Lesson Plan: Literacy

Kindergarten
Schools: Samuel Powel Elementary School & Penn Alexander School
Teachers: Betty Liu & Sherlly Pierre
Number of Students: 5/group
Time: Afternoon (Betty) & Morning (Sherlly)
Goals:
Students will be able to organize their thinking using story map elements that include character,
setting/time, problem and solution
Essential Question(s):
How do I know I understand what I am reading? What do I do when I dont?
How much do I need to know before I understand?
Standards (and Assessment Anchor):
CC.1.3.K.C With prompting and support, identify characters, settings, and major events in a
story (in order to) read and respond to works of literature--with emphasis on comprehension.
Materials and Preparation:
Three Little Pigs, David Wiesner
(2) Story Map Anchor Chart (To be filled in during lesson)
My Story Map Graphic Organizer (included)
Classroom Arrangement and Management Issues:
Library:
Limits distractions
Teachers will lead group of 5 students to library to facilitate small group lesson
Plan:
The Hook
Review the concept of version as it relates to fairy tales and introduce a new twist
of a familiar story using David Wiesners The Three Little Pigs
Our thinking job, today, as readers is to keep track of some important things
authors use as they write stories and help them to make sense. Those things
are characters (whose the story about?), setting/time (where are we and when do
we think its happening?), problem (something that needs to be solved) and
solution (whats our fix?).

The Body
(I): Review what each component is on an interactive chart (character,
setting/time, problem and solution)
At this time we have this anchor premade except for keywords that
students will tell teachers their correct placement

Lan Ngo 11/16/2015 4:56 PM

Comment [1]: These might be too many
elements to go over in one sitting. You
may need to do one or two more lessons
to cover all of these, depending on the
students. For example, you might want to
focus just on characters for a short lesson,
and then later discuss setting.

(We) [Shared Writing] As were reading collaborate with students to track our
thinking as it relates to the character, setting/time, problem and solution after
reading first half book with students
Intermittently we will weave in turn and talks where students can share
thinking with partners to agree on response
Teacher check-in (formative assessment)

(You) Students illustrate/write story map showcasing each of the elements

depicted in the reading of the second half of David Wiesners The Little Pigs

Closure:
Students share out their story maps and compare and contrast different
approaches and strategies used to organize their thinking

Assessment of the goals/objectives listed above:

Check-ins throughout (particularly in the shared writing section in response to reading) to
zero in on misconceptions in the moment
Shared Writing (story map) : Incorporate all comprehension strategies learned in reading
and writing workshop, thus far, including stretching words, chunking, snap words,
thinking job
Closure: Share out

Lan Ngo 11/16/2015 4:57 PM

Comment [2]: You may need to model
turn-and-talks.

Lan Ngo 11/16/2015 4:58 PM

Comment [3]:
It might be best to give them a graphic
organizer with spaces for each of the
elements.
You may need some intermediary steps
where you use examples to model how to
fill in each section.

Anticipating students responses and your possible responses:

Management issues
Remind students of our norms (especially those derived from reading and writing
workshop) and what readers look like and what does thinking look like
Remind students of our space, the library, and the norms/expectations that come
with that space
Silent signals and redirections
Response to content of the lesson
Why do time and setting go together?
So, I know the characters and the setting--am I done?
Can a story have many problems or just one?
Can you imagine why [insert here] happened?
Accommodations
Differentiate/Scaffold down to just tracking characters and setting/time (if the entire
group is struggling)
Teacher revoice responses of other students/ (for individual students)
Return to interactive story map chart (whole group)
Early finishers: Alternate ending/solution

Lan Ngo 11/16/2015 4:59 PM

Comment [4]: Write these into your
lesson plan so that you have them ready
at strategic points during your lesson.