LESSON PLAN OUTLINE

JMU Elementary Education Program

A. TITLE/TYPE OF LESSON
Read Aloud Feast For 10

B. CONTEXT OF LESSON
I will review the word feast which has previously been taught and is in the title of the book. This
lesson fits into the weeks theme of Family Fun because it revolves around a family spending time
together cooking. This book is giving the students many new tier 2 vocabulary while also
incorporating math with the counting of numbers.

C. LEARNING OBJECTIVES
Understand The students should Know The students should begin to Do The students should be attentive
begin to develop counting within a know the vocabulary words greens, to the lesson and engaging with me
book and noticing a pattern. plump and ripe. and other students. This can be
through raising their hand when I ask
a question, telling me they
understand.

D. ASSESSING LEARNING

The student will raise their hand when they know the answer to one of my questions and be able to
relate it what is going on in the book. They will be engaged wanting to know what happens in the rest
of the book. Examples of this could be the pattern. Also, the students should be willing to come up to
the front and perform what they know.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

This incorporates math by counting up to ten twice. By getting the students to count different objects
and realize the pattern they can eventually understand the use of numbers and how they can be used in
a book.

For literacy, the students are learning tier two words. Including, plump, greens, and ripe by
reintroducing a previous vocab word, feast.

F. MATERIALS NEEDED

Feast For 10 provided by Mrs. Lee

G. PROCEDURE
Sit all the students down on the rug around 8:45
I will start by showing the students the cover. What does it look like this family is doing?
What are they holding in their hand? Are there any family members you see? What do you
think will happen in the book?
I will then read the title. Ask the students if they remember what a feast means and to raise
their hands to give the definition. Once I give some students the ability to answer, I will then
give them the definition I have.
Explain the definition of feast, a large meal where a family comes together normally for
celebrating. Ask if any of the students have taken part in a feast.
I will then start reading.
Stop at page 6 - ask a student to come up and count out the two pumpkins.
 After page 8 ask the students if there is anything they notice about the numbers. Ex. The
numbers being bigger than the words.
Flip back through the pages to show them the numbers if they havent noticed them before.
Notice they are significant because they are bigger and ask the students to count with me
through the pages.
Stop on page 11 ask what greens are and call on several students.
Explain that greens are vegetables that are green. This includes lettuces, Broccoli, cabbage,
and collard greens. Ask the students if they have ever eaten greens. Then ask them to repeat
the definition back to me.
After page 13 - ask the students what number will be on the next page.
For page 14 and 15 - I will ask students to come up and count.
Page 14 Introduce the word ripe as a fruit is ready to eat. Use the example of a banana. You
only eat a banana when it is yellow, not when it is green.
Introduce the word plump. Ask where the girl is putting the plump potato. Plump is describing
the potatoes, it is when an object is full and round.
Ask the students to repeat this back to me.
For page 16 and 17 where are the bags going. We can all count the number of hands together
and maybe what could be in the bags.
Page 18 what do you notice about the number sequence?
Since the sequence is starting again I will ask the students after each number to say the next
one with me.
Page 27 Ask a student to come up and count the carrots. Before he/she does I will ask how
many they think will be there.
For page 28 and 29 What are the different food items that are offered.
What are other food item you could cook for your own feast.
Page 31 How do you think all the family members feel?
After the story is over How did the kids help their mom throughout the book?
What all happened in the book? For each idea brought up I will turn to that page to show the
other kids.

H. DIFFERENTIATION
If a student doesnt understand how the numbers go up throughout the book, I will be flipping
back each time allowing all the students the ability to count together and know what the next
number will be.
For the vocabulary, I will be sure to give as many examples as I can to make sure that all the
students understand the word fully.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

Something that could go wrong would be the children are notengaged with the story and not
wanting to know what happens next. The way I could improve this would be through maybe
using a different voice and asking questions that they are able to relate to and want to answer.
The students wont be able to catch on to the new vocab words that I introduced. I could help
them through this by giving them examples of the words in a way they are able to understand.
Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.

I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.

I believe my plan followed well to the actual read aloud minus some answers to a few of my questions.
One aspect of my plan that I did not follow through on was calling students up to the front to count the
items out. I changed this because I believed that when we counted out the first one together all the students
were speaking up and counting along which I did not think would happen. With all of the students being
engaged I believed it was best to continue that way for the rest of the lesson. If it was just one student who
came up to count they would be the only ones to benefit rather than the whole class.

II. Based on the assessment you created, what can you conclude about your impact on student learning? Did
they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are
valid?

One of the biggest parts of what the children learned were the tier 2 words that I introduced. Upon
reaching the end of the book, the students were still knowledgeable of the words plump, greens, and ripe
that some children were able to incorporate it in their reflection of the story. One child raised their hand
after being asked what they remembered from the book and said, pumpkins are plump. Also for their
snack they were given spinach, when I was passing it out I ask, what is this and some students replied
with greens. So, the children who did not previously know these words learned and expanded their
vocabulary.

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.

If I was to teach this lesson in a better way, I would have touched on the new vocabulary words more.
Although most of the students got the meaning to the words, I believe some just followed in those
students footsteps and acted like they knew. Upon teaching this lesson again I would have liked to give
more examples of the word and talk to the students more and ask them to give me some examples.
Possibly examples from all of the students just so I know that all students are knowledgeable of the new
term. This is just hard to do with children of this age.

IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?

I would do a lesson on numbers because on every page there were items. By the end of the book we
counted to ten twice. I would incorporate a lesson where the children are required to learn a number that
they might not previously know. This can be something where the children are up and moving since they
sat for around 15 minutes and listen to a story. It could also be an art activity where the children are
creative in making their own unique piece of art. I believe I would choose the art activity because this can
lead to many benefits related to decision making and diversity among other classmates, all while learning
new numbers.

V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?

I have learned that it takes more than just one example to reinforce a term for the students. I have
previously been in a classroom with 4th graders but by changing my mindset, it takes a lot more explaining
for children that are 4 years old where they may have no previous knowledge of the concepts. There is just
a lot for time that needs to be put in which I believe I did not count for on my lesson plan. This was shown
 when I started to explain plump. I gave the definition of the word and one example. I then followed that by
asking the students to share their examples. Upon doing so I received blank stares, this then informed me
that I need to provide more examples which I did. This was a learning experience for me.

VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?

After performing this lesson, I have learned that all students do learn differently and at different levels.
Something that is easy to explain to a 10 year old is a lot harder to explain to a 5 year old. I also believe
having my lesson plan in the back of my mind helped me to stay on track and know when it is best to
speak about a topic within the lesson.

VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?

Something that I have easily found out about myself is that I am patient and willing to openly
communicate with the students when it is needed. I feel as though I am a very helpful person and really
care about allowing all the students to learn and giving extra help to those who may need it. I very much
enjoyed the end where they children gave their outlook on the book and food items they would bring to
their own feast. I feel that is was good to get this feedback to show me that the children were listening and
were engaged while I was reading.