Professional Documents
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CONTEXT OF LESSON
Read alouds are important because not only do they motivate students to
read on their own, but it models good reading, promotes critical thinking and
creates a sense of community in your classroom. It helps them acquire vocabulary
and will help them develop a lifelong love of reading while providing them with
memorable experiences with wonderful books. Since the class is full of so many
diverse individuals coming from many different backgrounds, histories and
families, Ive decided to choose a read aloud book emphasizing the differentiation
but importance of families.
What do you want students to How will your students How will you assess student
learn as a result of this activity? demonstrate understanding of learning of the concept?
OR the concept? OR
What skill do you want students OR How will you assess student
to demonstrate? How will students demonstrate demonstration of the skill?
success with the stated skill?
1: The students will learn The students will listen
As I am reading I will be
that everyones family and carefully to the book and
pointing out pictures of the
background is different understand what thedifferent families and
message is asking questions about
what they think they are
doing in each picture. I will
also be pointing at a map I
have up asking where they
think/showing where each
family photo is taken.
2: The students will learn The students will listen to By making sure no student
about their fellow students their classmates present is talking besides the
families or/and about their families or/and presenter and they are
backgrounds backgrounds listening with their whole
body to their classmate
3. The students will use The students will complete I will take photos of their
their artistic and creative a colorful, creative and artwork, while looking at
skills while drawing eventful drawing their use of different colors,
the creativity and the
events being displayed in
the picture
4. The students will use The students will not speak I will take notes on what
their listening and speaking while their fellow classmate theyre explaining about
skills while presenting is presenting and talk their drawing, and make
loudly and clearly when sure theyre speaking loud
presenting and clear and listening to
their classmates
FURTHER PLAN FOR ASSESSMENT
I will gather all of the photos of drawings by the students and categorize
them into examples of what I believe are lower, average and advanced
drawings
I will then organize them by what I believe best represents the concept of
the book and the objective of the activity
I will also lay them all out and notice the difference in families and
backgrounds and see how diverse the classroom really is
PINAURO LESSON PLAN 02-09-17
I will choose the most unique, most explained, and most detailed childs
explanation/drawing and analyze it to see if it best represented the meaning
I was trying to get across to the students and what I was trying to succeed
in this lesson
~Highlighted in bold are the standards they will mostly be implicating during this
lesson~
Oral Language
K.1 The student will demonstrate growth in the use of oral language.
b) Participate in an oral language activity including speaking and
recitation of a story.
c) Participate in oral generation of language experience narratives.
e) Use complete sentences that include subject, verb, and object.
K.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
c) Use words to describe/name people, places, and things.
d) Use words to describe/name location, size, color, and shape.
e) Use words to describe/name actions.
f) Ask about words not understand.
K.3 The student will build oral communication skills.
a) Express ideas in complete sentences.
f) Begin to use voice level, phrasing, and intonation appropriate for various
language situations.
g) Follow one- and two-step directions.
h) Begin to ask how and why questions.
Reading
K.5 The student will understand how print is organized and read.
b) Identify the front cover, back cover, and title page of a book.
c) Distinguish between print and pictures.
d) Follow words from left to right and from top to bottom on a printed page.
e) Match voice with print (concept of word).
K.6 The student will demonstrate an understanding that print conveys meaning.
b) Explain that printed materials provide information.
c) Read and explain own writings and drawings.
K.8 The student will expand vocabulary.
a) Discuss meanings of words.
b) Develop vocabulary by listening to a variety of texts read aloud.
K.9 The student will demonstrate comprehension of fictional texts.
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MATERIALS NEEDED
Read Aloud
Families by Ann Morris
Large map of the world (or will pull up on smart board and circle where the
families are from)
Activity
Sheet of thick drawing paper
Crayons
Pencils
PROCEDURE
OVERALL
-Read aloud the book during read aloud time
-Come back during project time and work on the drawing a picture of
their families in groups
-At the end ask them to share with me and the group what they drew
OR I will pick a few kids right before recess to present to the whole class.
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class.
-I will give them a 5 minute warning to finish up what they are drawing
-Then I will call on a few people to share with the class what the did OR I will
have already heard from the students what they drew when working with
them in groups.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?
Read Aloud
Children might get easily distracted. I will solve this by calling on the
students that might not be devoting their full attention, to answer the
questions I ask during the read along. If one of the children are super antsy
during the read aloud, I will just put my finger to my lips to show them the
quiet sign, or warn them that I will take away a fuzzy, or reward a student
thats being super quiet by giving them a fuzzy.
Activity
PINAURO LESSON PLAN 02-09-17
Children may not be able to think about what to draw. I will address this by
hinting ideas by asking questions. Questions such as Well what is your
favorite holiday that you spend with your family? or Well what was your
favorite day spent with your family or Well what is the first thing you do
when you see your family or Is there anything that your family helps you
with on a daily basis or Is there a favorite thing you like to do with your
family? etc.
Children might get distracted and try to see what other people are drawing.
I will address this by circling the room and if I see a student distracted I will
redirect them by asking them what they are drawing or complimenting their
picture and suggesting to add more colors or details
Children may be taking too long to do the activity and might not be able to
finish in time. I will solve this by walking around the room to make sure all
the students are basically moving at the same pace in their drawings and if
they arent I might help the student/students that are moving slower than
others. I will also be giving them time warnings so they know to speed up if
they want to finish in time for presenting.
Presenting
Children may want to interrupt the other student speaking. I will quietly put
up the quiet sign to my lips or reward a quiet student next to them with a
fuzzy.
Children may get distracted while others are presenting. I will quietly go
next to the student and whisper to pay attention or redirect their attention
away from whatever it is distracting them.
REFLECTION
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presenting. I did this because during the lesson I realized these are two different
objectives that must be observed at different times for each student.
Instead of using a map on the smart board to point out to children where all the
people around the world were, I had to explain to them where they were all from
and point to the map in the back of the book. I had to change this because I had
less time to the do the lesson plan than I intended.
Comments
Overall I felt as if the lesson plan went really well. I stopped after each page and
pointed out where each family was from. During the read aloud the children would
raise their hand to share something they do with their family or share that they do
the same activity with their family. A lot of children also recognized the activities
the families in the book were doing. I shared with them that I had a family with a
lot of cousins, aunts, and uncles, and one of the children said me too while
another student said they only had two. All the children were extremely engaged
in the read aloud and interested in the message that was being portrayed. After
they went off to color their pictures, I walked around the room to see their
progress. They all were using many colors and none of them drew the same
picture. I pulled a few aside and had them present to each other their work and
they all were excited to share their story and excited to listen and understand
their classmates story. Every picture had beautiful colors and details, although I
would like to work on listening to other classmates with most of the students.