LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Bailey Dismore
Sheila Goodberry- William Perry Elementary School
09/27/2017 ~10:00am
09/20/2017
CT Initials:
(Include the title of each of the following sections in your written plan.)

A. Read Aloud: From Shoot to Apple by Stacy Taus-Bolstad

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students readiness, interests, and/or learning
preferences? Why is this an appropriate activity for these students at this time? How does this lesson
fit in the curriculum sequence? How does this lesson fit with what you know about child
development?
Will ask students if they know any vocabulary in the book beforehand.
Activity corresponds with curriculum in CTs book, Benchmark Literacy. Curriculum stated a non-
fiction book about growth. Children will be able to apply this to their own experiences with apples and
plants growing.

C. LEARNING OBJECTIVES
Understand what are the broad Know what are the facts, rules, Do what are the specific thinking
generalizations the students should specific data the students will gain behaviors students will be able to do
begin to develop? (These are through this lesson? (These knows through this lesson? (These will also
typically difficult to assess in one must be assessed in your lesson.) be assessed in your lesson.)
lesson.)
Students should be able to Students will know the meanings Students will be able to tell the
understand the parts of a book of new words (shoots, ripe, teacher the parts of the book and
(front cover, title, author, table of bloom), and the different parts of a new vocabulary.
contents, and back cover) and nonfiction book.
discuss meanings of new words.

D. ASSESSING LEARNING
Students will volunteer or answer questions prompted to them about the vocabulary and parts of a
book.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

K.5 The student will understand how print is organized and read.
b) Identify the front cover, back cover, and title page of a book.
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of texts read aloud.
K.10 The student will demonstrate comprehension of nonfiction texts.
b) Identify text features specific to the topic, such as titles, headings, and pictures.
a) Discuss meanings of words.

F. MATERIALS NEEDED
From Shoot to Apple by Stacy Taus-Bolstad
Practicum student will secure this item.
G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
Place book on easel at the front of the carpet area
Have students sit down on the carpet in their carpet spots
Grab the book From Shoot to Apple and show students the cover.
Before sharing the title, ask students to make a prediction about the book based on the cover
Have a few (2-3) students respond
Ask if the students like apples, if they have picked apples, made a pie, or eaten one.
Share the title, title page, author, table of contents, glossary and index before beginning.
Mention how non-fiction books have table of contents, glossary, and index.
Can ask students to name these if discussed previously.
Begin reading the book.
Page 3 start. Yum! An apple! How does it grow?
o If someone suggested the book was about growing apples, mention that. If
not, say that it is about growing apples and that we will be learning about
growing apples.
Page 4 Shoots: Buds, sprouts of a new, baby plant. Clarify bolded vocabulary.
Page 10 Bloom: When a flower opens. Clarify bolded vocabulary.
Page 14 Young apples are too sour to eat.
o Ask: Are apples normally sour? Are there any other fruits that taste sour?
Page 16 Ripe: When the apples is fully grown and no longer sour.
Page 18 Workers pick the apples
o Are workers the only people who pick apples? Have you ever picked apples in
the fall? Do animals eat apples from the trees?
Closure
Review vocabulary, ask for volunteers
Turn to a partner for 30 seconds and tell them your favorite part of the book.
Clean-up (if required)

H. DIFFERENTIATION
For children of different learning styles, I will be showing the book, reiterating the concepts verbally,
and allowing them to share what they know about the topic with me and each other. For struggling
students, I will be sure to repeat the objectives for them until they understand.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation.
If no students know the answers to questions I ask, I will first rephrase it, review the
definition, or answer it myself so they know for next time.
If there are students talking to one another, I will ask one of them to move near me or away
from each other.
If a student has to go to the bathroom or get water, I will tell them circle time is not the time to
go to the bathroom.
If a student has a meltdown, I will first try to move along and not pay attention to it. If it
persists, I will try to sit him/her next to me, and if that does not work, I will call in another
teacher to deal with the student.
Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.
a. I was able to teach almost exactly from my lesson plan, but at the end, instead of having the
student turn to one another, I let them share with the entire group stories about apples and
questions they had. I did this because they all had so many things they wanted to tell me and each
other that I didnt want the talking to get out of hand.

II. Based on the assessment you created, what can you conclude about your impact on student learning? Did
they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are
valid?
a. I think they learned new vocabulary. They even helped each other by offering synonyms for the
new vocabulary! One student said, Or we could say blossom instead of bloom because it means
the same thing,. Almost every student learned something. I know this because everyone except
for one student was paying attention and actively participating. They learned the words bloom,
ripe and shoots and loved saying the words and definitions all together. They also learned
about the parts of a nonfiction book, like the table of contents and glossary. I asked students at the
end of the book to define the words and parts of book we discussed and they were able to. I asked
students that are not considered the star students by my CT, and they were able to define the
words.
III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.
a. If I were to do this lesson again, I would give the students the opportunity to come up to the book
and point out parts of the book to demonstrate their knowledge. They love coming up to the front
to show the teacher and each other what they know and it helps reinforce the material when they
can come up and find things on their own. I also would have a closure activity where they could
draw/write to reflect on the lesson.
b. I would also ask them about other fruits, besides apples, to make sure the students connected the
process of growing apples to other fruits. This would help them to think beyond the text and relate
what they learned to the world.
c. I would also be better about tracking the words on the page as they were read to help the students
continue to develop concept of print and to model correct reading for them.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?
a. Next, I would do a hands-on lesson on apples and other fruits that grow. I could bring in apple
seeds and apples for them to explore and taste. I would let them create their own nonfiction book
on their favorite fruit where they write down words that relate to their topic and draw pictures of
different stages of growth.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?
a. Young children are capable of much more than I thought they were! I had students asking great
questions about the material such as Why do apple flowers blossom in the early Spring? and
Do all trees start off the same way as apples?. I loved hearing their questions and furthering their
learning by answering them and talking about the answers.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
a. I learned that when teaching something to a whole group, it is hard to make sure everyone is
getting it. I had a student rolling around on the floor the whole time and I had to keep going
because every other student was engaged and excited about the lesson. As a result of that, I
 couldnt gather as much information on whether she learned as much as I wanted her to. I also
learned that the pick your battles saying is absolutely true. If I had stopped the lesson to correct
one childs behavior, it would have thrown off the rhythm of the lesson, especially because no
other students were concerned with her behavior.
b. I also learned about planning the next item on the agenda and knowing exactly what is coming
next. After my lesson, I was unsure about what was happening next, so it felt like an awkward
transition. Luckily recess was next and the students knew to behave so they could go outside, but
if it was any other part of the day, I am afraid they would have been thrown off by such a rocky
transition.
VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?
a. Before this lesson, I thought I would be totally fine getting in front of the class, reading a book,
and asking questions, but during the lesson, I was completely intimidated. I learned that I need to
appear more confident and in charge when I am in front of the students so they take what Im
teaching them seriously and get something out of the lesson.