LESSON PLAN OUTLINE

JMU Elementary Education Program

Sydney Rose
Ms. Smiths 1st Grade
Spotswood Elementary

I. TITLE OF LESSON Read Aloud on Giraffes Cant Dance by: Giles Andreae and Guy ParkerRees
II. CONTEXT OF LESSON
Read-alouds are important because they help children with comprehension, discussion of the book,
aid in predicting what will happen next, learn new vocabulary, helps children to become more
interested in reading, and those participating have more of a chance of being at a higher reading level.
The children in my practicum class love read alouds and always fight over who gets to read with me
during stations. This was the main reason I felt that students remained engaged while I read because
they wanted to listen to the book I had brought from home. I have noticed that few topics and units
apply equally in interest to both the girls and boys in the class. Animals seem to be one thing that all
students enjoy reading and listen about. The book I chose had an important social message that I feel all
children can benefit from; we are all unique and different but together we make a strong functional
unit.
III. LEARNING OBJECTIVES
Understand: The student will understand that everyone has his or her own talents and passions that
make us unique.
Know: Students will learn that Gerald and individuals needs to be true to themselves in order to be
happy and succeed.
Do: They will be able to think about the skills they possess, and how this makes not only themselves
unique, but the entire class as well.
IV. COLLECTION OF ASSESSMENT DATA
Children will answer the questions: What is a special trait/hobby that you have? Have you ever had a
hobby/something you liked or did that your friends did not do and made fun of you for? What makes
you unique? When is a time that you/someone else doubted you?
I will record these answers and use them to help formulate my reflection.
V. RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS
(Preschool)
Page
1

Oral Language
1.1 The student will continue to demonstrate growth in the use of oral language.
1.

a) Listen and respond to a variety of electronic media and other age-appropriate materials.

2.

b) Tell and retell stories and events in logical order.

3.

c) Participate in a variety of oral language activities, including choral speaking and reciting
short poems, rhymes, songs, and
stories with repeated patterns.

4.

d) Participate in creative dramatics.

5.

e) Express ideas orally in complete sentences.

1.3 The student will adapt or change oral language to fit the situation.
1.

a) Initiate conversation with peers and adults.

2.

b) Follow rules for conversation using appropriate voice level in small-group settings.

3.

c) Ask and respond to questions.

4.

d) Follow simple two-step oral directions.

5.

e) Give simple two-step oral directions.

Reading
1.8 The student will expand vocabulary.
1.

a) Discuss meanings of words in context.

2.

b) Develop vocabulary by listening to and reading a variety of texts.

3.

c) Ask for the meaning of unknown words and make connections to familiar words.

4.

d) Use text clues such as words or pictures to discern meanings of unknown words.

5.

e) Use vocabulary from other content areas.

Family Life
Page
2

1.1 The student will experience continuing success and positive feelings about self.
Descriptive Statement: The teacher continues to provide a classroom environment that fosters experiences of
success in school work, in self-acceptance of body image, in the handling of routine situations, and in group
activities. Parents are encouraged to reinforce successful experiences, self-esteem, and good mental health
practices at home.

Health
1.1 The student will identify the basic components and functions of human body systems and the importance of
safe practices, positive interpersonal relationships, and environmental health.
1.

a) Identify body structures (e.g., abdomen, chest, head) and organs (e.g., heart, brain, lungs,
stomach).

2.

b) Describe how body systems work together (e.g., cardiovascular, digestive, immune, muscular,
nervous, skeletal, respiratory).

3.

c) Describe correct posture for sitting, standing, and walking.

4.

d) Identify behaviors that promote health and wellness, to include personal hygiene, sleep,
physical activity, and healthy food choices.

5.

e) Describe behaviors that promote personal safety, to include bus and automobile safety,
pedestrian safety, playground safety, fire safety, water safety, Internet safety, and safety when
biking and using other recreational equipment.

6.

f) Identify that medicines can be both helpful and harmful.

7.

g) Compare and contrast emotions that may make a person happy and emotions that may make a
person feel unhappy or mad.

8.

h) Describe characteristics that are unique to each individual.

9.

i) Identify cooperative behaviors, respect for others, adherence to school rules, acceptance of
responsibility, and respect for the property of others.

10. j) Identify items and materials that can be reduced, recycled, or reused.

Page
3

VI. MATERIALS NEEDED

Giraffes Cant Dance by: Giles Andreae and Guy Parker-Rees
Clipboard with paper and pen to record notes
Prepared questions written down to prompt/follow the read aloud
VII. PROCEDURE
A. PREPARATION OF THE LEARNING ENVIRONMENT
I will have all necessary materials organized on my clipboard. I will have the questions pre-written at
the top of each page and the remaining space to take notes. Each group that comes to me during
stations will have their own page for notes/thoughts.
I will have the required text with me, and will have reviewed the material multiple times so that the
reading comes naturally to me.
B. INTRODUCTION AND ORGANIZATION
Take aside one or two kids during each station that comes to my reading station.
Begin discussion: Ask: What do you know about Abraham Lincoln?
After page with Geralds strengths and weaknesses: Gerald seems to be good at some things,
and not so good at others. His long legs seem to cause trouble for him when he runs; do his long legs
help him accomplish anything good? (reaching and eating the leaves high in the tree).
After page with Gerald attempting to dance: How do you think Gerald feels after the other
animals made fun of him? Using what we know about being a nice friend what are some things the
animals could have said instead of the hurtful things they said?
After page of Gerald creeping off dance floor: Can you remember a moment/time when you or
someone else doubted you or made fun of you for something you liked to do? How did that make you
feel?
Conclusion of book: What is something that makes you unique? In the beginning of the book
Gerald did not like that he had long legs and was not as good at dancing as the other animals, did he
end up being a good dancer? Why do you think this is?

C. IMPLEMENTATION
I will record the answers the children had throughout the book and after on my clipboard. I will
be able to assess if the students understood the book and the questions.
D. CLOSURE
Page
4

Thank you all for listening and I hope you enjoyed the story about Gerald the dancing Giraffe. As
you all saw in the book we all have our own things that make us unique and own talents. It is
important that we believe in ourselves and do the things we enjoy.
E. CLEAN-UP
I will need to make sure that all notes are put away so that children do not stumble upon their
classmates answers. I will also ensure that the reading center is set back up correctly at the end of
the day.
VIII. DIFFERENTIATION
For differentiation, I will be sure to still include the children, which do not have English as their
first language. This can sometimes be difficult but it is important to tailor question to their ability, even
if they are not as complex as the other questions. I would hate for them to feel ignored or undervalued
during this read aloud. Some examples of this could be asking them their favorite animals they see, or
their favorite hobbies.
It is just as important for these children to hear the material and how the other students interact with it,
as it is for them to be able to answer some questions and feel they are participating.
IX. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT
IT?
Opening of the Lesson:
Some students may not want to read the book that I provide because they usually get to select a book
from the library or their personal baskets. With most students I know that if I explain it is one of my
favorite books that I think they will like it, and that I brought it from home just to read to them I would
imagine all of them would be excited.
Lesson:
My biggest worry is more directed towards the boys of the class. They have a very hard time sitting
still to begin with, and often do not like to read along and just do something else, all the while telling
me to keep reading aloud to them. It will be important that I do not open up the floor to all questions,
and put a stop to rambling and random questions if they come. Usually once one student goes on a
tangent the rest of the group checks out and it is very hard to regroup everyone.
Closing of the Lesson:
Student may have had trouble grasping the concepts I have hoped for. I imagine that girls will connect
more to this story because it involves feelings and emotions.
Behavior:
The biggest behavior I need to watch for during the read aloud is lack of attention and movement.
Whether that be quietly asking the student to listen to the reading, separating two students from each
other, or I could say, I like the way that
Page
5

is sitting quietly and listening. Many of the children I work with have a very
difficult time sitting still. Sometimes I will ask them to hold the book for me and they feel they have a
very important task. This can help quiet students. I will also have to be careful about opening up a
discussion that a student initiates because they tend to get very off topic, and can distract the other
students.
X. REFLECTION
My personal read aloud highlights many of the topics we have covered thus far in the READ course.
We know that read alouds provide valuable skills for students, and increase their reading
comprehension and vocabulary. I also like that read aloud books can be selected from a higher reading
level then the actual students at that time. This provides many more options and resources both books
wise and activities. I also have a few students in my class where English is not their first language.
Read alouds are vital in their integration into the classroom but also into the development of their
academic skills.
In regards to teaching this method I struggled originally in identifying how to teach something off of a
read aloud. I think read alouds are often taken for granted as children and young adults and it often
hides the actual education we are getting from these read alouds. When prompted to sit down and
identify certain questions to ask and follow up with, I saw the true potential in read alouds. My goal for
this read aloud and future ones was to sit down and go page-by-page and think of engaging questions
that would make sure the students understood the text. I personally feel that oral discussions about
books and topics is one of the best ways to secure ideas in childrens minds because it requires
knowledge, recollection, and understanding. In the future I would also aim to have an interactive game
or craft that the students will be able to take home so hopefully they will continue their learning in
relation to the book. I will also continue to use small groups as I feel this works best especially with
this age group. I want to take advantage of the opportunities to do small groups while I am not the main
teacher.
I assessed students progress towards my objectives by recording their questions and open discussion
answers. Most of the children answered that they could identify what Geralds weakness was his long
legs, and that he was sad that he did not appreciate the other animals making fun of us. Some of my
other questions and concepts were lost on some students, more specifically the boys. My case study
child in particular started out closed off and did not really want to participate but I was able to get him
to open up. The one question that I really stressed to students was the question of whether or not
anyone has ever doubted him or made fun of him for something. His initial response was yes, my
parents doubted me that I could climb our fridge, but I can!. While this provided comedic relief and
made me smile, this wasnt quite the deep answer I was hoping for. He then continued to tell me all
about how he climbs the fridge and then added in that maybe there was another time. He told me about
how that particular morning he had been singing and his sister made fun of him, told him he couldnt
sing, and that he should never sing again. I was initially shocked because this young boy is a hyper
active rough and tumble 6 year old who does not like to take no for an answer, and does not believe in
sitting still. Still in awe that he liked to sing, I was then surprised that he had taken such a comment to
heart and di not want to sing anymore due to this. For him, signing could be such a vital outlet and
Page
6

source of comfort, so I wanted to make sure from that point forward he knew he should always
continue things that he loved to do regardless of what those around him might say. Engagement wise,
this lesson, as so many in a first grade classroom was a little difficult. I have a rowdy first grade, and
only a select 4 or 5 actually enjoy quiet time to themselves. This poses a challenge to their homeroom
ad specials teachers as they try and coral all the energy and attention of 25 students. Some of the
students were more interested in the animals in the book and pointing them out then the actual plot.
Others had a hard time staying quiet and engaged when other students were talking or asking questions.
In the future I plan to have a wrap up activity and wrap up few questions, that way children feel they
got closure to the station instead of it just abruptly ending 20 minutes into the class. I would continue to
have small groups, and would maybe even consider meeting one on one with children instead of groups
of 3 or 4. Aside from this note on a wrap up component, I feel the biggest thing I will need to keep in
mind is the book/material I choose and how this would relate to each child. It is most important that the
works are engaging to a wide group of students, if you have their attention, the options are endless.

Page
7