LESSON PLAN
I. TITLE OF LESSON – Read Aloud on I Don’t Want to be A Frog By: Dev Petty
II. CONTEXT OF LESSON
The purpose of this lesson plan is to introduce the students to a new book for a read-aloud lesson. Read-alouds help students be able to listen to the book and discuss the book in the beginning, between, and after the book has been read. The teacher has the attention of each child and has the opportunity to make reading interesting and engaging to the students. I will read the book I Don’t Want to be A Frog. This is a great book for students to understand that it is important to be yourself and not others. I want the students to understand that they should love themselves just the way they are.
III. LEARNING OBJECTIVES
Understand: The students will understand to except themselves for who they are. That they should love who they are and not want to be anything other than themselves.
Know: The students will know that a frog can’t be anything other than a frog because he is a frog not a pig, owl, cat, or rabbit. The students will know the differences in the animals in the book because of our discussions throughout the book. They will know that at the end the frog wanted to be a frog because that’s who he was and he was happy to be himself, correlating to the students wanting to be themselves.
Do: They will listen to the book being read by me, discuss with me during the book, and then assess them on what they learned.
IV. COLLECTION OF ASSESSMENT DATA
V. RELATED VIRGINIA STANDARDS OF LEARNING
(K & 1)
Reading
K.5 The student will understand how print is organized and read.
b.) Identify the front cover, back cover, and title page of a book.
c.) Distinguishing between print and pictures.
K.6 The students will demonstrate an understanding that print conveys meaning.
c.) Read and explain own writing and drawings
K.9 The students will demonstrate comprehension of fictional texts.
a.) Identify what an author does and what an illustrator does.
b.) Relate previous experiences to what is read.
c.) Use pictures to make predictions.
d.) Begin to ask and answer questions about what is read.
e.) Use story language in discussions and retelling.
g.) Discuss characters, setting, and events.
K.10 The student will demonstrate comprehension of nonfiction texts.
a.) Use pictures to identify topic and made predictions.
b.) Identify text features specific to the topic, such as titles, headings, and pictures.
VI. MATERIALS NEEDED
A. PREPARATION OF THE LEARNING ENVIRONMENT
I will begin with each student sitting on their assigned spot on the rug, crisscross applesauce, with their hands on their lap, and ready to listen to book that will be read aloud.
I will have all necessary materials laid out on their desks for after the read aloud. This way they can immediately get started on their fun activity after the discussions.
B. INTRODUCTION AND ORGANIZATION
I will begin the lesson by letting the students know that I am going to be reading the book I Don’t Want to be A Frog, By: Dev Petty and Illustrated by: Mike Boldt.
C. IMPLEMENTATION
After the read aloud lesson, we will discuss what they learned and I will let them ask questions.
After the discussion, each student will go to their desk and start their assignment. Each student will be given color utensils, their piece of paper with the assignment, and a pencil. The students will have some time to write their response and draw their picture. Afterwards, I will let the students work on their creative assignment. Their assignment will ask them, if they could be any animal in the world, what would they be?
D. CLOSURE
They will work quietly among the other students and then after their assignment has been completed, they will show their drawings to the rest of their classmates and explain why they choose the animal that they choose.
E. CLEAN-UP
The students will need to put away their coloring utensils and clean up their tables. If they marked on their desks, then they will need to use a wipe to clean it up. I will have all scrap paper thrown away and they will hand me their assignments after they have completed and shared them with the class. I will go around the room and make sure that everything has been put up or thrown away, if it hasn’t, then I will be sure to pick the materials up and put them where they need to go.
VIII. DIFFERENTIATION
Opening of the Lesson:
My lesson will be in the morning and they have been having a lot of fire drills. Let’s say that the children might be a little wild because its morning, then I will be sure to use their teacher’s classroom management techniques to calm them done. If they are being loud, then I will use the silent signal and let them know that they have a very interesting book that they are going to love, with a fun assignment afterwards. If there is a fire drill, then we will do what is instructed and then return to the lesson.
Lesson:
For all of the questions that I ask, I should be prepared to answer any of their questions and maintain the time that I have available.
Closing of the Lesson:
Students may need help cleaning up and sharing their drawings. I will be sure to be available for them in any way that they need help. I will be happy to help clean up and help them explain their art.
Behavior:
This is an important factor. If the students are misbehaving and not listening to my instruction’s then I will make them aware of the rules and how it is important to listen to the book so that they can learn and enjoy the assignment. Student’s need to raise their hands if they have questions and use their inside voices during their drawing assignment.
X. REFLECTION
I really enjoyed reading I Don’t Want to be A Frog to the students. I think that the students did a wonderful job with answering the questions that I asked them and they enjoyed discussing the questions with me and their neighbors. Every question that I asked the students, they were happy to answer and were very interested in why the frog wanted to be a different animal. During the read aloud, I let the students make animal noises from the story. For example, the students oinked like a pig. Along with answering my discussion questions throughout the book, the students were able to tell me what they thought the book was about. The students were able to take away how important it is to love yourself and how to be happy with who you are. This assignment reflects the course content because read alouds are a great way to get students involved in discussion, develop a love for reading, knowledge on something new, introduce new literacy skills, and also enhances their ability to comprehend reading. This course focuses on the importance of reading and writing at early childhood and read alouds are a great way to enhance students love for reading and expand their knowledge through a book.
During the fun activity that I gave them, I walked around the room and asked them what they loved about themselves. It was nice to listen to their answers and explain to me what they loved about themselves. I also asked them why they choose the animal they choose for the assignment. Most of students choose a cheetah because it is the fastest animal. The students were able to share their pictures to the class and explained why they choose their animal and they also told the class one thing they loved about themselves. I thought the activity was a great way for the students to use their imagination and creativity. This was a great critical thinking assignment that the students and I enjoyed. Overall, the process for this lesson was easy and simple. The students always present their drawings to the class and draw on what they learned from the book that was read aloud to them. Therefore, this read aloud lesson was familiar for them and a lot of fun creating it for them.
My cooperating teacher videotaped my lesson plan so that I could watch it and critique myself. When I asked her about her critique, she told me that I did a wonderful job and did a good job keeping the students engaged. After I watched the video, I thought that I did a good job. My own critique, would be that I need to read a little slower and make sure the students stay on topic of the book and not tell different stories relating to the book. Since my read aloud lesson, my cooperating teacher has allowed me to read more of her read aloud books to the students. This assignment was exciting and has made me even more eager to become a teacher and read to my own class daily.
I. TITLE OF LESSON – Read Aloud on I Don’t Want to be A Frog By: Dev Petty
II. CONTEXT OF LESSON
The purpose of this lesson plan is to introduce the students to a new book for a read-aloud lesson. Read-alouds help students be able to listen to the book and discuss the book in the beginning, between, and after the book has been read. The teacher has the attention of each child and has the opportunity to make reading interesting and engaging to the students. I will read the book I Don’t Want to be A Frog. This is a great book for students to understand that it is important to be yourself and not others. I want the students to understand that they should love themselves just the way they are.
III. LEARNING OBJECTIVES
Understand: The students will understand to except themselves for who they are. That they should love who they are and not want to be anything other than themselves.
Know: The students will know that a frog can’t be anything other than a frog because he is a frog not a pig, owl, cat, or rabbit. The students will know the differences in the animals in the book because of our discussions throughout the book. They will know that at the end the frog wanted to be a frog because that’s who he was and he was happy to be himself, correlating to the students wanting to be themselves.
Do: They will listen to the book being read by me, discuss with me during the book, and then assess them on what they learned.
IV. COLLECTION OF ASSESSMENT DATA
- The children and I will have discussions throughout the book and I will have my cooperating teacher write their answers to the discussion questions for assessment. The students discussion questions will consist of what I want their learning objectives and how I want them to tell my why they love themselves. Afterwards I will have the students use their imagination and critical thinking skills on a fun assignment.
- They will then have a fun assignment, asking them if they could be any animal in the world, what would they be?
- They will then draw their animal and share with the class.
V. RELATED VIRGINIA STANDARDS OF LEARNING
(K & 1)
Reading
K.5 The student will understand how print is organized and read.
b.) Identify the front cover, back cover, and title page of a book.
c.) Distinguishing between print and pictures.
K.6 The students will demonstrate an understanding that print conveys meaning.
c.) Read and explain own writing and drawings
K.9 The students will demonstrate comprehension of fictional texts.
a.) Identify what an author does and what an illustrator does.
b.) Relate previous experiences to what is read.
c.) Use pictures to make predictions.
d.) Begin to ask and answer questions about what is read.
e.) Use story language in discussions and retelling.
g.) Discuss characters, setting, and events.
K.10 The student will demonstrate comprehension of nonfiction texts.
a.) Use pictures to identify topic and made predictions.
b.) Identify text features specific to the topic, such as titles, headings, and pictures.
VI. MATERIALS NEEDED
- I Don’t Want to be A Frog by: Dev Petty and Illustrated by Mike Boldt
- Assessment paper for each student
- Crayons, markers, or colored pencils
- Pencil
A. PREPARATION OF THE LEARNING ENVIRONMENT
I will begin with each student sitting on their assigned spot on the rug, crisscross applesauce, with their hands on their lap, and ready to listen to book that will be read aloud.
I will have all necessary materials laid out on their desks for after the read aloud. This way they can immediately get started on their fun activity after the discussions.
B. INTRODUCTION AND ORGANIZATION
I will begin the lesson by letting the students know that I am going to be reading the book I Don’t Want to be A Frog, By: Dev Petty and Illustrated by: Mike Boldt.
- I will ask the students what the Arthur and illustrator are and what their job consist of. My cooperating teacher does this for the students so that they are aware of the credentials of the book.
- I will ask the students what they think the book will be about after looking at the front cover.
- I will then flip the page and ask the students what characters they think this book will be about based on the animals on the page.
C. IMPLEMENTATION
After the read aloud lesson, we will discuss what they learned and I will let them ask questions.
After the discussion, each student will go to their desk and start their assignment. Each student will be given color utensils, their piece of paper with the assignment, and a pencil. The students will have some time to write their response and draw their picture. Afterwards, I will let the students work on their creative assignment. Their assignment will ask them, if they could be any animal in the world, what would they be?
D. CLOSURE
They will work quietly among the other students and then after their assignment has been completed, they will show their drawings to the rest of their classmates and explain why they choose the animal that they choose.
E. CLEAN-UP
The students will need to put away their coloring utensils and clean up their tables. If they marked on their desks, then they will need to use a wipe to clean it up. I will have all scrap paper thrown away and they will hand me their assignments after they have completed and shared them with the class. I will go around the room and make sure that everything has been put up or thrown away, if it hasn’t, then I will be sure to pick the materials up and put them where they need to go.
VIII. DIFFERENTIATION
- When it comes to differentiation in the class, I have to consider a student that is consider on of the students, who is considered to be permanently blind. When I read the book, I will make sure that this student is front and center so that I will be able to let the child see the book closely. If the student needs more time or would like me to read the book after I have read it to the class, then I will do so. I will be sure to accommodate his needs.
- I also I have one student that can’t speak English but my cooperating teacher wants us to use English in front of him. Because of this, I will be sure to sit down with this child and point out each word and slowly pronounce it in English. I will also let him be aware that the word that I am pointing to goes with the picture that I point to.
Opening of the Lesson:
My lesson will be in the morning and they have been having a lot of fire drills. Let’s say that the children might be a little wild because its morning, then I will be sure to use their teacher’s classroom management techniques to calm them done. If they are being loud, then I will use the silent signal and let them know that they have a very interesting book that they are going to love, with a fun assignment afterwards. If there is a fire drill, then we will do what is instructed and then return to the lesson.
Lesson:
For all of the questions that I ask, I should be prepared to answer any of their questions and maintain the time that I have available.
Closing of the Lesson:
Students may need help cleaning up and sharing their drawings. I will be sure to be available for them in any way that they need help. I will be happy to help clean up and help them explain their art.
Behavior:
This is an important factor. If the students are misbehaving and not listening to my instruction’s then I will make them aware of the rules and how it is important to listen to the book so that they can learn and enjoy the assignment. Student’s need to raise their hands if they have questions and use their inside voices during their drawing assignment.
X. REFLECTION
I really enjoyed reading I Don’t Want to be A Frog to the students. I think that the students did a wonderful job with answering the questions that I asked them and they enjoyed discussing the questions with me and their neighbors. Every question that I asked the students, they were happy to answer and were very interested in why the frog wanted to be a different animal. During the read aloud, I let the students make animal noises from the story. For example, the students oinked like a pig. Along with answering my discussion questions throughout the book, the students were able to tell me what they thought the book was about. The students were able to take away how important it is to love yourself and how to be happy with who you are. This assignment reflects the course content because read alouds are a great way to get students involved in discussion, develop a love for reading, knowledge on something new, introduce new literacy skills, and also enhances their ability to comprehend reading. This course focuses on the importance of reading and writing at early childhood and read alouds are a great way to enhance students love for reading and expand their knowledge through a book.
During the fun activity that I gave them, I walked around the room and asked them what they loved about themselves. It was nice to listen to their answers and explain to me what they loved about themselves. I also asked them why they choose the animal they choose for the assignment. Most of students choose a cheetah because it is the fastest animal. The students were able to share their pictures to the class and explained why they choose their animal and they also told the class one thing they loved about themselves. I thought the activity was a great way for the students to use their imagination and creativity. This was a great critical thinking assignment that the students and I enjoyed. Overall, the process for this lesson was easy and simple. The students always present their drawings to the class and draw on what they learned from the book that was read aloud to them. Therefore, this read aloud lesson was familiar for them and a lot of fun creating it for them.
My cooperating teacher videotaped my lesson plan so that I could watch it and critique myself. When I asked her about her critique, she told me that I did a wonderful job and did a good job keeping the students engaged. After I watched the video, I thought that I did a good job. My own critique, would be that I need to read a little slower and make sure the students stay on topic of the book and not tell different stories relating to the book. Since my read aloud lesson, my cooperating teacher has allowed me to read more of her read aloud books to the students. This assignment was exciting and has made me even more eager to become a teacher and read to my own class daily.