CHORAL READING 1

UNLV Professor
Courtney Lipski Dr. Chyllis Scott
Student Name
Lesson Plan Lesson Plan Choral Reading Activity –
Reading Poetry Together
Title Topic Reading in Unison
Estimated
Date June 2018 30 minutes
Time
Grade Level 3rd Grade School Site N/A

Reading Poetry Together – Choral Reading Lesson

I. State Standards
Nevada Core Standards for Reading
- RF.3.4.b - Read grade-level prose and poetry orally with accuracy, appropriate
rate, and expression on successive readings.

II. Teaching Models

Collaborative Learning – Reading in Unison

III. Objective(s)
RF.3.4.b – Students will be able to read a poem orally with accuracy, inflection, and
in unison as a class.

Kid Friendly Objective: Students will read the poem Sarah Cynthia Sylvia Stout
Would Not Take the Garbage Out by Shel Silverstein in unison as a class.

IV. Materials/Resources
Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out (copies for each
student)

V. Instructional Procedures / Methods:

Introduction Open lesson by stating the kid-friendly objective and introducing the
5 minutes poem. Read the poem once to the students, carefully using inflection and
focusing on the pacing of the poem.

Activities and Explain to students how the activity will work.

Learning - The lines note each section of the poem.
Experiences - The teacher will read a section and then the students will
20 minutes read the same section in unison.
- The teacher will read the next section and then the students
will read the same section in unison.
- Repeat until poem is completed.
CHORAL READING 2

Separate students into groups (this could be by table number or row) and
assign each group with a section number. Some groups may have two
sections or additional sections may be assigned to the whole-class. Begin
the story again allowing only the group that is assigned to the section to
read.

Re-read the poem as a class in unison, taking breaks as needed.

Closure Call on students to share how they felt about the activity.
5 minutes
Extension The teacher may ask students to analyze the poem, providing evidence as
to why the author suggests that the reader should always take the garbage
out. This could be a Think-Pair-Share activity or a classroom discussion.

Contingency In the case of unforeseen circumstances resulting in loss of lesson time,

Plan the teacher may omit the final class reading of the poem.

VI. Accommodations/Modifications
The pace of the story may need to be altered based on students’ reading levels. If the
teacher determines that the pace is too fast for certain students, they may slow down
the pace accordingly. Students may also be advised to use their fingers or a pencil to
follow along as the story is read aloud.

VII. Assessment/Evaluation of Learning

Formative Assessment
The use of informal assessment will be used through observation of students’ oral
reading.

Summative Assessment
This poem may be used to assess struggling readers on their fluency after the lesson is
complete.

VIII. Homework Assignment

Students may be asked to take the garbage out at their homes or help a family
member or friend with a chore.

IX. Post-Lesson Reflection (use this section to critically reflect on the lesson)
a. Strengths, b. Concerns, c. Insights

Reference:
Silverstein, S. (1974). Sarah Cynthia Sylvia Stout would not take the garbage out. Where the
Sidewalk Ends (pp. 70-71). New York, NY: HarperCollins.
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