LESSON PLAN FORMAT (Generic)



READ ALOUD

LESSON PLAN FORMAT

Candidate Name: Tamara L. Hillmer

Title (or focus) of the Lesson: Responding to Text

Grade Level(s): Kindergarten

Objective(s):

Students will respond to narrative and informational texts in a variety of ways that reflect understanding and interpretation. (MLAF Competency 2d3)

Materials:

Teacher Materials: teddy bear, A Pocket for Corduroy by Don Freeman, chart paper entitled Good Places to Find a Pocket, marker, tape

Student Materials: squares for pockets, writing utensils

Procedures:

I. Opener— (Before Reading) The teacher will initiate the read aloud lesson by showing students a teddy bear and telling them this bear is special because it was given to him/her by a special friend. The teacher will allow students to pass the teddy bear to one another and hug it quickly. The teacher will ask students the following questions:

• Have you ever lost something special to you?

• How did you feel?

• What did you do to find it?

The teacher will give students time to respond to the questions. The teacher will tell the students that they will be listening to a story about a girl who lost something that was very important to her. The teacher will tell students to put their listening ears on so they can listen carefully to the story.

II. Body— (During Reading) The teacher will make frequent stopping points to engage the students with reading.

• Page 1 – What is a Laundromat? How would we wash our clothes if we didn’t have washing machines?

• Page 3 – What did Lisa tell Corduroy to do while she helped her mom?

• Page 7 – Why do we have pockets on our clothes?

• Page 11 – Why did Lisa and her mom leave without looking for Corduroy?

• Page 12 – How do you think Lisa felt about leaving Corduroy behind? Explain your answer.

• Page 14 – How did Corduroy get mixed up with the man’s laundry?

• Page 18 – What do you think Corduroy needs to prevent him from being lost again?

• Page 19 – What did Corduroy find?

• Page 23 – How do you think Corduroy felt being away from home? How would you feel?

• Page 28 – Why do you think Lisa put a card with Corduroy’s name on it in his pocket?

III. Closing— (After Reading) The teacher will ask students questions about the story. Such as: Who were the main characters? What was Corduroy looking for? Where did Corduroy spend the night? Can you describe your favorite part of the story? If you were Corduroy, where would you look for a pocket?

IV. Follow- Up Activity – The teacher will ask students to think of other places Corduroy could have found a pocket and list their responses on a chart labeled: Good Places to Find a Pocket! The students will illustrate places to find a pocket on a sheet of construction paper. The illustrated pages will be used to illustrate a large pocket entitled Good Places to Find a Pocket. The large pocket will be displayed in the hall beside the students’ classroom.

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