LESSON PLAN OUTLINE

JMU Elementary Education Program

Mary-Kate Kelleher
Mrs. Sams, Bessie Weller Elementary School
September 27, 2017
September 25, 2017

A. TITLE/TYPE OF LESSON: Read Aloud Lesson Plan

B. CONTEXT OF LESSON
The students in Mrs. Sams Kindergarten class are always involved with reading inside the classroom
whether it may be reading different book genres, reading labels around the classroom, morning
messages, days of the week, instructions on worksheets, and more. For instance, every morning after
the students are finished with their breakfasts, they are given the opportunity to pick a book of choice
out of the basket of books to read until they have to sit on the carpet for morning circle time. Most of
the students are very eager to finish their breakfast and flip through and look at the pictures in the
books that Mrs. Sams provides. However, I am sure not every student in the classroom is as eager as
some other students are. The book that I chose to read aloud to the students, Beatrice Doesnt Want
To, truly emphasizes the importance of reading and how finding an enjoyable book to read can
completely change an individuals perspective on reading as a whole. This lesson fits in the curriculum
sequence for this class because whenever the class goes to the library for specials or the next time they
decide to choose a book to read, I want them to be able to consciously think about this book and the
importance of not only reading but engaging and relating life experiences to the text theyre reading.
Lastly, this lesson fits with what I know about child development because an essential part of child
development is learning how to read and comprehending what is being read.

C. LEARNING OBJECTIVES
Understand students should Know students will learn new Do students will make predictions
understand the importance of reading vocabulary, how to use pictures in the at the beginning of the story as well
and the happiness a good book can text to make predictions, and how to as during, they will repeat vocabulary
bring to an individual identify the characters, setting, and words throughout the story, and
events within a story identify the characters, setting and
events at the end of the read aloud.

D. ASSESSING LEARNING
I will call on a few students out of the group to explain their certain predictions prior to reading the
book as well as during. I will also have the students repeat every vocabulary word that I have chosen
throughout the book and then have them repeat to me the meaning of each vocabulary word. Lastly, I
will assess the students learning by asking them to answer specific questions about the characters,
setting and events after the read aloud.

E. RELATED VIRGINIA STANDARDS OF LEARNING

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.9: The student will demonstrate comprehension of fictional texts.
a) Identify what an author does and what an illustrator does.
c) Use pictures to make predictions.
g) Discuss characters, setting, and events
F. MATERIALS NEEDED
The book, Beatrice Doesnt Want To that I will be reading aloud to the students

G. PROCEDURE
Preparation of the Learning Environment:
Tell the students to sit in their assigned carpet spots prior to starting the read aloud lesson.

Engage -Introduction of the lesson

I will start my read aloud lesson by asking the students a series of questions. I will first tell
them to QUIETLY raise their hands if they have a brother or a sister. I will then tell them to raise
their hands if one of their siblings have ever drove them crazy. Then, I will ask them if any of
them have ever liked a book so much that they didnt want it to end. After I ask these questions, I
will then introduce the book. Then, I will ask the students What do you all think Beatrice
doesnt want to do based on the cover of the book?

Implementation of the lesson (specific procedures and directions for teacher and students)
I will start off by saying the title of the book, the author, and the illustrator. I will then ask the
students if they know what an author does and what an illustrator does. Next, I will begin
reading the book. I will point to each word while reading the book so the students can gain a
sense of concept of word. I will also use an enthusiastic tone of voice while reading. I will STOP
on page 2 to introduce the vocabulary word report. I will ask the students if any of them know
the meaning of the word. If not, then I will tell them that a report is like an essay or a story. I will
then use the word in a sentence (i.e.: For one of my classes, I have to write a report about young
children.) I will then continue reading and STOP on page 3 to introduce the vocabulary word
suggested. I will ask the students if any of them know what suggested means. If none of
them know, I will explain to them that suggest means to recommend or tell someone an idea. I
will use this word in a sentence as well (i.e.: Mrs. Sams suggested that I read this book to you all
today. STOP on page 8 and ask the students if they think Beatrice will move from her seat or
not and annoy Henry. On Page 12, STOP and introduce the vocabulary word wailed. Ill ask if
the students know this word. If none of them know, I will explain to the students that it means
Beatrice was crying a lot. Ill use the word in a sentence as well (i.e. Suzy wailed when her Mom
took away her favorite toy for misbehaving.). STOP after Page 13 and ask what the students
think Henry is going to do next. STOP on page 17 and introduce the vocabulary word glared. I
will explain to the students that the word glared means to stare with an angry look on your
face. After explaining the meaning of the new vocabulary word, I will ask the students if they
predict that Beatrice will either like or dislike the story that the librarian is reading. Stop on page
16, point to Henry on the page and ask the students if they remember who the character is.

Closure
After I finish reading the book, I will ask the students if they remember some of the characters
in the book, what specific place the majority of the book took place in, and how Beatrice felt
about reading books at the beginning of the book and then how she was feeling at the end of the
book.

Clean-up
No clean-up is required for this lesson.

H. DIFFERENTIATION
Since I am incorporating all of the students in my read aloud lesson, I will be controlling the
pace of the reading and learning of the students. I will make sure to read at a relatively slow to
medium pace in order for ALL of the students to fully comprehend what is happening in the
book.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Students could interrupt me while I am in the middle of reading the book. If this happens, I
will tell the students to put their listening ears on and be quiet while I am reading the rest of
the book. If they continue to talk while I am reading, then I will call out the students individually
who are talking and tell them to be quiet.
Students could move around the carpet while I am reading. If this happens, I will tell those
students to return to their assigned spots on the carpet. If these particular students continue to do
this, I will tell them to get up and sit right next to me so I can keep an eye on that student and
that student knows not to misbehave while he/she is sitting right next to me.
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.
My actual teaching of the lesson did not differ from my plans. The students were very well behaved
and were thoroughly engaged in the read aloud. I introduced the book exactly how I planned to, I read
through and engaged the children how I wanted to, and I closed the lesson how I planned to.

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?
Based on the assessment I created, I can conclude that I can make more of an impact on student
learning than I thought. I noticed that when I ask questions in a controlled manner, use an enthusiastic
tone of voice while reading a story, and allow the students to relate to the story on a personal level, the
students can learn a lot about themselves and the book being read. The students learned how important
reading and finding a great book is, they learned four new vocabulary words, and they learned about
the different characters, setting, and events within the book. I know that the students learned these
concepts because I was able to ask particular questions related to these subjects and the students were
able to answer them correctly.

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.
One way in which I could incorporate developmentally appropriate practice in a better or more
thorough way if I were to teach this lesson again is by finding a bigger printed verson of the book.
Sometimes during the lesson, all of the students werent able to see the illustrations or see the words
because they were all scattered on the carpet. So, reading from a larger printed version of the book
couldve been more beneficial and developmentally appropriate for the students.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?
Based on the assessment data I collected, I would have turned on the smart board and pulled up a
blank document if I were the classroom teacher. I would then draw a before and after chart to allow
the kids to jot down ideas related to how Beatrice, the main character of the book, felt before she
found a book she loved and then how Beatrice felt after she found a book she loved to read.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?
As a result of planning and teaching this lesson, I have learned that it takes a lot of time to come up
with a lesson plan for an activity that only takes a max of ten minutes to complete. This is the case
because a teacher has to make sure that the SOL standards are met in a way that is both fun and
developmentally appropriate for the students.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

As a result of planning and teaching this lesson, I have learned that it takes a lot of patience and
thorough explanation when instructing a read a loud. For example, during some of the read aloud, I
caught myself reading a little too fast for the students and then had to slow my pace in order for the
students to fully comprehend what I was reading to them.
VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?

As a result of planning and teaching this lesson, I have learned a lot about myself as a future teacher.
While driving to the school, I was a little nervous about how the read a loud lesson would go. I
remembered my cooperating teacher telling me the week before that I would be instructing the read
aloud lesson after the students came back in from their second recess of the day. I was nervous that it
would be difficult for the students to maintain their focused attention on me after just coming in from
running around outside. However, after telling the students to put their listening ears on and to raise
their hands if they had something to say, the students were fully attentive and ready to learn.