Read Aloud Lesson: Pancakes, Pancakes!
Purpose
A lesson as an extension and review of natural, capital, and human resources learned earlier in
week. Students will use prior knowledge to recognize these three types of resources identified in
the book "Pancakes, Pancakes!" by Eric Carle. It is important to conduct this lesson because
students will learn through the book how to be strategic readers so they can better understand the
text by activating background knowledge, drawling conclusions, and assessing their own
understanding of the story by completing a chart. Additionally the lesson will address modeling
fluency, vocabulary and metacognition.
2.8 The student will read and demonstrate comprehension of fictional texts.
a) Make and confirm predictions.
b) Relate previous experiences to the main idea.
c) Ask and answer questions about what is read.
d) Locate information to answer questions.
e) Describe characters, setting, and important events in fiction and poetry.
f) Identify the problem and solution.
g) Identify the main idea.
h) Summarize stories and events with beginning, middle, and end in the correct sequence.
i) Draw conclusions based on the text.
J) Read and reread familiar stories, poems, and passages with fluency, accuracy, and meaningful
expression
Objectives
1. Before reading students will access prior knowledge and communicate it orally about the
topic to help them understand the text.
2. During reading students will be able to orally drawl conclusions about the authors
purpose.
3. After the reading students will be able to assess their own understanding of the story.
Procedures
Introduction
Today we are going to explore some strategies that are going to help you become better readers
including relating to prior knowledge and experiences, drawling conclusions about author’s
purpose and assessing your own understanding of a text.
Development
Before Reading- Questions to Ask
 With a show of hands, who likes to eat pancakes?
o Ask students to put down hands and tell them that today I will be reading a book
about the ingredients that go into making pancakes.

Relate to students that Mrs. Mason has shared that you've been learning about natural,
capital and human resources

Let us review together what a natural, capital and human resource are, who can tell me by
raising their hand? (take no more than 2 students per questions before telling students
correct answer if not given in student answer)

o
What is a natural resource? Provide an example.
 Materials that come directly from nature
 Ex: water, soil, wood, coal
o
What is a human resource? Provide an example.
 The people who work to produce goods and services. The health,
education, experience, training, skills and values of people.
 Ex: farmers miners, builders, painters
o
What is a capital resource? Provide an example.
 Resources made and used to produce and distribute goods and services;
 Ex: tools, machinery and buildings.
As I read I want each of you to be thinking about the ingredients that go into making
pancakes and what type of resource you think it is.
During Reading-Clarifying while Reading
 Stop on p. 6 and after reading ask students
o How many of you have heard of chaff before? Who can tell me what chaff
means?
 Unused parts typically the husks of corn or other seed separated by
winnowing or threshing, in context it is the unwanted parts in process of
separating

Stop p. 12 and after reading ask students
o What kind of resource do you think would an egg be?
 Natural resource because it comes directly from nature (chicken)
Stop p. 16 and after reading ask students
o What kind of resource would firewood be?
 Specific in book used as natural resource but is also considered a capital
wood makes paper, can build furniture or houses, and tools
After Reading
 What do you think the author’s purpose is in writing this text? Was it to persuade, inform
or entertain and why do you think so?
o Raise your hand if you thought it was to persuade ask students to put hands down.
o Raise your hand if you thought it was to inform ask students to put hands down.
o Raise your hand if you thought it was to entertain ask students to put hands down.


Tell students those that raised their hand to inform are correct and call on
volunteer to explain why they picked that as author’s purpose. (take 2
student’s answers max if answer not given tell class because it informed
you about different types of resources the ingredients came from

Tell students they will be reviewing natural, human, and capital resources by completing
a chart when they return back to their desk
o Dismiss students who are exhibiting best behavior by bin color on tables from
carpet


Write list of ingredients on white board
Instruct students to volunteer to identify one by one in order of listed ingredients on
board what type of resource it should be written under natural, human or capital?
Complete Factors of production for Pancakes” chart on document camera with class

Summary
After completing lesson tell class that we learned three specific strategies when reading this book
that will help them become better readers and that can be applied to any book they read.
I will ask the class what questions about the strategies we went through before, during and after
the reading.
 What did we have to know before reading to categorize ingredients that activate our prior
knowledge? (Definition of natural, capital and human resources)
 What did we determine about the text’s purpose? (It was to inform ingredients that go
into a pancake)
 How did we assess your knowledge of the text? (Completing a chart)
For advanced students
 Ask students who are grasping concept of different kinds of resources to think of other
materials not mentioned in book that they would encounter while camping, separate on
chart by drawing line after materials needed to make pancakes
For struggling students
 Encourage to ask questions before, during and after reading
 When asked a question about what type of resource a particular ingredient is scaffold
with support and guiding questions
o Think about where the ingredient comes from
 Does it come from nature?
 It is used to build something?
 Is it a person with specific skill?
Materials
 Pancakes, Pancakes! By Eric Carle
 List of ingredients
 Factors of production for pancakes chart
 Pencil
Evaluation Part A

If students are able to correctly identifying three different types of resources they will be
accessing their prior knowledge about natural, capital and human resources learned
earlier in the week and they will be meeting the objective.

If students are able to correctly drawl a conclusion about the text by identifying what the
author’s purpose was for writing; to inform readers of the origin of ingredients they will
be meeting the objective.

If students are able to accurately tell what type of resource ingredients listed in the book
should be written under with at least 80% accuracy students will be meeting objective of
assessing their own knowledge about the text.
Evaluation Part B
Explain whether or not the students met your objective(s) and how you know they did or did
not meet them.



Students were able to access prior knowledge from the day before when Mrs. Mason
taught them about the three different types of resources so I would say this part was a
success!
Students understood and correctly identified that the author’s purpose was to inform
you about the ingredients that go into making a pancake.
The lesson was a bit rushed because of time constraint but students did fairly well
when completing the chart categorizing some but not all of the ingredients mentioned
in the book. Only one missed, it was flour which the students said was a natural
resource but I think its because they thought it was “flower” not the flour you grind
from grain.
Describe the strengths and weaknesses of your teaching of the lesson.

Introduction and development went smoothly students for the most part were engaged but
because the lesson was cut short due to time my summary wasn’t as smooth but rather
rushed. I wish I had more time to explain why the strategies worked and how they could
apply them to other books they will read.
Reflect on how you would change the lesson.

If I had more control over the classroom schedule I would have allowed for more time
and I would have picked a different book. Definitely one with a character that has more
depth than the character Jack who went through the motions of gathering material for his
desired pancake. Although I admit it was an excellent book for reviewing natural, capital
and human resources for the students.
List of Ingredients
1. Flour
2. Egg
3. Milk
4. Butter
5. Firewood
6. Mixing bowl
7. Cup
8. Wooden spoon
9. A ladle
10.Frying pan
11.Plate
12.Knife, fork and spoon
13.Strawberry jam