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Read Aloud Lesson Plan

Name: Nicole Creedon


Targeted Age Group: 4-5

Lesson Objectives (minimum of 2):


1. Students will be able to participate in a discussion about key details in the book,
The Grumpy Goat by completing a KWL chart.
2. Students will be able to engage in group activities with purpose and
understanding by participating in a problem-solving activity.

Before Reading
Anticipatory Set:
To begin the lesson, the teacher will ask the students if they have ever been to the
farm or petting zoo before. The teacher will ask the students if they have ever seen a
goat or a sheep, to familiarize them with the main character.

Book Introduction: The teacher will introduce the book to the students reading the
title, author and illustrator. The teacher will ask the students about the picture on the
cover and ask them to make a prediction on what they think the story will be about.

Title: The Grumpy Goat


Author: Heather Amery
Illustrator: Stephen Cartwright

Vocabulary (Indicate if Tier 2 or Tier 3)

Grumpy (Tier 2): To be grouchy or in a bad mood


Butts (Tier 2): To push with head/horns
Trots (Tier 2): To hurry
Straw (Tier 2): Piece of grain
Kid (Tier 2): baby goat

Purpose for Reading:


Lets read to find out what happens to the grumpy goat.

During Reading
Pg. # Prompt (minimum of 5 ex. question, picture, think aloud, vocabulary, predictions, etc.)

p.3 What does the word grumpy mean again?

P. 4 What did Gertie the goat do to Sam? (What does butts mean again?)
How do you think the children feel?

p. 6 Looking at the picture, what does Sam appear to be doing with the bag of
bread?

p. 7 Looking at the picture, what does Poppy seem to be doing with the grass?
Point out the word trot.

p. 9 Why did Sam try to dress like Ted?

p. 10 What made Gertie the goat leave her pen?

p. 12 Does anyone know why they put straw in Gerties shed?

p. 16 What is a kid? Look at the picture!

After Reading
Revisit purpose
The teacher will stop reading on page 7. The teacher will revisit the question What
happens to the grumpy goat?, having students share their responses one at a time. The
teacher will use a KWL chart to display the information the students supply. The
teacher will make sure that they can identify the problem of the story, that the
children can not get the grumpy goat away from its pen, first before continuing on with
the KWL chart.

Extending activities (2)


1. KWL Chart: The teacher will begin by asking the students what the problem is in the
story. Then the teacher will ask the students what has happened so far in the story.
This information will go in the K part of the chart. Next, the teacher will ask the
students what they want to know, by asking What do you think will help the children get
the grumpy goat away from its pen? The teacher will write the students ideas down in
the W part of the chart. The teacher will then have the students participate in a
problem solving activity. (See next extending activity) Once students have experimented
with their solutions, the teacher will finish reading the students the book to see what
happens at the end of the story. The teacher will then ask the students what they have
learned. What was the solution of the story?

2. Problem-solving Activity: The teacher will explain to the students that they are going
to test their solutions to the problem on ways to get the goat away from the pen. The
teacher will have several resources available, such as rope, different food (carrot or
grass), and blocks. The students will see if they can get the goat away from the pen
using the solutions they came up with.

Standards: (2013 NJ Preschool or CCSS CIRCLE ONE) Include a minimum of 2


with notation and description
CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions
about key details in a text.

CCSS.ELA-LITERACY.RL.K.10 Actively engage in group activities with purpose and


understanding.

Assessment of Learning Objectives:


Objective #1- Each student is expected to contribute an idea to the KWL Chart, showing
understanding of key details from the text ask they answer questions about what they know and
learn, and ask questions about what they want to know.

Objective #2- Each student will engage in the problem-solving activity, as they work with other
students to test their solutions.

Modifications/Accommodations:
I will ask students to draw their ideas to problem solve if they have a hard time
expressing themselves verbally.

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