Comprehension Lesson Plan

1.Title of Lesson and Grade Level: Predicting What Will Happen Next/Kindergarten

2.Standards (List the Entire Standard(s)):

ELAGSEKRL7: With prompting and support, describe the relationship between
illustrations and the story (how illustrations support the text).
SSKCG2: Describe examples of positive character traits exhibited by good citizens such
as honesty, patriotism, courtesy, respect, pride, and self-control.
3.Materials:
Teacher: Be Kind By: Pat Zietlow Miller & What Happens Next Flip Book
Student: Prediction Prompt Paper

4.How Did Your Students Personal, Cultural, or Community Assets help you plan this
lesson (think about the students in your field placement)?
When planning this lesson, I focused on choosing the most impactful and appropriate
text. In our classroom, we strive to make all of our students feel like they play an
important role and feel valued in our school community. Because of our location and
general population, school is often the only place that our students feel loved and feel
safe. In order to create that safe environment, students and teachers need to practice
the positive character traits of good citizens. I chose several texts for the groups to work
with that are promoting good citizenship. As we develop the skill of predicting, we will
also be learning about what makes a good citizen, and how we can show kindness to
our friends.

5. Body of Lesson

Anticipatory Set and Introduction (Hook us in an engaging, catchy way-song, short

video, act out a scenario, etc.):
To engage the students at the beginning of the lesson, we will be watching a Flocabulary
rap about making predictions!

https://www.flocabulary.com/unit/predictions/

Explain what the strategy is, how it works, what the student does to perform this
strategy, etc. List your strategy and definition somewhere and provide examples.
Provide common misconceptions as well:

Making predictions is a strategy where readers use context clues from a text (titles,
headings, pictures, and diagrams) and their personal experiences to anticipate what will
happen next. Students will activate their prior knowledge as they develop connections
between the text features and their experiences. Teachers prompt questions such as
“What do you think will happen next?” “Why do you think ____ did ___?” It is important
that teachers prompt these questions to ensure that students have a good
understanding of what they are reading.

Model the Strategy (using the text, possibly the Smartboard, anchor chart):
To model the strategy, the teachers will be using the SMART Board. The teacher will
examine the cover of the story Be Kind and make a prediction about what will happen in
the story. Using the graphic organizer, the teacher will draw a picture, and write a
sentence about what they think will happen next. I will practice referring to the thinking
stems anchor chart and prediction anchor chart posted on the board.
Guided Practice (using pieces of the text possibly, possibly the Smartboard,
anchor chart.):
The teacher will begin to read the story Be Kind. There is a marker halfway through the
story, where the teacher will pause and ask students to help develop a prediction about
what will happen at the end of the story. There will be an example of the graphic
organizer displayed on the board where the teacher can work with the students to draw
an image and write a sentence about what will happen next.

Independent Practice (depending on time, you may or may not get to this-it’s okay
if you run out of time and just explain what you would have students do for
independent practice, or you can have us actually do this part):
Each group will receive a picture book that relates back to our standard. They will read
the book as a group until they reach a marker that says “STOP Reading! What do you
think will happen next?” As a group, the students will draw a picture and write a
sentence, predicting what will happen next. Each of the groups will be provided with a
bookmark that has a predictions checklist and sentence starters - they will be able to
refer to these as they complete the task.

Closure (review the strategy, make connections to other learning):

To close this lesson, the class will regroup, and each group will come to the Document
Camera to present their predictions. They will describe events that happened before the
marker, discuss what they predicted, and finally describe what happened at the end of
their story.

Assessments:
Students will be asked guided questions as a formative assessment to gauge
understanding and guide the students to stay on task. Students will be completing a
prediction worksheet where they will be asked to draw a picture of what they think will
happen next and write one sentence explaining.

Differentiation for ELLs:

Students will be given a transcript of the text to read along with and highlight words they
might not understand and ask for help with. The texts we use are picture books and will
be able to use the images to support their answers. Sentence stems will also be
provided to students who struggle with spacing out words. Assisted spelling can also be
provided through the use of and ABC chart.

Differentiation for Struggling Readers/Writers or IEPs:

Students who struggle with reading will have texts read to them. Instructions can also be
repeated to those who may need not understand written instructions. All of the books
that were chosen are picture books. Students, particularly struggling readers will be able
to use the context clues provided in the images to better understand what the words are
saying.

Differentiation for Gifted Students:

Gifted students will receive a more challenging task. Because most of our
kindergarteners have not yet developed the skill of writing words, asking our advanced
students to incorporate a sentence into their prediction would be an appropriate way to
extend this activity.