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Below is the Hodag Lesson--I created this via MyLabSchool.  There is a lesson plan generator that walks you through a lesson plan.  It even has links to VT standards/GLEs.  It takes a little practice, but it a time saver. 

The Terrible Hodag and the Great Story Generator!

Area of Study

Language Arts

Teacher

Laura King

Grade Level

2nd/3rd

Duration of Instruction

Five 45-minute sessions

Objective

Students will...

Identify the beginning, middle, and end of the story.

Dramatize elements of the story.

Use new vocabulary terms.

Draw and write responses to the story.

Write an original story, using a story frame.

Standards

Reading/Writing GLEs: Grade Two

R2:5 Identifies the meaning of unfamiliar words by...

• -Using strategies to unlock meaning (e.g., using knowledge of word structure, including common base words and suffixes, such as "thick-est," "hope-ful"; or context clues, including illustrations and diagrams; or prior knowledge)

  R2:10 Demonstrate initial understanding of elements of literary texts by...

• -Identifying or describing character(s), setting, problem, solution, or major events, as appropriate to text
• -Retelling the key elements of a story

  W2:7 In response to literary or informational text, students engage readers by¿

• -Organizing ideas by using a beginning, middle, and concluding statement/sentence, given a structure

Rationale Statement

The Terrible Hodag and the Animal Catchers by Caroline Arnold is a 2007 Vermont Red Clover book. The book has a very clear plotline that follows the standard plotline introduced to primary students. It provides a rich model of story that can be imitated by the students.

To deepen student understanding, activities that involve multiple intelligences are included in this lesson:

Creative Dramatics (Kinesthetic)

Drawing (Visual Intelligence)

Puzzle (Logical Intelligence)

Group Book (Interpersonal Intelligence)

Storymaking (Linguistic Intelligence)

Together, these activities reinforce story elements, encourage accurate retelling/comprehension, and lead to prepare students for a written response to this text.

Procedures

1. Introduce the book, The Terrible Hodag and the Animal Catchers.

2. Have volunteer students open up "Puzzle/Clue Envelopes:

Each one includes one body part of the hodad with accompanying Clue/Summary:

Head (Clue--Beginning: We meet the Hodag, a forest beast friend of the Lumberjacks)

Body (Clue--Middle: Animal catchers arrive and plan to catch the Hodag. The lumberjacks help the Hodag avoid capture)

Tail (Clue--End: The animal catchers are caught by their own trap and fear being eaten by the Hodag. The lumberjacks help the animal catchers after making them promise to leave the Hodag alone.

3. Discuss the parts of a story. (Beginning--meet characters/learn about setting; Middle--you learn about a problem; Middle--the problem is solved) Even though they know the basic story, they still want to read it for the fun details. Begin reading the story.

4. While/after reading, involve students in creative dramatics: cut down trees, eat blueberries, stomp about like the hodag, hike through the swamp like the animal catchers, etc.

5. Review the parts of the Hodag. (Head of an Ox, feet of a bear, back of a dinosaur, tail of an alligator). Students draw their own beast (in three parts--head/body/tail) using the special paper (divided into thirds with anchor marks for head/body/tail). Cut the drawings into thirds and build different creature puzzles.

6. Just like the Hodag has different parts that go together to make the creature, a story has parts too. Use the Hodag story generator to model how students can write stories about their creature. Here is a frame to use:

Beginning--

Setting:

Who lives there and what do they do (people):

Creature:

Who eats:

And helps the people by:

Middle--

Who comes and wants to capture the creature:

What do the people and the creature do:

End--

How does the problem get solved?

7. Students share pictures and stories with each other.

Materials

The book The Terrible Hodage and the Animal Catchers .

Small poster of the Hodag, cut into three pieces (head, body, tail)

Summary clue cards of the Beginning, Middle, End of the story

Special Drawing paper for the Hodag

Story Generator

Assessment

The students will be evaluated according to their ability to:

Participation during the reading

Drawing

Writing--

4: Followed frame, included lots of detail, evidence of RSCPS

3: Followed frame, included some detail, mostly makes sense

2: Some elements missing, lapses in organization, basic information, errors suggest little if any review of the piece.

1: Did not successfully use frame, scattered ideas, confusing, many errors

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