Lesson+Plans





**__Lesson 1:__** 

The intention of this lesson is to get each student involved in reading aloud. It is important that the students get involved in the instructional methods because it will be a fun and unique learning experience for all.
 * I. ** **Rationale:**

a. Instructional Goals:** As a class we will read the book Sylvester and the Magic Pebble. The students should be able to discuss the findings of the book by the end of the lesson. They should recognize all vocabulary words. Each student should recognize the moral of the story by the end of the book. · Enjoy creating their own pebbles; they will understand that each person’s pebble is unique because it is their magic pebble.  · Learn vocabulary by writing sentences about the book, using the vocabulary words.  · Develop individual thinking by making their predictions.  · Read more openly and thoroughly out loud, by participating in the reading of the book.  · Students will make predictions before reading and be able to prove or disprove during reading.  · Students will be able to answer questions related to the reading.
 * II. Goals and Objectives:
 * b. Specific Objectives:**

**c. CSO’s:**  · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">RLA.O.1.1.14 use basic comprehension concepts to understand literary and informational texts (e.g., story elements, main idea, sequence, cause and effect, prediction, retelling). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;"> · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">RLA.O.1.2.2 construct complete sentences in written compositions (e.g., capitalize first word, include a noun and verb, ending punctuation).


 * III. Essential Question- ** What did Sylvester learn about magic?


 * IV. Procedure- **

to introduce the lesson I will announce the name of the book. Then the students will draw their own magic pebble. I will have the vocabulary and definitions listed on the board. Using the vocabulary students will be asked to write a sentence about what they think the book is about underneath their picture.
 * a. Lesson introduction:**

**b. Lesson development:** We will be using the DRTA Anticipation Guide Strategy. First we will make pre-reading predictions on the anticipation guide on the board. Second we will read the story in sections; students will be asked to make a prediction before each section. After reading the section we will then prove or disprove their predictions. Finally, after reading the entire book we will check their pre- reading predictions on the Anticipation Guide worksheet, and classify them as true or false.

**c. Lesson closure:** We will discuss as a class what Sylvester learned about magic.

**d. Lesson contingency:** In the case of extra time students will get in their groups and write their short story on magic.

To assess the student’s performance, I will look at the artwork and the sentences they created about the book. I will also assess the discussions at the end of the lesson.
 * V. Daily Student Assessment: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-font-weight: bold; mso-fareast-font-family: 'Times New Roman'; msobidifontweight: bold; msofareastfontfamily: 'Times New Roman'; msotabcount: 1;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Book: Sylvester and the Magic Pebble, construction paper, Anticipation Guide worksheet, crayons/markers.
 * VI. Materials: **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-weight: bold; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US; msoansilanguage: EN-US; msobidifontweight: bold; msobidilanguage: AR-SA; msofareastfontfamily: 'Times New Roman'; msofareastlanguage: EN-US; msotabcount: 1;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"> I hope to accomplish all goals while using activities to reflect all learning styles.
 * VII. Modifications for diverse learners: **




 * __Lesson 2:__** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-weight: bold; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">


 * I. Rationale:** The objective of this lesson is for the student to be involved in reading aloud. It is important that the students get involved in the instructional methods because it will be a fun and unique learning experience for all. When involved in a read aloud students should try to relate the book to their life in some way.
 * II. Goals and Objectives:

a. Instructional Goals:** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">Students will listen to the story. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">Students will be able to answer questions about the book and its characters.

RLA.O.1.1.15 make text-to-self connections (e.g., events, characters, conflicts).
 * b. Specific Objectives:**

· What would you do if someone were trying to take your favorite toy?
 * III. Essential Questions:**

a. I will start the lesson by introducing the book, along with the author and illustrator. b. I will read the book “That Rabbit Belongs to Emily Brown,” by Cressida Cowell and Neal Layton. c. Finally we will end with a discussion of what the students liked and disliked about the book. We will do a five finger retail orally as a class.
 * IV. Procedure:**

Students will be assessed orally. I will listen to their responses at the end; I will be looking to make sure they understand the book and its setting, characters, problem, events, and conclusion.
 * V. Daily Assessment**:

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">“That Rabbit Belongs to Emily Brown,” by Cressida Cowell and Neal Layton
 * VI. Materials:**




 * Lesson 3:**


 * I. Rationale:** The objective of this lesson is for the student to be involved in reading aloud. It is important that the students get involved in the instructional methods because it will be a fun and unique learning experience for all. This lesson will also cover reading comprehension, it is also very important to make sure the students understand the book after it has been read to them. When involved in a read aloud students should try to relate the book to their life in some way.
 * II. Goals and Objectives:

a. Instructional Goals:**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">Students will listen to the story. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">Students will be able to answer questions about the book and its characters.
 * b. Specific Objectives:**

RLA.1.1.8 recognize basic comprehension concepts (e.g., story elements; main idea; sequence; cause/effect; prediction).

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">What kind of corn maze would you make for the festival?
 * III. Essential Questions**:


 * IV. Procedure:**
 * a.** I will start the lesson by introducing the book, along with the author and illustrator. I will then ask the students to look at the front cover of the book and predict what they think the book is going to be about. We will take a few minutes to discuss the student’s predictions. Then I will pass out a Statue of Liberty crown to each student. Then I will ask them if this changes their predictions in any way, now that they have seen something that relates to the story.
 * b.** I will read the book “Thump, Quack, Moo: A Wacky Adventure,” by Doreen Cronin and Betsy Lewin.
 * c.** We will end the lesson with an activity called Lucky Duck Comprehension. Lucky Duck Comprehension is an activity that tests the students’ comprehension of the book. To play the students will come to the front of the room and sit in a circle. The hot air balloon will float around the circle and each student is to grab one duck from its basket. After each student has a duck we will go around the circle and one by one they will tell me what the duck wants to know about the story. For example, if a student’s duck has the word setting on the bottom that student will tell the class about the setting of the book. We will continue until each student has had their turn.
 * d.** If there is extra time left after the Read Aloud and the activity, students will be asked to draw their own Statue of Liberty any way they like.

Students will be assessed orally. I will listen to their responses at the end; I will be looking to make sure they understand the book and its setting, characters, problem, events, and conclusion.
 * V. Daily Assessment:**

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">“Thump, Quack, Moo: A Whacky Adventure,” by Doreen Cronin and Betsy Lewin. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">Activity: Lucky Duck Comprehension <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">Statue of Liberty crowns (21)
 * VI. Materials:**




 * __Lesson Plan 4:__**


 * I. Rationale –** The basis of this lesson will focus on two skills; one is to identify the short /e/ sound, the other is reading comprehension. This lesson is important because it helps the students distinguish between letters and sounds. They will know that letters don’t always produce the same sounds. Identifying sounds is important in reading fluency. Comprehension is important because students need to understand what they are reading.


 * II. Goals and Objectives:**


 * a. Instructional Goals:**

i. Students will identify rhyming words. ii. Students will identify words with the short /e/ sound. iii. Students will be able to re-tell the given story.
 * b.Specific Objectives:**

i. Students will be able to re-tell the story Hen’s Eggs. ii. Students will be able to answer comprehension questions. iii. Students will be able to choose which words contain /e/.

RLA.O.1.1.14Use basic comprehension concepts to understand literary and informational texts (e.g., story elements, main idea, sequence, cause and effect, prediction, retelling).
 * c. West Virginia CSO’s:**

1. Why does the hen get mad? 2. What does mom fix instead of eggs at the end of the story? 3. Can you tell me what words have the /e/ sound? 4. Can you tell me what two words rhyme out of these three words?
 * III. Essential Questions:**

**a**. To introduce the lesson I will show the students the cover of the book. I will ask them to tell me what they think the book is about. **b**. After we talk about their predictions. We talk about the title page. I will ask students what this page is and what they will find on the title page. After talking about the title page, I will have the students whisper read the story. **c.** When the students have finished reading, ask them a few questions about the story. Why does the hen get mad? What does mom fix instead of eggs? Ask the students about the characters, setting, problem, events, and conclusions. Next the students will be indentifying /e/. I will have big vocabulary cards, containing words with and without the short /e/. I will tell the students to clap when they hear a word with the short /e/. **d.** After having the students identify words with the short /e/. I will end the lesson by asking students to tell me a word containing the short /e/ sound. **e.** In case of extra time, I will say three words and ask the students to tell me which two words rhyme out of the three. For example, leg, beg, dog. (leg and beg)
 * IV. Procedure:**

The students will be assessed orally. I will listen to their responses about the reading, to see if they understand what they are reading. I will be looking to make sure they understand the short /e/ sound and can identify the sound when they hear it or see it.
 * V. Daily Formative Assessment:**


 * VI. Materials**: Vocabulary cards, Story: Hen’s Eggs (Decodable Reader)




 * __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Lesson 5: __**<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">I. Rationale- **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">The objective of this lesson is to recognize and discuss the characteristics of a thing or person.


 * II. Goals and Objectives: **

**a. Instructional Goals:** The book Mittens will be read aloud to the class. The students should be able to know the essential and nonessential characteristics of the main character on their worksheet by the end of the lesson. Students will also be able to answer questions about the story.

**b. Specific Objectives:** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Students will work in groups and be able to acknowledge the importance of working together. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Students will be able to distinguish between nonessential and essential characteristics. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Students will be able to answer questions related to the reading. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">RLA.0.1.1.15 make text-to-self connections (e.g., events, characters, conflicts).


 * III. Essential Question- ** What did we learn about working together?

**a. Lesson introduction:** The students will be using the frayer model strategy to complete this lesson. The students will be asked to focus on the main character of the story. Students will be given a worksheet containing the main character. I will then read the story to the class. **b. Lesson development:** After reading students will be asked to identify the essential and nonessential characteristics of the main character. They will also need to list things that match the character and things that do not. **c. Lesson closure**: We will discuss the findings as a class. I will explain why things have certain characteristics and how you decide those characteristics. They will also compare their answers in their groups.
 * IV. Procedure- **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">
 * V. Daily Student Assessment ** - To assess the student’s performance, I will evaluate how well they can explain these characteristics and how they discus and answer questions about the main character.
 * VI. Materials- Book:** Clean Up, Grumpy Bunny!, and Frayer model




 * __Lesson 6:__**


 * I. Rationale- ** The objective of this lesson is for the students to see how words can relate to each other.


 * II. Goals and Objectives **


 * a. Instructional Goals**: I will read the book Mittens to the class. The students should be able to recognize how the vocabulary words relate to the describing words they chose. The students will be able to explain how their words relate.

**b. Specific Objectives:** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">Students will learn about describing words. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">Students will learn new vocabulary words and meanings. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">Students will be able to answer questions related to the reading. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">Students will know why and how words can relate to other words. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Symbol; mso-fareast-language: EN-US;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">RLA.0.1.1.08 use directly taught vocabulary words in oral and written reading experiences.


 * III. Essential Question- ** What are the many ways you can describe an object?

a. Lesson introduction:** The students will be introduced to the book. Each student will be given their own pair of mittens to wear throughout the lesson. I will also pass out a worksheet containing three vocabulary words. As a class we will go over these words and their meanings. Then I will read the selected story to the class.
 * IV. Procedure-


 * b. Lesson development**: We will be using the concept circles reading strategy. After reading the book students will be asked to put describing words in the circles above each vocabulary word.


 * c. Lesson closure:** Finally I will have the students draw a mitten using all their vocabulary words and describing words.


 * V. Daily Student Assessment- ** Each student’s evaluation will be assessed by the worksheet given to them. I will also evaluate their use of their describing words.


 * VI. Materials- Book:** Mittens, Concept circles worksheet, and gloves.


 * VII. Modifications for diverse learners- ** I hope to accomplish all goals while using activities to reflect all learning styles.



<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">**__Lesson 7:__**


 * I. Rationale- ** The objective of this lesson is to get each student involved in reading aloud. It is important that the students get involved in the instructional methods because it will be a fun and unique learning experience for all.


 * II. Goals and Objectives:

a. Instructional Goals:** Students will read the story silently. The students should be able to discuss the findings of the book by the end of the lesson. They should be able to pick out the details of the vocabulary words after reading. Students will write sentences containing many relating words.

**b. Specific Objectives:** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Students will have an enhanced vocabulary. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Learn vocabulary by writing sentences about the book, using the vocabulary words. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Develop individual thinking by picking out details, on their own. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Read more openly and thoroughly to themselves. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Students will be able to answer questions related to the reading. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">RLA.0.1.1.12 use meaning clues to aid comprehension and make predictions about content (e.g., pictures, title, cover, story sequence).


 * IV. Procedure-

a. Lesson introduction:** Students will first be given a magnet summary handout. The handout will contain four “magnet” words. The students will then read the story silently. While reading, the students will pick out important details words relating to the vocabulary.

**b. Lesson development:** After reading the students will be placed in groups. Each group will need to combine their words to create sentences using every word. They will repeat this for all four words. Finally, the groups will be asked to present their sentences to the class.

**c. Lesson closure:** We will discuss and compare all of the sentences.


 * V. Daily Student Assessment- ** Students will be evaluated in groups and graded on their sentences.


 * VI. Materials- ** Book: Curious George: Snowy Day, Magnet summaries handout.




 * __Lesson 8:__**


 * I. Rationale ** - The objective of this lesson is to get the students to realize the importance of the many aspects of a book. The students will learn how to recognize main characters, plots, problems the characters face, and how they solve those problems. The students should also be able to locate both the title and author of book.


 * II. Goals and Objectives: **


 * a. Instructional Goals-** As a class we will read //The Littlest Dinosaur and the Tooth Fairy//, discussing the book as we go along. Students should be able to recognize the main character, the plot, setting, and conclusion. Students should also recognize the name of the author of the book.

**b. Specific Objectives ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Students will present their own story about the tooth fairy to the entire class. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Students will learn new vocabulary before reading the book. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Students will be able to locate the name of the author in the book. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Students will be made aware of the title and illustrations. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Students will identify the main character. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Students will be able to answer questions about the book. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: Symbol;">· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Students will discuss the book with their classmates.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; msobidifontweight: bold; msofareastfontfamily: 'Times New Roman'; text-align: center;">RLA.O.1.1.14 || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; msobidifontweight: bold; msofareastfontfamily: 'Times New Roman'; text-align: center;">use basic comprehension concepts to understand literary and informational texts (e.g., story elements, main idea, sequence, and effect, prediction, retelling). ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">RLA.O.1.1.15 || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">make text-to-self connections (e.g., events, characters, conflicts). ||
 * III. Essential Question: ** What did Albert learn about Growing up?

**a. Lesson Introduction:** To introduce the lesson I will have the students say the title of the book aloud with me. I will ask the students to think about the first time they lost a tooth and had a visit from the tooth fairy. Then I will have the students tell their stories to the class. I will write the vocabulary on the board and introduce them to the students. I will pass out index cards with vocabulary words written on them. I will ask the students to raise their vocabulary word in the air each time they hear it in the story. **b. Lesson Development- ** We will be using the Story Frames handout. First students will write down the author and the title of the book on their handout. Second we will read the story in sections. While reading the story the students will be asked to identify the main character, the problem that character faces, and how the main character solves that problem. At the end of the book students will be asked to write what happened at the end of the story. Finally we will discuss our findings as a class. **c. Lesson Closure- ** We will discuss as a class what Albert learned about growing up and what they have learned about growing up. **d. Lesson Contingency- ** In case of extra time students will be asked to get in groups and act out the story.
 * IV. Procedure- **


 * V. Daily Student Assessment- ** To assess the student’s performance I will collect the worksheets at the end of the lesson. I will also have discussions at the end of the lesson.


 * VI. Materials- ** Book: The Littlest Dinosaur and the Tooth Fairy, Story Frames worksheet, and index cards.


 * VII. Modifications for diverse learners- ** I hope to accomplish all goals while using activities to reflect all learning styles.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">

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