Kate Freeman Professor Hendricks, Cooperating Teacher: Mrs.

Hopke 1:15 PM-2 PM, October 31st, 2013 Mott Elementary School ELE 301-02 1. Title or Topic of the Lesson and Grade Level Shake dem Halloween Bones, Kindergarten 2. Lesson Essential Question(s): Who are the main characters in Shake dem Halloween Bones?

3. Standards: CCSS.ELA-Literacy.RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
4. A. Learning Objectives and Assessments: B. Assessments: Learning Objectives Students will be able to identify the main characters in Shake dem Halloween Bones. Assessments The class will complete a Shake dem Bones poster activity as we read Shake dem Halloween Bones in order to recall the major characters in the story.

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Materials: Standards/Objectives written on sentence strips Shake dem Halloween Bones (by W. Nikola-Lisa) Poster Board with velcro Ten character cards (Little Red Riding Hood, Jack, Tom Thumb, Snow White, Goldilocks, Mister Pig, Rapunzel, Rumpelstiltskin, Cinderella, Puss in Boots) Shaker (childrens instrument) Poster Board with Dress Yourself so You Look Scary lyrics

6 . Pre-lesson assignments and/or prior knowledge: Students have been using flannel boards to remember the characters of stories (for example, our students used a flannel board to remember the main characters in Goldilocks and the Three Bears and The Three Billy Goats Gruff). In this lesson we will use a homemade poster, which will substitute for a flannel board in a similar fashion to how we used flannel boards in the past. We will review the characters before and after the story, and Velcro them to the board. 7. Lesson Beginning:

I will explain to learners how the read aloud/flannel board activity will be conducted (we will put character flannel board cards on the poster that I made each time a new character is introduced in the story), and I will remind students to be good listeners during the readaloud. I will explain that every time we say Shake, shake, shake dem bones now. Shake, shake, shake dem bones now. Shake, shake, shake dem bones at the hip-hop Halloween ball. I will shake the shaker and students will join in. This will make the read-aloud interactive, and will help students to focus on/remember the story. 8. Instructional Plan: I will begin my lesson by asking students to come to the carpet, and sit in their rows criss-cross applesauce with their hands in their laps. I will state my objectives for the lesson to students; today we will read Shake dem Halloween Bones and will focus on recalling the main characters of the story. I will explain that we will be reading Shake dem Halloween Bones, and using a poster to remember the main characters while we read the story. I will also shake a homemade shaker while I read to the class. I will explain that I will shake the shaker and students will join in every time I read Shake, shake, shake dem bones now. Shake, shake, shake dem bones now. Shake, shake, shake dem bones at the hip-hop Halloween ball. I will shake the shaker the first time the refrain occurs in the book. I will ask the helper to velcro the Lil Red card to the board first. (On the 7th page of the story) I will ask the helper to velcro Jack card to the board next. (On the 9th page of the story) I will shake the shaker the second time the refrain occurs in the book. I will ask the helper to velcro the Lil Tom card to the board next. (On the 11th page of the story) I will ask the helper to velcro the Snow White card to the board next. (On the 14th page of the story) I will ask the helper to velcro the Goldilocks card to the board next. (On the 16th page of the story) I will shake the shaker the third time the refrain occurs in the book. I will ask the helper to velcro the Mister Pig card to the board next. (On the 19th page of the story) I will ask the helper to velcro the Rapunzel card to the board next. (On the 22nd page of the story) I will shake the shaker the fourth time the refrain occurs in the book. I will ask the helper to velcro the Rumpelstiltskin card to the board next. (On the 23rd page of the story) I will ask the helper to velcro the Cinderella card to the board next. (On the 25th page of the story) I will ask the helper to velcro the Puss in Boots card to the board next. (On the 27th page of the story) I will shake the shaker the fifth time the refrain occurs in the book-which concludes at the end of the story. We will review the different characters introduced in the story using the poster. I will reread the story and students will help to recall characters.

I will display the lyrics to Dress Yourself So You Look Scary on the poster board I have created. I will let the class know that the song is based on a popular Christmas Carol that they may recognize. I will sing the song first for the class. I will then teach the song line by line to students. We will then sing the song as a class.

The following elements also need to be considered. o Differentiation: If students are struggling to sing or match picture cards with characters of the story, the teacher will prompt, give suggestions, and review anything students struggle with.

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o Questions: Who are the main characters in our story? What character is your favorite in the story? Classroom Management: To regroup students, get the class attention, or quiet them down, the teacher will clap out a rhythm that the students know to repeat and quiet down when they hear. (*clap-clap-clapclapclap*) Students will be reminded to not disrupt the flow of the story/lesson by talking amongst themselves. The teacher will shake the shaker three times to diminish noise without speaking over students. Transitions: First transition: Students will be asked to come and sit on the carpet criss-cross apple sauce for the start of the lesson. The teacher will explain behavioral expectations (students are expected to be quiet/listen to the lesson silently). Second transition: The teacher will read the book to students, and complete the poster as a class. Third transition: The teacher will display the poster with song lyrics, and will sing to and with students.

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9. Closure: The teacher will sing with students the Dress Yourself So You Look Scary song with students, which will reinforce students print-recognition concept. This is also a familiar tune, so students will be more likely to follow the pointer while it is being sung.