TaShawna Johnson
TEDU 426
April 29, 2017
Read-Aloud Lesson Plan
Purpose:
It is important for students to understand and evaluate the characters in a story using various
methods and reflective strategies, such as prediction, perspective taking and summarization of
events. By developing these strategies, the students will be able to make connections between
new and previously learned information aiding in the comprehension of current and future texts. .
English K.9 The student will demonstrate comprehension of fictional texts.
a) Identify what an author does and what an illustrator does.
b) Relate previous experiences to what is read.
c) Use pictures to make predictions.
d) Begin to ask and answer questions about what is read.
e) Use story language in discussions and retellings.
f) Retell familiar stories, using beginning, middle, and end.
g) Discuss characters, setting, and events.
English K.3 The student will build oral communication skills.
a) Express ideas in complete sentences and express needs through direct requests.
b) Begin to initiate conversations.
c) Begin to follow implicit rules for conversation, including taking turns and staying on
topic.
d) Listen and speak in informal conversations with peers and adults.
e) Participate in group and partner discussions about various texts and topics.
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.
Objectives:
Using a graphic organizer, the students will predict what the story will be about using clues of
characters, events and settings from the story with 100% participation.
Using a graphic organizer, the students will explore perspective taking and predicting by
choosing a character from the story and predicting what the character is thinking or will do next
with 100% participation.
Using a graphic organizer, the students will reflect and grade different characters’ behavior
throughout the story with 100% participation.
Procedure:
Introduction

“As you know, our theme for the week has been Frogs for the literacy and science blocks.
Today, we are going to use the story I Took My Frog to the Library to use our skills of
prediction and remembering what happened in the story. We are also going to learn a new
skill where we pretend to be one of the characters in the story and think about how they
would feel or act during the story. This is big word called ‘perspective-taking’ Although
we will not being using that word, the skill is important when we make connections,
which is helpful when we read and understand our stories.” (A)
Development

Teacher will allow students to pick a marker. The marker will be used throughout the
duration of the lesson to identify responses to the activities more easily. (K, T)

For the prereading activity, the students will be asked what they believe the story is about
based on the cover and the title. After some of the students give their responses, take out
the poster board with the variation of the Book Box. The first clue will be showing while
the others will be hidden by the post-its until needed. The teacher will explain that clues
about the book will be given at the top of the chart. To respond to how they believe the
clues associate to the story, the students must raise their marker in the air. The students’
responses will be written with their designated marker and the teacher will move to the
next response. After all responses have been recorded, the teacher will move to the next
clue and repeat the process until all of the clues have been revealed and all of the
responses have been recorded. The teacher will put the poster board away for later
discussion. (A, V, K)

The teacher will begin to read the story I Took My Frog to the Library. As the teacher
reads the story, the teacher will be sure to clarify the meaning and use of a card catalog
with the students along with giving the students a reminder to pay close attention on the
pages with the pelican and hyena (will be used in later activities and discussions). The
teacher will stop on the page where the elephant is acting exemplary in the library to
prepare for the during-reading activity. For the during-reading activity, the teacher will
take out the poster board with the variation of the Circle of Viewpoints activity. Students
will first choose the perspective of either Bridgett or the elephant. Once a character is
chosen, then the student will predict how the character feels at the current moment in the
story or will want to do next in the story. The teacher will chose students who raises their
marker in the air to be recognized. The teacher will move on to the next student and
repeat the process until all the response are recorded. The teacher will put the poster
board away for later discussion. (A, V, K)

The teacher will finish reading the book. Before discussing the direction of the book and
the accuracy of their predictions, the teacher will complete the postreading activity. The
teacher will pull out the poster board with the Literary Report Card activity. Each student
will be able to grade one of the character’s behavior in the book using the 4-point scale
and with their assessment of the character’s behavior they must provide evidence from
the story of how the character earned their grade. For the final character, the students will
try to agree on grade and use all evidence provided. Teacher will put the poster board
away. (A, V, K)

For strugglers of the activities, the teacher will try to give oral clues and depictions of the
stories to help students recollect events. If that fails, the teacher will return in the place in
the book to help the student visually see the event/character,/etc. and answer the
appropriate question. For advanced students, the teacher will ask the students to provide
another animal that might act like the elephant but not so large to disrupt the library for
Bridgett to bring.
Summary

The teacher will ask the students if the ending of the story fit any of their predictions.
The teacher will bring out the prereading activity. The teacher will scan quickly through
the response and point out examples that corresponded to events that happened in the
story. The teacher will put away the prereading activity and bring out the during-reading
activity. The teacher will scan the activity for correct responses that correspond with
events in the story. The teacher will explain how using our previous knowledge can help
us to understand the story and predict outcomes within the books that we read. The
students will return to their whole group lesson.
Materials:
I Took My Frog to the Library by Eric A. Kimmel, markers, poster board with a graphic
organizer variation of a Book Box Pre-Reading Activity(picture 1), poster board with a graphic
organizer of Circle of Viewpoints During-Reading Activity (picture 2), poster board with a
graphic organizer of Literary Report Card Postreading Activity (Picture 3), post-it notes
Evaluation Part A:
o
I will have a discussion with the students to assess if the students understand why
they predictions were or were not correct. Although accuracy can be important,
since the technique is being presented in a new way for students, participation and
comprehension of the skill is more important that accuracy at the current time.
Evaluation Part B:

The student met all of the objectives.
o The students used background information when evaluating the clues to make
connections and help create each of their predictions. The students used their
knowledge of libraries, social interactions and mating habits of frogs to create
predictions about the story on some specific (the frog and the house) and general
(laughing and reading) components of the story. Although all of the predictions
were not correct, they used sound reasoning and deduction to arrive at their
predictions.
o The students used perspective taking by using connections with the elephant to
empathize and predict the thought process or the future actions of the elephant. As
the students all picked the same character, as expected, I provided a perspective
for Bridgee so the students could see different outcomes with the activity.
o The students recalled information from the story to assess the character’s behavior
in the library. Each student’s assessment was backed by evidence in the story to
validate their opinion.

The students completed the activity with 100% participation.
o The students completed the activity with 100% participation with 25% of
predictions guessed correctly.
o The students completed the activity with 100% participation with 25% of
predictions guessed correctly.
o The students completed the activity with 100% participation.

This was perhaps my favorite lesson plan that I administered during the entire semester.
There were many things to prepare prior to the lesson however having the necessary
manipulatives in place made me feel more confident in delivering and the flow of the
lesson. The students typically use predicting in very routine ways during the school day
in the form of worksheets and discussion during the whole group reading. Presenting the
information in different ways seemed to be intriguing to the girls (Rylei and Amina) and
distracting for the boys (Phoenix and Trevor). If I was to change the lesson, I would have
a way for me to transition the poster boards better and use a stand for them to be on
instead of me holding them.