language when performing the leap.
- Facilitate a peer and self-reflection session after each leap where children discuss their feelings before and after the activity, noting their ability to articulate emotions and the support they give or receive from peers. Listen for expressions of excitement, fear, or pride in their accomplishments.
Summative Assessment
- Have children create a drawing that illustrates their experience of bravery during the activity, including elements like standing on the 'branch,' leaping, or using their 'wings.' Evaluate the child's ability to explain what their drawing represents in terms of bravery and how it relates to trying something new.
- Guide children in crafting a short story or narrative about a time they felt brave, inspired by their experience in the activity. Assess their story for a coherent structure with a clear beginning, middle, and end, and their ability to relate their experience of bravery to trying new activities.
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