Components of a Book Lesson Plan 1. 2. 3. 4. 5.

Subject/Topic: Reading and Writing Grade/Class: Kindergarten Time/Period: Lesson Date: Day 2 Standards of Learning: Reading K.5: The student will understand how print is organized and read. A. Hold print materials in the correct position. B. Identify the front cover, back cover, and title page of a book. C. Distinguish between print and pictures. D. Follow words from left to right and from top to bottom on a printed page. Reading K.9: The student will demonstrate comprehension of fictional texts. A. Identify what an author does and what an illustrator does. B. Relate previous experiences to what is read. C. Use pictures to make predictions. D. Begin to ask and answer questions about what is read. E. Use story language in discussions and retellings. F. Retell familiar stories, using beginning, middle, and end. G. Discuss characters, setting, and events. Writing K.11: The student will print in manuscript A. The student will print uppercase and lowercase letters of the alphabet independently.

6. Content Outline: Reading A. Hold print materials in the correct position. B. Identify the front cover, back cover, and title page of a book. C. Distinguish between print and pictures. D. Follow words from left to right and from top to bottom on a printed page. E. F. G. H. I. J. K. Identify what an author does and what an illustrator does Relate previous experiences to what is read Use pictures to make predictions. Begin to ask and answer questions about what is read. Use story language in discussions and retellings. Retell familiar stories, using beginning, middle, and end. Discuss characters, setting, and events.

Writing A. The student will print uppercase and lowercase letters of the alphabet independently.

7. Rationale: The main purpose of this unit is to help kindergarten students understand how print is organized and read. Once that foundation is laid, students will be able to expand their knowledge of fictional texts that will help them develop critical thinking skills. 8. Objectives: A. Reading: After lecture, in class activities, and class discussion, students will be able to describe what an author does as well as what an illustrator does with 100 percent accuracy. In addition, students will be able to identify the front cover, back cover, and title page of a book as well as hold a book in the correct position with 100 percent accuracy. Furthermore, students will be able to distinguish between pictures and text, and describe the characters and events in a book with 100 percent accuracy. Students will be able to read the text the correct way (top to bottom, left to right) with 90 percent accuracy. Lastly, students will be able to relate experiences to what is read as well as distinguish between the beginning, middle, and end with 95 percent accuracy. B. Writing: After lessons in reading, class discussions, and previous practice with writing, students will be able to correctly write the title, author, and illustrators name with 95 percent accuracy. 9. Lesson Opening: It is the beginning of the school day, and the students walk in the classroom to find blank Dr. Seuss hats on their desks. Good morning, students! Today is a very exciting daybecause this is Dr. Seuss week, we are going to read another great Dr. Seuss book! Once you put your backpack in your cubby, you can start coloring your very own Dr. Seuss hat. Decorate it however you would like! The teacher allows students a few minutes to begin coloring their Dr. Seuss hat then addresses the class again. Everyone please put down your crayons and come to the reading carpet. Raise your hand if you liked the story we read yesterdayThe Cat in the Hat. Teacher waits for a show of hands. Good! I liked that story too. I know we havent read it since yesterday, but can someone tell me something that happened at the beginning of the story? Teacher waits for student responses. Thats exactly right! The mother left the house, and the children were very bored because it was raining outside. Does anyone remember something that happened in the middle of the story? Teacher waits for responses, and probes if needed. Great job! The cat makes a big mess and causes a lot of trouble! Does anyone remember one of the silly things that the cat in the hat did? Teacher waits for ideas and responses. Wonderful! The cat in the hat does indeed juggle the fish bowlawesome job. Now, does anyone in here remember what happened at the very end of the story? Teacher waits for responses from the students. Right! The house gets all cleaned up and the mother doesnt find out what happened. You guys did a great job remembering what happened in Cat in the Hat! 10. Connection: Does everyone remember making predictions about what was going to happen in the book, The Cat in the Hat? Teacher pauses for students to recall the lesson from the previous day. Remember, predicting something basically means making a guess about something. Now, has anyone in this classroom read Green Eggs and Ham before?

Teacher pauses for a few seconds and waits for a show of hands and various responses. Wow, I am so glad that no one has read it yet, because now we can all read it for the first time together! Has anyone ever had green eggs and ham? Teacher waits for the responses from the students. Well, today everyone is going to get a chance to try green eggs and ham if they want to. But before we eat green eggs and ham or read the book, everyone needs to predict if they will like the food or not. I will call your name, and you can simply tell me yes or no; yes meaning you think you will like green eggs and ham, and no meaning you dont think you will like green eggs and ham. Teacher calls on each student and records their responses on a chart on the board. Alright, now we need to read the book! 11. Instructional Strategies/Processes: The teacher grabs the book from the bookshelf and sits back down in the chair. Before we start reading, I want everyone to stand up and shake their wiggles out for ten seconds! Students stand up and shake their wiggles out they know to keep their hands to themselves because they do this at least once a day. Good job! Now that all of the wiggles are out, please sit down on the reading carpet with your legs crossed and your hands in your lap. Yesterday we learned the right way to hold a book. The teacher holds Green Eggs and Ham upside down and shows the class. Is this the right way to hold a book? Teacher waits for student responses. It isnt? Can someone come show me how I should be holding the book? Teacher waits for a student to volunteer. Oh, I see now! Thank you for showing me. Teacher is now holding the book in the correct position. Remember students, this is how you should always hold a book! If the words are upside down, then you need to turn the book around! Alright, lets begin. Teacher begins to read Green Eggs and Ham. Throughout the book, the teacher pauses and asks students if there is a picture on the page. If the student says yes, they must point out the picture and describe what the picture looks like. This gets the students to understand the difference between pictures and text. Alright students! Please return to your seats and raise your hand if you would like to try green eggs and ham. Teacher waits for the responses and records the number of students who want to try to meal. Please finish coloring your paper hat and I will bring you your green eggs and ham if you raised your hand. Teacher passes out the food and waits while students finish coloring their hats and eating their green eggs and ham. Now, I am going to call your name, and I want you to tell me whether or not you liked the green eggs and ham. Teacher calls on students and records their responses on the same chart that the predictions are on. Wow! Do you all see how predictions can sometimes be right and wrong? Some of you thought you wouldnt like green eggs and ham, but after trying it you really liked it! And some of you thought you would enjoy it, but after eating it you realized that you didnt like it. Im very proud of all of you for trying the green eggs and ham! We have one more activity left for today. I am going to give each of you one of these little books, and I want you to color the front cover blue, the title page green, and the back cover red. Remember we learned about these different pages yesterday. Try to

do this on your own, but raise your hand if you have any questions and I will come help you. When you are finish coloring the three pages, you can read the mini book! 12. Products/Assessments: The students will be producing the colored paper books that show the teacher whether or not they know where the front cover is located, the back cover is located, and the title page is located. 13. Closure: Since everyone is done coloring their Dr. Seuss hats, you can wear them for the rest of class! Now, I want to talk about some of the things we learned today during class. What did you all learn about books? Teacher waits for students to respond. Thats right! Books have words and pictures in them, and the pictures usually show what the words are telling. Can anyone remember what we learned about the different pages in a book? Teacher waits for responses. Good job! The front cover of a book tells you what the title is and it usually has a picture. The title page has the title again and tells you the authors name, and the back cover usually tells you a little bit about the author! Does someone want to tell me what we learned about making predictions? Teacher waits for students to respond. Awesome job! You guys did a wonderful job today. Give yourselves a pat on the back. 14. Homework: There are no homework assignments for the student to complete. 15. Differentiation: See attached. 16. Materials/Equipment: Paper plates, eating utensils, and napkins so that students can try green eggs and ham. A microwave would also be helpful in case the food gets cold before serving it.