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Reading Lesson Plan Format

JMU Student Name: Heather Cameron Grade Level: 1st grade Date/Time you plan to teach the lesson: 10/11/2018

Lesson Type: READ ALOUD

Title, Author & Summary of the Text Used in this Lesson: Read Aloud on Too Many Toys by David Shannon.
Spencer has too many toys! His father trips over them, his mother falls over them, and the house is overflowing with
junk. Now it's time to give some of the mountain of goodies away, but Spencer finds it hard. In the end, he fills a box, but
decides the one toy he can't part with is the box!

Describe how and provide a rationale for the way you have grouped students for this lesson: The students
will all be sitting down on the carpet while I execute this group lesson from the CT’s rocking chair

Standard(s) Addressed:
Reading 1.5 The student will apply knowledge of how print is organized and read. B) Match spoken words with print.

1.8 The student will expand vocabulary. A) Discuss meanings of words in context. B) Develop vocabulary by listening to
and reading a variety of texts. C) Ask for the meaning of unknown words and make connections to familiar words.

Oral language 1.2 the student will expand understanding and use of word meanings. B) Begin to ask for clarification and
explanation of words and ideas.

Objectives:
The students will review and understand how print is organized in a text and be able to match spoken words that I have
read with the print in the book.
The students will be able to discuss the vocabulary in the text and be able to ask if they are unsure what a word means

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Reading Lesson Plan Format

JMU Student Name: Heather Cameron Grade Level: 1st grade Date/Time you plan to teach the lesson: 10/11/2018

The students will have the chance to expand their vocabulary


The students will understand how to find the good in every situation through learning about how Spencer is okay when
he has to give away all of his toys except for one

Tier Two Vocabulary Words and Student Friendly Definitions: n/a for this lesson

Materials needed/preparation of the learning environment:


• Too Many Toys written and illustrated by David Shannon.
• Blank paper for each student for activity.

Plans for differentiation:


To reach all levels of learners, I will ask questions of different variety and difficulty. When asking questions to my
students, I will make sure they understand that they should raise their hand and I will pick on students from there to
answer the question I have asked. Through discussion and the drawings on each handout, I will get insight into each
child’s understanding of the book as a whole and the events that occurred. I will also make it a point to make sure that
every child is focused and paying attention during the read aloud, and if children become unfocused I will check in with
them quickly, such as, finishing a page and saying “what do you think’s going to happen next, so-and-so?” Lastly, I will
point out illustrations and important aspects of the book to keep children interested in hopes that I will make it relevant
for each child while reaching each of their level of comprehension.

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Reading Lesson Plan Format

JMU Student Name: Heather Cameron Grade Level: 1st grade Date/Time you plan to teach the lesson: 10/11/2018

Before Reading
Engage: Describe how I will introduce the book by reading the title, author, and explain that David Time
you will: Shannon did not only write this book but also illustrated it. (3 Minutes)
-Say: Give a thumbs up if you know what it means when I say, “David Shannon
● capture students’ wrote and illustrated this book”? Then call on one student to explain
interest and -Say: Who wants to make some predictions? Turn to the person beside you and
introduce the text; see if you can predict what is going to happen in this book based on the front of
● activate students’ the book with the title and illustration. Begin my saying “I predict that…” I will
make sure to listen to the conversations occurring and will reconvene with the
background
book when it seems appropriate.
knowledge; and Say: Ok who wants to share their predictions! (I will call on 2 or 3 children to
● set the purpose for share) Now, let’s see if your predictions come true as we begin the book! Make
listening sure to look at Spencer and how his attitude changes throughout the book.

Explore: Describe I will talk about the text, talk about the front of the book, but I will not do a picture Time
how you will: walk for this activity, because I want them to make predictions and ask (3 Minutes)
questions simply based on the cover of the book and the title.
● preview the text

During Reading
Explain: Describe how After the first page where Spencer is in his room covered in toys: Why do you Time
you will: think having too many toys might be a bad thing? (10 Minutes)
● model/explain your After page about everyone giving him toys: Do you think all of these people are
thinking (list page the reason Spencer has too many toys? Why would they still give Spencer toys
numbers and what if he had too many?
After page about toys being a hazard: Why do you think toys being around the
you will say/do)
house could be a dangerous thing? Do you guys leave your toys out like
● invite students to
Spencer?
model/explain their
thinking about the

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Reading Lesson Plan Format

JMU Student Name: Heather Cameron Grade Level: 1st grade Date/Time you plan to teach the lesson: 10/11/2018

words? (list page After page where mom says Spencer has too many toys: What do you think
numbers and what Spencer is going to do with his toys? Hide them? Give them away? Throw them
you will say/do) away? Ask for more possibilities
After page about mom helping him pick toys to keep: Do you think you would
have a hard time picking out toys to give/throw away? What do you think
Spencer is going to do?
After page about mom helping more: Do you think it was nice of Spencer’s mom
to bribe Spencer with no TV for a week if he didn’t put his toys in the box? What
else could she have said?
After page about things going in the box: Where do you think the toys are going
to go? Would you want to donate them or throw them away? Depends, right!
After toys go on the floor: What do you think Spencer means by saying they
can’t give away the box? It wasn’t even a toy before!
Last page: were your predictions true that you made before I began reading?
Talk with a partner and then raise your hand to speak.

After Reading
Elaborate: Describe I will ask the students to raise their hands if they enjoyed the book, asking them to do Time
how you will: so quietly, without saying or shouting anything out. (5 minutes)
● engage students in I will then ask them, “raise your hand if your predictions came true! Please raise your
developing a more hand quietly!”
sophisticated I will ask them to raise their hands if they have any questions about the book or any
understanding of comments they want to share; i.e. If they thought the book was going to go one way
but it went another.
the purpose for
I will ask questions such as, “How do you think this story could have gone
listening differently?” “Do you think he made the right decision at the end of the book?” and
“what was your favorite part of the book?”

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Reading Lesson Plan Format

JMU Student Name: Heather Cameron Grade Level: 1st grade Date/Time you plan to teach the lesson: 10/11/2018

Evaluate: Describe I will make sure that all questions are answered about the book Time
how you will: I will make sure that everyone understands the main idea of the book along with the (5 Minutes)
vocabulary within the text
● encourage students I will make sure that each student gets a chance to answer or discuss the questions
to assess their that I ask because I want to make sure that they all understand the text, its
understanding and vocabulary and interesting parts, and the overall theme of the story.
abilities
● evaluate (formally)
student progress
toward achieving
the educational
objectives

Closure: Describe how I will evaluate the students as they are answering the questions and when I feel that Time
you will: all of them have grasped the theme and vocabulary of the book I will ask them to (2 min)
● remind students of quietly sit in “scholarly position,” something that my CT has them sit in (criss-cross
the lesson objective applesauce, sitting up, with their mouths closed) and I will then ask them to quietly
● link the new walk back to their seats as that is the end of my read aloud.
learning to future
learning

What could go wrong with this lesson and what will you do about it?
Opening of the lesson: If there is an odd number of students, leaving one without a partner during the prediction
discussion, then I will talk to the one student without a partner. Although, if I notice that there are multiple kids without
partners then I will begin to pair them up until everyone has a partner.

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Reading Lesson Plan Format

JMU Student Name: Heather Cameron Grade Level: 1st grade Date/Time you plan to teach the lesson: 10/11/2018

Lesson: I will definitely be prepared to use scaffolding during the lesson if kids need more explanation or more detail
when a question is asked or a concern is brought up during the reading. I will also be prepared to explain the definition
of words that the kids might not be familiar with so that they can further understand the story’s dialogue. The book is
longer than most of the books that my teacher typically uses for read-alouds, so I will have to keep constant attention on
the students and make sure they are staying focused and engaged in the lesson.

Closing of the lesson: I have a number of shy kids in my classroom, which could be a problem when it comes to sharing
at the end of the lesson, but I will talk to those students during the activity aspect of the lesson so they might be better
prepared when asked to share.

Behavior: I will be aware of the student’s behavior throughout the entirety of the lesson. If students begin to play with
each other or fuss around during the reading, I will call them out by name, not in a negative way, rather, I will say “so-
and-so, what do you think is going to happen next?” Giving them the initiative to want to recoup and pay attention so
that they can better answer the question if called on again.

Reflection:

Teaching Methods (What was your process to prepare for this lesson? What would you do similar next time?)
Different?)

My process to prepare for this lesson involved me creating this lesson plan draft, which gave me a lot of assistance that I
would not have thought to do. Going through each step of this template and being guided to truly think about what I was
going to do and say before, during and after was extremely helpful in the way that I knew exactly what I was going to do
each second of the read aloud. I will definitely use this type of template for future lesson plans as it was definitely helpful
and made it so that I was not nervous at all during the read-aloud because I knew that if I ever got stuck during the lesson
I would be able to glance over at this (as I had it printed out just in case) and know exactly what to do next. Fortunately, I
definitely felt prepared enough where I did not have to look at my lesson plan, but I know that if it ever happens in the
future I will be prepared with it. Something that I might do different next time is have an activity for my students to
engage in after the read-aloud as it would give them the opportunity to further explore the book!

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Reading Lesson Plan Format

JMU Student Name: Heather Cameron Grade Level: 1st grade Date/Time you plan to teach the lesson: 10/11/2018

Student Learning (How did you assess your students’ progress towards meeting your objectives? How were
students engaged in the lesson and how did this impact their level of learning?)

When asking the students about their predictions, I considered all of the different ideas, whether they were right or wrong
and I took them further into discussion. For example, when one student said, “I think that he is going to have so many
toys that they will fill his whole house so nothing else can fit!” I responded to this to the whole class and said, “that’s a
good prediction! What do you guys think he might do with these toys if they were to fill his entire house?” This gave the
opportunity for further ideas and predictions, and something that I did that I will do in the future is ask for kids opinions
and ideas, both the ones who have their hands raised and the ones who do not. I believe that if I want to get a full
understanding if the students are meeting the objectives I want to meet I have to assess each child’s thoughts and ideas,
and to get this you have to call on students even if their hands are not raised. I was so happy when I did call on students
who did not have their hands raised because every time they had something to add to the discussion. I believe that every
student has good ideas and predictions, some may just be shyer than others to raise their hand.

What inspired the ideas in this lesson or activity? Did you hear your professor or CT suggest it? Was it on
Pinterest? Did you do something similar when you were a student? Did you read about it in a journal, blog, wiki?
Did another teacher or peer suggest such an idea? If you created it yourself from other pieces of ideas, discuss that
process. If a website led to your inspiration, please include it.

What inspired me to do this book as a read aloud was when I had my presentation on contemporary realistic fiction books
where I had used David Shannon as the author I discussed. I love the ways David Shannon writes his books and instantly
brought the idea to my CT to ask if she thought one of his books would be good for a read aloud, which went extremely
well because she loved the idea of having one of his books as a read-aloud. She said that I could read it aloud after I ran
the morning calendar routine because that is always her favorite time to read books to the students that are just fun reads
that get them thinking about things and ideas other than the ones they are learning about in math, science, etc. I made the
lesson plan up myself and brought it to my CT to discuss to make sure she liked what I had done, where she loved it but
said that I did not have time for the activity I had planned for afterwards. I was sad about that because I was so excited to

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Reading Lesson Plan Format

JMU Student Name: Heather Cameron Grade Level: 1st grade Date/Time you plan to teach the lesson: 10/11/2018

implement an activity after the read-aloud but she said that if I get the chance to do this read-aloud in another practicum
classroom or my future classroom, I should definitely implement the activity!

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