If You Give a Bunny a Carrot

Big Book-English Language Arts Lesson

Mary Thomas EDU 320
Early Childhood Education November 30, 2015
1. Objective: The students will be able to repeat phrases contained in the Big Book, which
will be used in this lesson, through the instructional strategy of echo reading. This
activity will also enable the students to practice their reading fluency skills of accuracy,
rate, expression, and phrasing. Then, following the completion of the reading, the
students will be able to discuss the structure of the story in order to identify that it has a
cause and effect internal text structure. They will then be able to diagram this internal
text structure through the use of a graphic organizer. Lastly, the students will also be able
to identify the main problem and solution of the story.
2. Common Core Standards: Grade 1, English Language Arts
CCSS.ELA-LITERACY.RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade.
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.5
Explain major differences between books that tell stories and books that give information,
drawing on a wide reading of a range of text types.

CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
3. Motivation: Students will gather on the reading rug in the classroom in order to actively
participate in the reading of a Big Book, which has been written and illustrated by their
teacher.
4. Instructional Materials: Big Book: If You Give a Bunny a Carrot, whiteboard and dry
erase markers, twenty-five copies of the cause and effect graphic organizer, pencils
5. Procedures:
1) When the students are seated in their desks at the beginning of class the
teacher will explain the objectives and the procedures of the English
Language Arts Lesson.
2) The Students will then be instructed to go to the reading rug to participate
in the reading of the Big Book. The students will first be introduced to
the book and given background information on the author and illustrator.
At this time, the students will also have the opportunity to make
predictions about the story based on the title and the illustrations on the
cover page.
3) The students will then participate in echo reading as the book is being
read-aloud. (In future lessons, the students will be able to practice unison
choral reading as they become increasingly familiar with the story). As
the story is being read, the students will also be given the opportunity to
interact with the tactile elements of the book, provided that this is possible
without too much distraction or disruption.

4) After the story has been completed, the students will be lead in a
discussion about the major events in the story and the structure of the text.
Through the discussion the students will be able to recognize that the story
has a pattern of cause and effect. They will also recognize and relate the
major problem and solution of the story.
5) At this point in the lesson, the students will then return to their desks. The
teacher will then distribute the cause and effect graphic organizers to the
students. Then, using the whiteboard and dry erase markers, the teacher
will model how to use this type of graphic organizer. The students will
work collectively as a class to help the teacher to fill in the appropriate
information.
6) The students will then be divided into pairs for the final activity. Using
the main events that they have outlined in their graphic organizers the
students will construct four Freeze-Frames with their partner. They will
be given a few minutes to decide together how they will pose for each
frame. Then, the teacher will begin to play music. When the teacher stops
the music he/she will say, Freeze! The students will then pose for their
first Freeze-Frame. The teacher will continue in this manner for the
remaining frames.
7) The teacher will then conclude the lesson with a brief review of what the
students have learned during the lesson, as well as the objectives they have
accomplished.

6. Classroom Discussion: The class will be lead in a discussion prior to the reading of the
Big Book, which will focus on their predictions for the story. The students will again
have an opportunity for discussion following the completion of the book. In the second
discussion, the students will be asked questions to help them think critically about the
main events of the story and the overall structure of the text.
7. Academic Vocabulary: Bunny, carrot, wear, blast, horn, corn, enough
8. Assessment: During the lesson the students will be informally assessed for reading
fluency through the teachers observations during the echo reading of the Big Book.
They will also be informally assessed for their comprehension of the main events of the
story and their knowledge of the storys text structure through the guided discussion and
through their completion of the cause and effect graphic organizer.
Value Added:
1. Mraz, M., Vacca, J., & Vacca, R. (2014). Content area reading: Literacy and learning
across the curriculum. Boston, MA: Pearson.
2. Universal Design for Learning: Students with visual and hearing impairments will
be seated near the teacher during the reading of the Big Book. The students with visual
impairments will also receive a copy of the graphic organizer that has enlarged print, if
this is necessary. For students with various learning disabilities the teacher will not only
verbalize the objectives and procedures for the lesson, but will also write these visibly on
the board. English Language Learners will also have the option of supplementing their
writing in their graphic organizers with illustrations.
9. Reflection: