LESSON PLAN JMU Elementary Education CLAIRE BUCHER Hinkle Pre-K Plains Elementary School To be implemented on Monday, February

ruary 24th

A. Pete the Cat and His Magic Sunglasses by Kimberly and James Dean B. CONTEXT OF LESSON The students of Mrs. Hinkles class are read to several times a day in both formal and informal settings. They are almost unanimously engaged, so long as the book is not too excessive in length. The children participate throughout stories and offer their predictions as the plot progresses. I think Pete the Cat and His Magic Sunglasses will be an excellent book for the children of Mrs. Hinkles Pre-K class because it is of an appropriate length, its diction is advanced for their reading level though not above their comprehension level, and its illustrations incorporate an appealing blend of warm and cool colors that will be visually appealing for the children. C. LEARNING OBJECTIVES UNDERSTAND Students should practice taking turns and listen to their peers thoughtfully to understand appropriate interactions of conversation. Students should understand the sophistication of vocabulary used in this book, and be able to follow the plot of the story. Students should follow directions in listening to the read-aloud respectfully. KNOW Students should be able to identify the role of the Magic Sunglasses. DO Students should engage in discussion by offering their own predictions.

Students should know the moral of the story at the end of the book.

Students should listen while being read to, and offer commentary when appropriate. Students should make meaningful contributions to interactive conversation and talk out of turn a limited amount.

Students should use past, present and future verb tenses as appropriate when making predictions and in reflecting.

D. ASSESSING LEARNING STUDENT Foundation Block 1: Listen with increasing attention to spoken language and texts read aloud. Foundation Block 2: Listen with increasing understanding to conversations and directions Foundation Block 1: Make predictions about what might happen in a story. ABOVE AND BEYOND Student listened attentively to the story, and did not speak out of turn. GETTING THERE Student listened attentively to the story, and spoke out of turn a limited number of times. WE WILL GET THERE Student was disruptive to their peers; spoke out of turn and did not follow the story.

Foundation Block 1: Correctly identify characters, objects, and actions in a text. Milestone D6: Recall specific characters or actions from stories.

Student made predictions before and throughout reading using appropriate verb tenses. Student was able to identify the characters by the end of the story and explain the plot.

Student made predictions using incorrect verb tenses.

Milestone D8: Demonstrate understanding of basic plots.

Student was able to identify most of the characters by the end of the story and could identify the plot to some extent. Student was able Student was able to recognize and to identify some explain the significance in the significance of the Magic Magic Sunglasses, Sunglasses though incorrect. Student was able Student was able to identify the to identify some meaning of the meaning in the story. story, though incorrect.

Student was unable to make thoughtful predictions before or throughout the story. Student was not able to identify characters or the plot by the end of the story. Student was unable to identify the role of the Magic Sunglasses in the story. Student was unable to identify any lesson in the story.

E. RELATED VIRGINIA STANDARDS OF LEARNING Virginia Literacy Foundation Block 1: Oral Language o Listen with increasing attention to spoken language, and texts read aloud. o Correctly identify characters, objects, and actions in a text. o Make predictions about what might happen in a story. o Engage in turn taking exchanges and rules of polite conversation with adults and peers, understanding that conversation is interactive. Virginia Literacy Foundation Block 2: Vocabulary o Listen with increasing understanding to conversations and directions. Virginia Milestones of Child Development: Strand 4: Comprehension o D6: Recall specific characters or actions from familiar stories. o D8: Demonstrate understanding of basic plots of simple stories in a variety of ways. F. MATERIALS NEEDED o BOOK: Pete the Cat and His Magic Sunglasses by Kimberly & James Dean o one pair of plastic Magic Sunglasses to be used as a prop (provided by myself) G. PROCEDURE 1. I will implement my read-aloud in small groups during Activity Time. Mrs. Hinkle divides her class into groups of four to five students during Activity Time, and they rotate between four or five centers as instructed. I will hold my read-aloud as one of the days centers. 2. First, I will tell the students what we will be reading by holding up the book and reading the title to the students, pointing to each word as I read it. 3. I will introduce the authors to the students and tell them that James Dean was also the illustrator, and remind them that this means he painted the pictures in the story. 4. I will ask the students, What do you think it means, Magic Sunglasses? What do you think will be magic about his sunglasses? and listen for their predictions. 5. Once all the children have shared a prediction, I will begin reading. 6. The first page introduces Pete the Cat and tells the audience, Pete the Cat did not feel happy. Pete had never, ever, ever, ever been grumpy before. Here, I will ask students, Why do you think Pete is sad today? and point out how unhappy he looks in the illustration, to prompt their connection of picture and print.

7. Next, the book introduces Grumpy Toad and explains that he is not grumpy today. I will ask students why they think the toad is not grumpy on this day. The illustrations show Grumpy Toad wearing sunglasses. 8. Grumpy Toad offers his sunglasses to Pete the Cat and tells him they will help him see things in a whole new way. After Pete the Cat puts on the magic sunglasses, he looks around and says, The birds are singing, the sky is bright, the sun is shining, Im feeling alright! I will paraphrase this to ensure their understanding of the plot by saying, See, he put on the sunglasses and now the day looks beautiful to him and he feels okay again! 9. Pete goes on his way with the Magic Sunglasses and then comes up to Squirrel. The book introduces Squirrel and tells the audience he is mad. Here, I will ask the children what they think is going to happen. 10. Pete the Cat lets Squirrel try on his magic sunglasses. Squirrel repeats the lines of Pete the Cat when he tries them on, and is apparently happy again. Pete goes on his way and has the same interactions with two more friends, Turtle and Alligator. With each new character introduction, I will ask students why they think the animal is unhappy, and what they think is going to happen. 11. After leaving Alligator, Pete falls and cracks his sunglasses. I will point out the picture that illustrates the glasses have broken, and ask students What will happen now that his Magic Sunglasses are broken? 12. Then, Owl is introduced, who tells the Cat, Pete, you dont need magic sunglasses to see things in a new way. Just remember to look for the good in every day. I will paraphrase this for the children, letting them know in summary that the Owl has told Pete that you can see beautiful things without any help from magic glasses; you just have to look for them. 13. The last page has Pete with all of the friends he met throughout the story, and repeats the line, this time looking without his sunglasses, The birds are singing, the sky is bright, the sun is shining, were feeling alright! I will again reiterate that Pete has discovered he does not need his glasses in order to have a good day. 14. To close, I will ask the students what Pete the Cat learned, and ask each of them who their favorite friend of Petes was in the story. 15. Finally, they each get to try on a pair of Magic Sunglasses that I will bring, and tell us how they the world differently with them on. H. DIFFERENTIATION At this point in the school year, I believe all of the English Learners are at a high enough proficiency level to comprehend this story. A couple of my students have some learning disabilities that affect their attention spans. My hope is that my read-

aloud will be entertaining enough to keep them interested. I think the illustrations are very enticing, and the length of this book should not be too excessive for them. I will keep close eyes on these students that I know may struggle to stay engaged, and will call upon them specifically to make predictions throughout the story if I feel that I am losing their attention. I. WHAT COULD GO WRONG If any of the children have already heard this story, they may spoil the interactions of their peers engagement. I will ask before we begin if anyone has heard it, and if any of the children say that they have I will ask them to keep what happens in the story a secret so that their friends can be surprised. Hopefully they will listen to that, and it may even make them feel special to have a secret to keep. My other concern would be, again, in keeping the attention of a few of the more easily distracted students. There are a few children that have a tendency to simply walk away when they are disinterested in activities. If this happens, I will entice them with my special surprise that only good listeners will get to see at the end of the story. This, my Magic Sunglasses, will hopefully give them some incentive to sit patiently through the story.

STUDENT Foundation Block 1: Listen with increasing attention to spoken language and texts read aloud. Foundation Block 2: Listen with increasing understanding to conversations and directions Foundation Block 1: Make predictions about what might happen in a story.

ABOVE AND BEYOND Student listened attentively to the story, and did not speak out of turn.

GETTING THERE Student listened attentively to the story, and spoke out of turn a limited number of times.

WE WILL GET THERE Student was disruptive to their peers; spoke out of turn and did not follow the story.

Foundation Block 1: Correctly identify characters, objects, and actions in a text. Milestone D6: Recall specific characters or actions from stories.

Student made predictions before and throughout reading using appropriate verb tenses. Student was able to identify the characters by the end of the story and explain the plot.

Student made predictions using incorrect verb tenses.

Milestone D8: Demonstrate understanding of basic plots.

Student was able to identify most of the characters by the end of the story and could identify the plot to some extent. Student was able Student was able to recognize and to identify some explain the significance in the significance of the Magic Magic Sunglasses, Sunglasses though incorrect. Student was able Student was able to identify the to identify some meaning of the meaning in the story. story, though incorrect.

Student was unable to make thoughtful predictions before or throughout the story. Student was not able to identify characters or the plot by the end of the story. Student was unable to identify the role of the Magic Sunglasses in the story. Student was unable to identify any lesson in the story.