Coat of Many Colors by Dolly Parton

Interactive Read Aloud Lesson Plan

Candidates Name: Carly Sepe Course Prefix/Number/Section: EDU

232 Reading Lit 1
Date: April 3rd, 2017 Subject: English Language Arts
Grade:2nd Duration: 15-20 minutes Lesson Topic:
Interactive Read Aloud

1. Big Ideas and Essential Questions:

a) Big Idea: Effective Readers use appropriate strategies to construct
meaning.
b) Essential Questions: How do strategic readers create meaning from
informational and literary texts?

2. Learner Outcomes:
a) Students will be able to retell parts of the story using their
understanding of the text as well as being able to explain parts of
the story.
b) Students will be able to answer questions correctly from their
understanding of the text.
c) Students will be able to complete a worksheet at the end of the
lesson.

3. Common Core Standards: CCSS Standards

Standard- CC.1.2.2.B- Ask and answer questions such as who, what,
where, when, why, and how to demonstrate understanding of key details
in a text.
Standard- CC.1.2.2.E- Use various text features and search tools to
locate key facts or information in a text efficiently.
Standard- CC.1.3.2.C- Describe how characters in a story respond to
major events and challenges.
Standard- CC.1.3.2.E- Describe the overall structure of a story,
including describing how the beginning introduces the story and the
ending concludes the action.

4. Vocabulary:
Wandering- To travel aimlessly from place to place
Rag- A piece of old cloth, torn from a larger piece
Britches- Trousers/pants
Season of Youth- Season when you were a child
Recall- To remember
Bible- A Christian scripture
 5. Materials/ Resources:
Book- Coat of Many Colors
Worksheet
Pen/Pencil
Sticky Notes
Story Map
Notebooks

6. Instructional Procedures: When reading The Coat of Many Colors

before, during, and after, we will ask questions, make predictions and
learn new vocabulary to get a better understanding of the text.

Before Reading:
1) Connecting Conversation- Before reading, I will show my students the
book, read the title to them, and show them the pages. I will also ask
them what they think the story is about in a think pair and share form.
After this, I will ask them what do they already know about this book
from looking at the cover. I will say Lets look at the cover of this
book. We can see a little girl wearing a coat of many colors with a
house behind her. What do you guys think this book is about? Do you
have any clothes that look like this? I want you to turn to the person
next to you and tell each other what you think this book is about and
what types of clothes you have that have many colors. (After 2
minutes) What did you and you friends talk about? Does anyone want
to share? From our connections and predictions, we think that this book
will be about a girl talking about her coat. I love these ideas! Now,
lets start reading and see if you guys were correct.

2) Bridging Conversation- As the teacher, I will give them a short

summary of the story. I will say This story is about a little girl, who
doesnt have a lot of money and cannot afford clothes. Her mother
makes her a coat from old materials and everyone at school laughs at
her. I will then say to the students You know, I remember when I was
a kid, I didnt have a lot of money either, and my grandma loved to
sew my hats, scarfs, and blankets! I loved to wear them, but
sometimes I thought people would laugh at me. I will then ask the
students how do you think the girl felt when the kids laughed at her?
Has this ever happened to you?

3) Vocabulary Set up- I will say to the students There are two words I
want you to think about before we begin reading this book. A) The first
word is season of youth- This word means the season of when you
were a child (Students know what a season is because we do a project
about each of them in our science unit). In the story, the girl was
thinking about when she was a kid and what did she did in the
 seasons. Can you make a picture in your head of activities that you like
to do in each season B) The next word is rag. A Rag is a torn-up piece
of old material. Can you think of a time when you used a rag? In the
story, the girls mom used an old rag to make her coat. C)The next
word is wandering. Wandering means to travel aimlessly from place
to place. Can you think of a place where you like to travel to? In the
story, the girl was wandering in her thoughts. D) The next word is
britches. Britches is another word for trousers or pants. Do you know
anyone who wears britches? In the story, the girl was wearing britches
to school. E) The next word is recall. To recall is to remember
something. What do you recall you did from yesterday? In the story,
the girl was recalling the time when her mom made her the coat from
rags. F) The next word is bible. A bible is a Christian book (The
children should know what the different religions are, but we wont get
too familiar with this word for religious purposes in school). What types
of books do you like to read? In the story, the girls mom was reading
her a story from the bible. Finally, I will say to the students now lets
look at these words one more time before we start to read.

4) Asking Questions on the cover- Before reading I will show the book to
the students and read the title and author. I will then say You know
kids, the first thing that I always do before reading a book is read the
title and look at the illustration on the cover. This helps me ask
questions and predict what will happen. I wonder where this girl lives, I
wonder who made her that pretty jacket. What are you guys wondering
right now? Before we read, I will say these questions and wonderings
get us excited to read the book!

During Reading:
During reading, I will model how we will stop at least 5 times to make sense
of the story using teacher think aloud.

Asking questions- (Page 1&2) I have so many questions already! I see a

house, a farm, and her coat right now. I wonder where does this girl live? Will
she lose the jacket? Will her friends like it? Who made the jacket?
Vocabulary Enhancer- I recall a box of rags Rags- An old piece of material
from a larger piece.

Visualizing- (Page 2) I see the little girl apple picking. I am picturing in my

head when I was a little girl and I would go apple picking with my brothers
and sisters. I would hold the basket, and make my brothers climb the trees
because I was too scared!
Vocabulary Enhancer- ... rags of many colors Rags- An old piece of material
from a larger piece.
Making connections- (Page 2) I see the little girl and her family apple
picking. I remember when I was child in the fall, I loved to jump in leaves and
play outside. What do you like to do in the fall? On page 4, I see the little
girls mom sewing her the coat. I remember when my grandma and aunt
would use old fabric to sew me clothes. I loved them so much! My favorite
was a blanket and a hat my grandma made me! Have you anyone sew you
something special that you love?
Vocabulary Enhancer- I was wondering one again back to my season of
youth. Wandering- To travel aimlessly. Season of youth- Season when you
are a child.

Predictions- (Page 11) I see the little girl walking to the school and she is so
happy. I predict that this little girl is going to lose her coat of many colors and
be so sad. If our predictions are wrong, it is okay, this helps us just remember
the important information
Vocabulary Enhancer- from the bible she read Bible- A Christian scripture

Making inferences- (Page 14/ 15) Right now, we havent finished the story,
but we can see that her friends are laughing at her coat. From this, we can
figure out that the little girl is probably upset and will start crying. If I were
the little girl, I would be upset too. Would you be upset if someone was being
mean to you? What would you do?
Vocabulary Enhancer- So with my patches on my britches Britches-
Trousers/pants

After Reading:
After reading I will engage my students in a closing conversation by asking
them questions. I will ask:
a) What happened in the story? Why was the girl sad?
b) If you were the little girl, would you have told her classrooms the
story of her coat of many colors, or would you do something
different
c) Have you ever got/ wore something important to you and been
made fun?
d) Do you like this story? Why? What was your favorite part?
e) What did you learn from this book? Is there a lesson?
f) Do you have anything that someone had made for you? Did other
people like it?

Addressing learners needs/ Follow up Activity:

Follow up Activity- I will go over the story with the children and make a story
map. This is engaging and it will help the students eliminate and add to the
events in the story. It will also help them understand their predictions.
Child with special needs- I will read the story with this child one-on-one and
go slower. They will do the worksheet that every child will do after reading
but it will be fill in the blank and I will be there to help him/her.

ELL- When I read this story to the class, this child will have cards with
pictures and vocabulary words. The worksheet will also be translated for
them. This will help the student understand better and not be fallen behind.
The worksheet will also be translated for this student and will provide
pictures.

Gifted Student- After reading and completing the worksheet, this student can
write in their notebook about a time in their life that relates to this (ex: when
someone made something for you/a time when you were sad and what did
you do).

Assessment-
Formative- I will be observing how the students reply to answers, thoughts
during the read aloud, their interaction during think-pair- share, and their
process when completing the worksheet.

Summative- Students will complete a worksheet where it asks questions on

the plot, problem, and solution. I will be grading this to test their
understanding of this text.