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Reading Lesson Plan Format

Victoria Klier

Grade Level: K

Date/Time you plan to teach the lesson: 2/17 11:20-11:50

Lesson Type: READ ALOUD

Title, Author & Summary of the Text: Frederick by Leo Lionni

A mouse appears to be lazy and not willing to help his friends, but he is actually perfecting his talent of poetry and
description to help his friends survive a harsh winter.
Describe how and provide a rationale for the way you have grouped students for this lesson:
I will gather students on the blue rug that they have used for many previous lessons and read-alouds. The whole class
will sit on the carpet facing me in the chair. I will do this because it is the setting in which the students are accustomed to
hearing books read to them. I feel it will make them comfortable and get them in the mind set to listen and absorb.

Standard(s) Addressed:
Writing: K.11 The student will print in manuscript. a) Print uppercase and lowercase letters of the alphabet
independently. b) Print his/her first and last names.
K.12 The student will write to communicate ideas for a variety of purposes. a) Differentiate pictures from writing.
Reading: K.1 The student will demonstrate growth in the use of oral language. a) Listen to a variety of literary forms,
including stories and poems.
K.9 The student 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.
Some of the learning objectives linked to the reading program instituted in Smithland Elementary Kindergarten for the
week I wish to present are comparing and contrasting, and emphasis on details. I will be fitting my reading of Frederick
to contain these lessons.

Reading Lesson Plan Format


Victoria Klier

Grade Level: K

Date/Time you plan to teach the lesson: 2/17 11:20-11:50

Objectives:
The students will compare and contrast the jobs of the mice in the book by paying attention to detail and later recalling
the details by writing and drawing the details in the chart provided to them.
The students will see how every job is important and how every talent should be valued.

Tier Two Vocabulary Words and Student Friendly Definitions:


n/a for this lesson

Materials needed/preparation of the learning environment:


The book: Frederick by Leo Lionni
Diagrams
Pencils, markers, crayons
Work space for students to fill out the chart

Plans for differentiation:


For varied levels of students, I will adjust the diagram activity. For students who have trouble writing, I will not make
them write all the objects that the mice gathered, they can concentrate more on what drawing. For students who do not
like to draw, I will allow them to only write what the mice gathered. For the students who are still struggling with
English, I will draw their attention to the pictures in the books and encourage them to draw what they saw the mice and
Frederick gathering in the pictures. I will also walk around to help students and see how they are handling the activity.
For students that are not good at focusing on a task when at their desk, I will ask them the questions when on the carpet,
before, during, and after the reading.

Reading Lesson Plan Format


Victoria Klier

Grade Level: K

Date/Time you plan to teach the lesson: 2/17 11:20-11:50

Before Reading
Engage: Describe how
you will:
capture students
interest and
introduce the text;
activate students
background
knowledge; and
set the purpose for
listening

All the students will sit on the carpet.


I will sing my preparation song: Now lets sit and cross our feet/ hands in lap
nice and neat/ now its time to start the day/first well listen then well play.
--Introduce the book by reading the title and stating the author, and explain to
them that the author is also the illustrator. I will show them some pictures as
examples of his work.
-- Ask for a thumbs up if they have heard of this book before.
-- Tell them about how I love this book because it has to do with teamwork. Part
of being a team is that every member of the team has a job to do.
---Ask the students what kinds of teams they have been on, and what makes a
good team.
-- Ask them about classroom jobs and how we are like a team, everyone must
do their job to have a great day.

Explore: Describe
how you will:
preview the text

I will say how all the mice in this story have a job to gather food for winter and
ask them to pay attention to their jobs and how some jobs are different, but all
jobs are important.

Time
Approx. 5 mins
(all timing
depends on the
students
behaviors)

Time

During Reading
Explain: Describe how
you will:
model/explain your
thinking (list page
numbers and what

-- On page 4, I will ask the students if the corn the mice are carrying looks heavy.
I will ask the students to think about what that would be like a human carrying.
They will discuss this with their neighbor.
I will also draw their attention to Frederick and ask what it looks like he is doing.
--On page 6, I will ask the students if they think that Frederick is doing his job to
help get ready for winter. Why?

Time
About 10 mins

Reading Lesson Plan Format


Victoria Klier

you will say/do)


invite students to
model/explain their
thinking about the
words? (list page
numbers and what
you will say/do)

Grade Level: K

Date/Time you plan to teach the lesson: 2/17 11:20-11:50

I will draw their attention to the fact that Frederick is sleeping.


--On page 6, I will also ask the students if they think that the other mice are
working harder than Frederick to prepare for winter.
-- On page 7, I will ask the students if they went inside their house to stay warm
during the snow storm this weekend. What did they do inside?
--On page 10, I will ask the students if they think that Frederick did actually do
his job and gather supplies like the rest of the mice or if he just slept.
--On page 11, I will ask if they also feel warmer and offer to read it again while
they close their eyes. Ask what they can think of to make themselves feel warm.
--On page 12, I will ask all the students if they can see the colors in the mices
minds.
On page 13, I will ask the students if they enjoyed the poem and ask them if they
think it deserved a round of applause. We will then clap for Frederick.

After Reading
Elaborate: Describe
how you will:
engage students in
developing a more
sophisticated
understanding of
the purpose for
listening

--After reading the last page, I will ask if the students liked the book and if they
thought Frederick did a good job helping his family.
--I will ask what the difference was between the supplies that Frederick brought to
the stone wall and the supplies the other mice brought.
--I will also ask if the supplies Fredrick gathered helped them in the winter just like
the food.
--I will then ask them to make a list of the kinds of supplies Fredrick brought and a list
of supplies the other mice brought. I will write the words on the board and leave them
up there. If they need help remembering I will show them the illustrations.
--I will then explain what the activity to be completed will be at their tables.

Time
15 mins

Reading Lesson Plan Format


Victoria Klier

Grade Level: K

Date/Time you plan to teach the lesson: 2/17 11:20-11:50

Evaluate: Describe
how you will:
encourage students
to assess their
understanding and
abilities
evaluate (formally)
student progress
toward achieving
the educational
objectives

In this activity, I will ask the students to complete a diagram I made in which the
students determine which group, Frederick or the other mice, gathered which
supplies. The words for the supplies will be written on the board at the front of the
classroom for reference like a word bank. This will also help the students with letter
recognition, as they will remember what each mouse gathered so they can figure out
the first letter of each word and check against the words on the board to pick the right
word to fill out the diagram. After writing the words for the supplies, students can then
draw pictures of the supplies. I will collect them from the students, or photograph
some, to determine if the students succeeded in comparing and contrasting the
supplies gathered by the two groups of mice. I will include these findings in the
reflection.

Closure: Describe how


you will:
remind students of
the lesson objective
link the new
learning to future
learning

I will link the new learning to future learning by ending with the statement that every
job is necessary and while other jobs might not seem as important, or as hard, they
might be. I will link it back to whose job is it to be line leader, or teacher helper, and
have them talk to a partner if they think those jobs are important. I can also use this
lesson to lead into creative and dramatic play activities such as dressing up like
cops, construction workers, vets, doctors, and cashiers. After they have finished the
activity, I will ask them to move to the blue rug and await other instructions about the
next lesson.

Time

(Worksheet/diagram can be found below)

Time
3 min

What could go wrong with this lesson and what will you do about it?
Opening of the lesson
--I believe what could go wrong with this lesson would be that I forget the book. In the event of this happening I know a
youtube (https://www.youtube.com/watch?v=QREPeWDYJx0) video of the book exists and can pull it up on the smart
board for the children to watch. I can pause the video and ask the children my questions.

Reading Lesson Plan Format


Victoria Klier

Grade Level: K

Date/Time you plan to teach the lesson: 2/17 11:20-11:50

After the Lesson


--I could also forget to bring the diagrams for the students, and in that case I can make a large class diagram at the front
of the room on the board, or could give each child a blank piece of paper and assign them to a partner. One partner
would display the supplies Fredrick brought and the other partner would display the supplies the other mice brought.
They can then compare and contrast the displays.
--If they have trouble finding a partner I can assign them and or let the odd one out be partners with Mrs. Webb or me.
Behavior is my biggest worry about what could go wrong with this lesson. I am worried the book may be a little long for
their attention span which is why I am striving to make the middle part of the story as interactive as possible. I am also
worried that they will not grasp the concept of compare and contrast although they have had practice with it before. If
this is the case, Mrs. Webb and myself will be walking around the room as they work and will remind them if they have
any questions to ask and help those who seem to be stumped or preoccupied. If a student is talking during the book, I
will praise students who are displaying respective listening skills and being 5 star listeners. I will also use my Hocus
Pocus or any other attention grabber that I remember and deem necessary.

Reading Lesson Plan Format


Victoria Klier

Frederick

Grade Level: K

Date/Time you plan to teach the lesson: 2/17 11:20-11:50

WHAT SUPPLIES DID


EACH MOUSE
GATHER?

Other Mice