Lesson Plan

Lesson Standards / Essential Questions:

Literature 1. Ask and answer questions about key details in a text.
Foundational Skills 4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Literature 3. Describe characters, settings, and major events in a story, using key details.
Literature 7. Use illustrations and details in a story to describe characters, setting and events.
Writing 5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add
details to strengthen writing as needed.

Materials:
Reading Street Books
Writing Journals
Pencils
Crayons

Lesson Learning Goals and Objectives

Instructional Strategies - Before the Lesson Review the story 'Mama's Birthday' by discussing what happens in the story
Target Skills: Reviewing what kind of story it is - realistic fiction, reviewing what adjectives are, reviewing information about
the plot and characters before we read the story.
Procedures:
1.
Ask students if the remember what type of story Mama's Birthday is. Go over the meaning of realistic fiction.
2.
Remind students that adjectives are words that describe people, places and things. Adjectives are words that
describe nouns. Explain there are many adjectives in the story, and to see if they notice them as we read today.
During the Lesson
3.
Ask students what they remember from the story and if they can summarize what the story is about
Procedures:
Students will sit in a circle on the rug with their Reading Street Books. The students will take turns reading one page at a
time. During the reading I will ask students comprehension questions about the story.
Comprehension questions:
a. What kind of person is Fransisco? Remember, he cares about his mom's birthday coming up. (Caring, nice,
friendly, helpful, thoughtful)
b. Do you remember the characters in the story? Fransisco, Grandma, Papa, Senora Molina, Gina, Grandpa, Perez,
Mama
c. On page 24, Grandma told Fransisco he had a wonderful idea. What did she mean when she said that?
Look at page 26. How are grandma and Fransisco making the piata? What materials do they use?
d. How would you describe Senora Molina? She offered to make the tortillas.
e. Why do you think that Mama would like the confetti eggs?
f. Why do you think Mama will like the Bunuelos, the doughnuts?

g. How do you think Mama feels when she realizes that Fransisco planned the party for her?
h. What do you think it means when Mama says, "The best present of all is having my friends and family here with
me?" -- Experiences with friends and family are the best gift
After the lesson Procedures: After the lesson, the students will review the vocabulary words from earlier in the week: celebrate, cherish and
grateful.
Then the students will complete a page in their writing journals. They will finish the sentence, "The best present of all is..."
They will write four sentences and draw a picture. They can use the words 'celebrate, cherish and/or grateful' in their
writing.
Accommodations or Modifications needed for students with disabilities.
When the student with disabilities reads, he can repeat after me reading one or a few words at a time. During the writing, I
will ask the student what he wants to write. I will write for him, and he will trace the letters. The student can also write
letters on the page, if he chooses, and tell me what he has written.
Assessment of Goals and Objectives
How will you assess student learning in each phase? How will you provide feedback to students?
I will know that the students have learned the content of the lesson by hearing the students' answers to the comprehension
questions. I will also know through reading the students' journals whether the students learned something from reading the
story. I will see if they also learned the higher level meaning of what a present or a gift can be.