Constructivist Lesson Plan Format

Literature Lesson
Dylan McHenry
Read Aloud of More than Anything Else by Marie Bradby and Illustrated by Chris K.
Soentpiet
Problem Confronted: Socioeconomic Oppression (then challenged with peaceful
determination)
Lesson Overview
Objectives/Assessment

The students will acknowledge the theme of More Than Anything Else by Marie
Bradby and understand how it applies to their lives.
Formative: I will observe students during the Read Aloud and during the
conversation which takes place after the Read Aloud. I will make sure that they
have understood the theme and if not it will be my responsibility to reteach when
necessary.
Summative: Each class member will receive a copy of their name and they will
draw, color and write things that are unique to them and aspects of themselves
that they want to live on forever.

Related State Standard:

1.RL.2.1:
Ask and answer questions about main idea and key details in a text.
1.2.2: Identify text that uses sequence or other logical order.
Management of:
Time: Read Aloud: 10 minutes
Ask and Answer: 5 minutes
Response: 20 minutes
Closure: 10 minutes
Materials: More Than Anything Else by Marie Bradby, paper with names of each
student, they will need crayons, colored pencils or markers to appropriately decorate the
paper based on their response to the story. Scissors and glue will be needed as well. A
piece of writing paper to write the sequence of the story.
Space: The students will sit on the reading carpet while I read to them from the rocking
chair. When students work on their names, they will return to their seats.
Behavior: I will make sure that students are quiet during the read aloud. During the
question and answer time I will make sure that all students are raising their hands when

they want to ask or answer a question. During the response time, I will walk around the
classroom to make sure that students are appropriately using the materials.
Differentiation and Culturally-Responsive Practices

In the grand conversation, I will discuss with students things that they have always
wanted to do but have not been able to do.
With the students responses, each kind of intelligence will have the opportunity to
engage in the grand conversation.
The students in the classroom who struggle with reading will be accommodated for
through the read aloud of the story and the discussion that takes place after the read
aloud.
Building Background Knowledge

Activating Background Knowledge: In this story, Booker used to be a slave. All he wants to do
is read, but slaves were not allowed to read. All Booker wants is to read, what if you werent
allowed to read? Lets see how Booker confronts this challenge. I know you all have been
focusing on main idea and sequence in your other readings this quarter, lets see if we can find
them in this story as well.
Purpose: Today I am going to read the story More Than Anything Else by Marie Bradby, lets
see if we can figure out what the main idea of the story is.
Essential Questions: What can we do to accomplish things that we have always wanted to do?
Constructing Understanding:
Read Aloud: I will read the story to them using a special voice for the main
character, Booker and different voices for the other characters as well.
Grand Conversation: After I read the story, I will ask questions to initiate
response from the students.
o Did you like the story?
o What was the main characters name?
o What did you like about him?
o What did he want to do?
o Did he accomplish his goal?
o What big or main idea can we take away from this story?
Using New Understanding

Extension/Independent response activities: After the read aloud, I will show

students my example of the response activity while saying, Class, I will be
handing each of you a piece of paper with your name on it. In the story, Booker
knew that he could hold on to his name forever, what are things about yourself
that you like and want to hold onto forever? Here is my name (I will point out
various parts of my example to give them ideas for what they could do for theirs).
Just like I did, I would like you to draw, color and write things that you like about
yourself and want people to know about you. Any questions? Once I hand you
your name, you may get started. When you finish, bring your paper to me and
explain why you drew or colored what you drew on your paper. When the
students bring me their paper, I will ask them why they chose to decorate their
paper in that manner. I will grade them based on the rubric that I attached to this
lesson plan.

Closure (I will ask each student this after they hand me their paper)
Booker did not let anyone stop him from learning to read. He knew that reading
was powerful and could change his life. What was your favorite part of the main
idea of More Than Anything Else?
Once the whole class has completed this main idea/response sheet, I will say,
Class, this story about Booker had a sequence right? Lets see if we can figure it
out. I am going to give you each two sheets of paper. One sheet has the sequence
for you to cut out, while the other is a piece of paper for you to glue the sequence
in order. We are going to figure out the sequence together and then we will glue
each item in its correct place. Okay, now lets cut out all of the options into one
big square. That way it will be easier to cut out each part of the sequence later
on.
What does sequence mean? Thats right: sequence means the order in which
things happen. So, what was the first thing that happened in more than anything
else? Look at the sheet I have given you, raise your hand when you have found
what you think happened first. I will wait until many members of the class have
their hands raised. Then I will call on a student and they will share. The order that
the class should pick is: - Booker wanted to read, but he had to work, Booker saw
a man reading on the street, Booker talked to his mom, she gave him the alphabet
to read, and Booker met the man from the street and he showed Booker his name.
After each item from the sequence is picked by a student, the teacher will say,
Great, lets cut that one out and glue it to our piece of paper.

Booker wanted to read, but he had to

work.
Booker talked to his mom, she gave
him the alphabet to read.
Booker met the man from the street
and he showed Booker his name.
Booker saw a man reading on the
street.

Name ______
Sequence of More Than Anything

Else
First,

Next,

Then,

Last,

Rubric

Score
Reasoning

Closure
Question

More than Anything Else

Name of Student
3
2
Student could
Student needed
explain their
more
reasoning for
assistance and
the decoration
their
of the paper
explanations
with little or no still did not
assistance.
make complete
sense.

Student stated a
part from the
story and was
then able to
explain why it
was their
favorite part.

Student had a
favorite part
but needed
help explaining
why it was
their favorite
part.

1
Student
needed a
significant
amount of
assistance
and still
struggled
with their
explanation
.
Student had
a favorite
part but
could not
offer an
explanation
.

0
Student did
not respond
to
assistance
from the
teacher. The
student had
little or no
explanation
for what
they drew.
Student
could not
come up
with a
favorite
part of the
story or an
explanation
.