LessonPlan:Literacy

Grade:Kindergarten
Schools:
SamuelPowelElementarySchool&PennAlexanderSchool
Teachers:
BettyLiu&SherllyPierre
NumberofStudents:
5/group
DateofLesson:
11/23/15
Time:
Afternoon(Betty)&Morning(Sherlly)

Goals
:
Studentswillbeableuseagraphicorganizertoidentifycharacter,setting,problemandsolution
inordertoretellastorywithpurposeandunderstanding.

EssentialQuestion(s)
:
Howwillafairytaledifferwhenitswritteninadifferentcharacterspointofview?

Standards(andAssessmentAnchor):
CC.1.3.K.CWithpromptingandsupport,identifycharacters,settings,andmajoreventsina
story(inorderto)readandrespondtoworksofliteraturewithemphasisoncomprehension.

MaterialsandPreparation:
TheThreeLittlePigs:AFolkTaleClassicbyPaulGaldone
TheTrueStoryoftheThreeLittlePigsbyJonScieszka
(2)StoryMapAnchorChart(Tobefilledinduringlesson)
StoryElementsofaRetellMatchUp
Teachermodelofstudentgraphicorganizer
MyStoryMap
GraphicOrganizer(included)
Character
Setting
Problem
Solution

ClassroomArrangementandManagementIssues:
Library:
Limitsdistractions
Teacherswillleadgroupof5studentstolibrarytofacilitatesmallgrouplesson

Plan:
TheHook
Reviewdiscussionof
TheThreeLittlePigs
,studentled,andorganizetheir
thinkingaccordingtoelements
(Sherlly)
IntroduceThreeLittlePigsandbeginwithapicturewalk*(Betty)
Bringbothcopies
Ifallstudentsareabletoshareintheretell,goaheadwithsecond

Ifnot,rereadwholegroupTheThreeLittlePigs
Reviewtheconceptofversionasitrelatestofairytalesandintroduceanewtwist
ofafamiliarstoryusingJonScieszkas
TheTrueStoryoftheThreeLittlePigsby
A.Wolf
Ourthinkingjob,today,asreadersistokeeptrackofsomeimportantthings
authorsuseastheywritestoriesandhelpthemtomakesense.Thosethingsare
characters(whosethestoryabout?),setting/time(whereareweandwhendowe
thinkitshappening?),problem(somethingthatneedstobesolved)andsolution
(whatsourfix?).

TheBody
(I):Reviewwhateachcomponentisonaninteractivechart(character,
setting/time)
Atthistimewehavethisanchorpremadeexceptforkeywordsthat
studentswilltellteacherstheircorrectplacement
(We)[SharedWriting:GraphicOrganizerModel]Aswerereadingcollaborate
withstudentstotrackourthinkingasitrelatestothecharactersandsetting/time
afterreadingfirsthalfbookwithstudents
Intermittentlywewillweaveinturnandtalkswherestudentscanshare
thinkingwithpartnerstoagreeonresponse
modelturnandtalks:makeitcleartostudentswhatarethe
expectationswhenwearesharingout
listeningears(berespectfulandlistenwhensomeoneelse
istalking)
thinkingbrain(beabletotellwhatourpartnerjustsaid)
Teachercheckin(formativeassessment)
worktogetherontheinteractivecharttofigureoutcharacters,
setting/timewithstudentsforthefirsthalfofthebook(teacher
modeling)

(You)Studentsillustrate/writestorymapshowcasingeachoftheelements
depictedinthereadingofthesecondhalfofJonScieszkasandPaulGaldones
book
studentscaneitherillustrateorillustrateandwritetheirresponses

Closure:
Studentsshareouttheirstorymapsandcompareandcontrastdifferent
approachesandstrategiesusedtoorganizetheirthinking

Assessmentofthegoals/objectiveslistedabove:
Checkinsthroughout(particularlyinthesharedwritingsectioninresponsetoreading)to
zeroinonmisconceptionsinthemoment

SharedWriting(storymap):Incorporateallcomprehensionstrategieslearnedinreading
andwritingworkshop,thusfar,includingstretchingwords,chunking,snapwords,
thinkingjob
Individualgraphicorganizer
Secondhalfofindividualwork:Wholegroupcheckin
Makesurethatstudentsareonthesamepagewithinstructions/expectation
Maybehelpfultoreinforcelessonwithaquickreteach(teaching
opportunity)
Closure:ShareoutdiscussionWhyarestorymapsimportant/helpful?

Anticipatingstudentsresponsesandyourpossibleresponses:
Managementissues
Remindstudentsofournorms(especiallythosederivedfromreadingandwriting
workshop)andwhatreaderslooklikeandwhatdoesthinkinglooklike
Remindstudentsofourspace,thelibrary,andthenorms/expectationsthatcome
withthatspace
Silentsignalsandredirections
Strategicpointsforbodybreaks
Responsetocontentofthelesson
So,IknowthecharactersandthesettingamIdone?
Canastoryhavemanyproblemsorjustone?
Canyouimaginewhy[inserthere]happened?

Accommodations
Differentiate/Scaffolddowntojusttrackingcharactersandsetting/time(iftheentire
groupisstruggling)
referringtotheinteractivechartwehavedonetogetheronthefirsthalfofthe
book
Teacherrevoiceresponsesofotherstudents/(forindividualstudents)
Returntointeractivestorymapchart(wholegroup)
Earlyfinishers:Alternateending/solution