TCNJ Lesson Plan

A Bad Seed Read Aloud

Student Name: Cindy Napolitano

School Name: Hopewell Elementary School

Grade Level: Kindergarten

Host Teacher’s Name: Ms. Delloiacono

Guiding and/or Essential Questions:

What behaviors make someone feel like a good seed and what behaviors make someone feel like
a bad seed?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,

possible misconceptions, prior lesson content)
Students have participated in read-alouds before and may or may not have talked about
identifying main characters, settings, and actions. Students know the basic difference between
good and bad behavior through lessons on respect and “bucket fillers.”

Standards:
CCSS.ELA-LITERACY.RL.K.10
Actively engage in group reading activities with purpose and understanding.
CCSS.ELA-LITERACY.SL.K.2
Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and requesting clarification if
something is not understood.
CCSS.ELA-LITERACY.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.

Learning Objectives and Assessments:

 Learning Objectives Assessment

Students will be able to listen to the read-aloud Students will be able to orally answer
and comprehend the story. comprehension questions that are periodically
asked during the read-aloud.

Students will be able to distinguish between Students will be able to complete “good seed”
good and bad behaviors. and “bad seed” worksheet with sensible
drawings and/or sentences. Teacher will assess
for correctness.
Materials/Resources: (List materials, include any online or book references and resources)
 A Bad Seed by Jory John
 Good and Bad worksheet
 Writing utensil
 Coloring utensil

Plan for set-up/distribution/cleanup of materials:

 Writing and coloring utensils are already provided on each table.

 Worksheets will be divided into four piles for easier distribution to the four tables.

Step by Step plan (numbered):

Lesson beginning (Should be detailed!)
1. Students will gather on the rug for a read-aloud. They will sit in rows.
2. I will begin by asking if anyone in the class has ever read the book before. If yes, “did
you like it?” If no, “I’m so excited to share it with you.”
3. I will tell the children that I need their help while I read. Often times the book repeats “a
baaaaaad seed.” When this happens, I need you to say it with me, cross your arms, and
do your best impersonation of an angry face.” We will practice all together before
beginning to read.
4. I will read the story to the class, stopping periodically to ask questions.
 5. After the story is finished and I have asked closing questions, I will ask the students for
examples of “bad seed” behaviors and examples of “good seed behaviors.” I will have an
anchor chart with some of my own ideas already written, and I will ask students to
contribute 2 more for each category.
6. I will model my premade worksheets for the students. And explain to them that they will
be completing their own.
7. I will ask students to return to their seats. I will call them table by table.
Activity:
8. After the worksheets are distributed, I will instruct students to draw or write a scenario in
which they felt they were being a “good seed” and a scenario in which they felt they were
being a bad seed. The worksheet includes a prompt “I felt like a bad seed when…” that
may be completed after drawing is complete.
Closing (Long):
9. After students finish, they will gather back on the rug and sit in their “perimeter spots.” I
will ask for volunteers to share their drawings. I will ask volunteers to share a way to
improve their “bad seed” behavior.
Closing (Short):
10. Upon completion of the worksheet, students will turn and talk with their neighbors about
their drawings. I will then come around and collect their worksheets.

Key Questions (that you will ask):

1. Has anyone ever read this story before?

2. Why do you think the others think he is bad?
3. What does the word mumble mean?
4. What does it mean to glare at someone?
5. How do you think his actions make other people feel?
6. What does the word humble mean?
7. How do you think the seed feels right now?
8. Do you think he feels lonely right now? Show me a connection sign if you’ve ever
lonely.
 9. How do you think the others feel about him at the end of the story?
10. What are some actions he did that made him feel like a bad seed?
11. What are some actions he did that made him feel like a good seed?

Logistics:
Timing:
Read aloud: 10-15 minutes
Activity: 15-20 minutes
Closing: 5-10 minutes
Transitions: 5 minutes
Total: 35-50 minutes

Transitions:

This lessons transitions involve moving from the carpet to seats, and from seats to carpet. I will
call tables by children that are seated “respectfully.”

Classroom Management:

Ms. Woo will sit with the children on the carpet and monitor behavior while I perform the read-
aloud. I will use classroom familiar expressions such as “hands on top” “that means stop” to get
the whole class’s attention when necessary.

Differentiation

Advanced students will be able to both draw and write on their worksheets. Students who are
slow workers or not as advanced may simply draw on their worksheets. Early finishers may use
the back to draw how they could change their bad seed behavior to a good seed behavior.