Plan for Students Learning

Planners Name: Chris Bayer

Topic: Read Aloud Title of Lesson: Joseph Had a Little Overcoat
Grade Level: Pre-K
Academic Standards for Lesson
1.3.PK.A With prompting and support retell a familiar story in a sequence with picture support.
1.3.PK.B Answer questions about a particular story (who,what,where, when and how).
1.3.PK.D With prompting and support, name the author and illustrator of the story.
1.3.PK.E With prompting and support differentiate between real and make-believe.
1.3.PK.F Answer questions about unfamiliar words read aloud from a story.
1.3.PK.J Use new vocabulary and phrases acquired in conversations and being read to.
1.3.PK.K With prompting and support, actively engage in-group reading activities with purpose
and understanding.
Essential Question
How can students understand sequence through picture stories?
Objectives (as many as needed for the lesson, usually no more than three):

Objective 1: Students will predict what will occur throughout the story.
Objective 2: Students will summarize Joseph Had a Little Overcoat.
Learning Activities
1. Introduction/Activation Strategy: First, have students with a partner or in small
group, discuss different types of clothing (Observe/Listen to when they are speaking---
formative assessment). Next, once the students are done asking, ask them if they have
ever out grown there clothes or even made new clothes out of their old ones.
Vocabulary: old, overcoat, nephew
2. Instructional Strategies/Learning Tasks:
a. Model/Explicit Instruction:
Before reading: First introduce the cover of the story; let children know what the title is and
who the author is and who the illustrator is (Simms Taback--- both). Next, ask the students if
they can predict what the story will be about based off of the cover illustration with the same
partner or group from before; ask them about what they see and who they see on the cover,
have a few students report what there predictions were. The last question to ask before
starting to read is to see if the students think the story is real or make believe, this will be done
in the same groups too, after students are done talking, have a student or two discuss weather
the story is going to be real or make believe.
During Reading:
Think AloudAs you read to the students, stop after a page or two and have them discuss
with a partner what is occurring during the story and what they think is happening. Have
students share their responses to the class after they are done speaking to their partners.
Ask children to predict what will come next (jacket, vest, scarf, tie, etc.)
Ask students if they have ever been to a wedding, have students make connections if possible.
As the vocabulary words come up throughout the story, ask students if they understand the
meaning of the word in the use of the book (wordsold, overcoat, and nephew).
Ask children to infer how Joseph ay be feeling after losing his button, the last of his overcoat.
Ask children if they have ever lost a small item, just like Joseph lost his button, students will
be able to connect.
At the end, have students summarize what occurred throughout Joseph Had a Little Overcoat.
After Reading:
After the story is summarized, have the students confirm their predictions to see if they were
correct (Select a few students to share).
Ask students if they understand the last sentence of the story, Which shows you can always
make something out of nothing. This sentence has a theme/message behind it. In pairs or
groups have students discuss what they believe the meaning behind the sentence is. Lastly,
once students are done discussing in groups, have some of the answers shared aloud.

3. Closure: To end the read aloud, have students complete a formative assessment with a
thumbs up/thumbs down. Ask the students questions (True/False and Open ended)
about the book. For example, ask Was a vest the next item of clothing after the
overcoat students will put thumbs down because it is false. Then ask one student to
explain why it is false. Also, ask students about how the think Joseph was feeling
throughout different parts of the story.
Differentiation: Content, Process, or Product

Assessment: Formative or Summative

.
1. Formative Assessment (process): This occurs when students summarize in pairs or
groups what they thought the order of clothes were throughout the story, the teacher is
able to observe and listen to student responses.
2. Formative Assessment: Students will be able to answer sequence questions based
upon the order of the story. Splitting the class into groups can differentiate this
assessment. (Give the higher-level learners pictures of 5 articles of clothing and have
them put them in order they appeared in the story. For lower level learners, only give
them 2 or 3, a beginning, middle and end. Middle level learners can be given between
3 or 4.)
Rubric/Checklist:
Students were able to make predictions
Students put the clothing in the correct order
Materials/Resources/Technology
1. Materials students will need: Joseph Had a Little Overcoat
Reflection (responses regarding strengths, areas needing improvement for next time, and
ideas for follow-up)