InteractiveReadAloud/ReaderResponseLessonPlanFormat

InternNameand#:ShelbyKnight
GradeLevel: 5
BookTitle/Author:Hey,LittleAnybyPhillipHoose
TEKS:Includetagline,knowledgeandskillsstatement,andstudentexpectations.
5thgrade
Reading/Comprehension Skills:
(C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory
images, re- reading a portion aloud, generating questions);
ELPS:
(2)Listening:Thestudentisexpectedto:
(E)usevisual,contextual,andlinguisticsupporttoenhanceandconfirmunderstandingof
increasinglycomplexandelaboratedspokenlanguage.
Rationale/Purpose:
o Whyisthisimportantforstudentstolearn?
Thislessonisimportantforstudentstolearnbecausethishelpscombatdepressionrates
duetotheextremebullyingandtheriseofsocialmedia.
o Howisitrelevanttostudentslives?
Thislessonrelatestotheirlivesbecausebullyingisanepidemicthataffectsevery
adolescent.Thisepidemicneedstobedealtwithassoonaspossible.
o Howwillparticipatinginaninteractivereadaloud/readerresponsehelpstudentsdevelop
literacyskills?RelatetoTEKS.
o ThereadaloudhelpsELLstudentshearthecorrectpronunciationofthewords.Aswellasseeing
thewordssincethebookwillbeshownasitisread.Thisreadaloudincludesbackground
knowledgeandfullycomprehendingthelessonisthegoal.
Procedures/TeachingActivities:(Whatwillyoudo,say,ask?Whatwillstudentsbeexpectedtodo?
Giveexamplesofquestionsyoumayask.Couldasubstituteteachthisplan?)
LessonSetup:(12minutes)
o ExplainyourAttentionGetter.
Teacherwilllinethestudentsup.Teacherwillleadclassouttocourtyard.Whileoutin
courtyardteacherwillgiveexplicitinstructionsonhowtoplaythegame.Itis
calledthe
linegame.Studentswilllineupinthecenterofthecourtyard.Teacher
willaskstudentsa
question.Ifthestudentsanswertothequestionisyes,theywillwalkto
theleftsideof
thecourtyard.Ifthestudentsanswerisno,theywillwalktotheright
sideofthe
courtyard.Studentswillnotverballyanswer;thedirectionthat
thestudentswalkinwill
betheiranswer.Afterobservingotherclassmateswith
theiranswers,studentswillreturn
tothecenterofthecourtyardinaline.Teacher
willaskanotherquestionandthisprocess
willrepeat.Theprocesswillrepeatuntil
allquestionsfromtheteacherareasked.
Questionsthatteacherwillaskduringthelinegame:
Haveyoueversteppedonanant?
Haveyoueverintentionallykilledanantpile?
Haveyoueverthoughtaboutanantsfeeling?
Haveyoueverbulliedsomeone?

Haveyoueverbeenbullied?
(Ifstudentsdonotunderstandwhatbullyingis,Iwillexplainthedefinition.Someone
whoisintentionallyhurtingyourfeelings.)
o Gooverbehaviorexpectations.Mustlistinplanandpostinclassroom.
Sitquietly,keepingyourhandsandfeettoyourself.
Ifyouhaveaquestionoracomment,pleaseraiseyourhandandwaitformetocallon
you.
Berespectfuloftheotherstudentsideas.
Begoodlisteners.
Whileoutsidethesamerulesapply.
o KaganStructureHowwillyoupredeterminepartners?Howwillyoumodelandexplain
structurebeingusedlaterinlesson?(TimedPairShare)
Teacherwilltellstudentsthattheyneedtositfourtoarow.Thiswillprovideeasy
partneraccessfordiscussion.Teacherwillexplaintostudentsthatwhena
discussion
questionisaskedthestudentswillrallyrobinwiththeirshoulderpartner
(thepersonright
nexttothem).Thepartnerontheleftwilltalkfor30seconds,
andthenthepartneronthe
rightwilltalkforthenextthirtyseconds.Duringthe
thirtysecondsthestudentswill
individuallytrytoanswerthequestion.Afterboth
partnershavetalkedindividuallyfor
30secondseach,theywilldiscusstogetherfor
oneminute.Duringtheoneminute
discussionthestudentswillcometoan
agreementonwhattheansweris.Theteacherwill
betimingthesediscussions.Onepartner
fromeachgroupwilltelltheclasswhatthey
cameupwithforananswer.
o Howwillyoutransitiontoreadingarea?
Wewillbereadingthebookoutsideinthecourtyard,aftertheattentiongettergameis
played.WhenthegameisoverIwillsayIfyoucanhearmyvoiceclaponce,if
youcan
hearmyvoicelineupfourtoarow,ifyoucanhearmyvoicesitquietly
whereyouhave
linedup.

Beforereading:Building/ActivatingBackgroundKnowledge(25minutes)(Describein
detail)
o Whatvisualsorpropscouldyouusetocreateinterestinthestory?
Teacherwillhaveasmallantpapercraft,alargeantpapercraft,andaThorpop(action
figure)torepresentboy.Thesewilladdtothevisualsofthebook.Thiswillalso
help
withperceptionofsize.
o Whatquestions(12)willyouasktobuildand/oractivatepriorknowledge?
CanyounamesomefactsyoulearnedwithMrs.Timmonsaboutants?
Whatdoyoualreadyknowaboutbullying?
o WhatGuidingQuestion(GQ)willyouasktosetpurposeforreading?
Whatdoyouthinkthekidshoulddo?
Duringreading:ThinkAloud&HigherLevelQuestioning(15minutes)
o ThinkAloudWhatpersonalconnections/wonderings(2)willyoumakeduringthereading?
Onwhatpages?(Note:Theseareyourconnectionsorwonderingsyoumadethe1sttimeyou
readthebook.Youaremodelinghowteachersalsomakeconnections/wonderingswhenthey
read.)
Pg.3IrememberwhenIwassmall,adultsdidntthinkthatIwasimportant.
Pg.8OnetimemyfamilyandIwentonapicnicandantsstartedattackingourfood.This
madeusupset.
o HLQsWhathigherlevelquestions(23)willyouaskduringreadingtocheckfor
comprehension?Onwhatpages?(SeeBloomsTaxonomy)
FrontcoverExplainwhatishappeningonthefrontcoverofthestory.Trytopredictwhat
willhappeninthestory.

Pg.4Whatisyouropinionoftheantsdefense?Explain
Pg.6Comparethetwocharactersinthestory.Tellwhichoneyouthinkisbetterand
why?
o Howwillyoucallonstudentsrespondtoeachquestion?(pullsticks,raisehands,Kagan
structure,etc)Describeindetail.
Thestudentswillrallyrobinwiththeirshoulderpartner(thepersonright
nexttothem).Thepartnerontheleftwilltalkfor30seconds,andthenthe
partneronthe
rightwilltalkforthenextthirtyseconds.Duringthethirtysecondsthe
studentswill
individuallytrytoanswerthequestion.Afterbothpartnershavetalked
individuallyfor
30secondseach,theywilldiscusstogetherforoneminute.Duringthe
oneminute
discussionthestudentswillcometoanagreementonwhattheansweris.
Theteacherwill
betimingthesediscussions.Onepartnerfromeachgroupwilltellthe
classwhatthey
cameupwithforananswer.
Afterreading:Deepenconversation:(510minutes)
o Youmustengagestudentsinagrandconversation(Tompkins)aboutthebookby
referringbacktoyourGQandaskingfurtherhigherlevelquestionstothinkcritically
pastthetext.
TheguidingquestionisWhatdoyouthinkthekidshoulddo?Theteacherwill
askthequestionandaskforvolunteerstoanswerthequestion.Teacher
willwrite
downthestudentsresponsesinbulletform.
o

o
o

Describeindetailhowyouwillgainstudentsattention,beginconversation,andhowthe
studentswillrespondtoeachquestion
Iwillgainstudentsattentionbyifyoucanhearmyvoiceclaponce,ifyoucanhearmy
voiceclaptwice.
Conversationswillbeginwithinstructionfromteacherbyaskingquestionsandaskingfor
responses.Studentswilldiscussanswerstoquestionwiththeirshoulderpartnerin
rallyrobinstyle.
Studentswillrespondtoquestionsbyraisingtheirhands.Theteacherwillcallon
studentsoneatatime.Answersfromstudentswillbelimitedtofiveperquestion.
EncouragediscussionofGQandmakesureallstudentsrespondtoGQusingTimed
PairShare.
List2possiblehigherlevelquestionstofurtherdiscussionandhowyouwillcallon
studentstorespond(pullsticks,raisehands,etc.)
Doyouthinktheboyisactinginthebestway?Whyorwhynot?Againteacher
willwritestudentsresponses.
Whydoestheboythinkitisallrighttobullytheant?Teacherwillwrite
studentsresponses.
Studentswillrespondtothesequestionsinthesamerallyrobinstyle.

ResponseActivity(10minutes)
Planresponseactivitythatencouragesstudentstomakepersonalconnectionstostory.
Insmallgroups(groupsoffiveatdesks)studentswillmakeaposterexplainingthe
importanceofantsanywhythecommunityshouldstopkillingthem.
Explainhowyouwillmodelandexplainresponseactivity(shareasampleofresponseyoumade)
IwillmodelmyownposterthatImade.Iwillputmymodelawayafterallstudentshave
seenittoencouragecreativity.
Explainhowyouwillprovideanopportunityforstudentstobrainstormconnectionsbefore
responseactivity(teamdiscussion,KaganStructure,etc.)

Asateam,studentswilldiscusswhattheywanttowriteontheposterfor2minutes.
Afterthistimethestudentswillcreateposterasateam.
Includepossiblespongeactivityforearlyfinishers.
Teacherwillexplaintostudentsthatiftheyfinishearlytheycanaddapicturetothe
posterforvisualeffect.

Closure(12minutes)
o Howwillyouclosethelesson?(shareresponseactivity;askstudentswhattheylearnedfrom
thestory;howlisteningandreadingaloudhelpedthemunderstandthestory;relatestoryor
informationintexttofuturelearning,etc.?)
Eachteamwillsharetheirposter.Allteammemberswillspeakatleastonetimeduring
thepresentation.
Wewilldiscusswhynooneshouldbebullied.
PlannedModifications/Accommodations(GT,SPED,ELLandBehavior)Youwillwritespecific
modifications/accommodationsforeacharea.DiscusswithyourMentor!Ifnotapplicableforyour
specificclass,youwillincludepossiblemodifications/accommodationsanywayforfutureuseandtoget
youthinking!RefertoMentorandpreviouscourseworkforideas.Also,thinkaboutbehavioral
challengeswithinyourclassroomandwritedownanything/anyoneyouwillneedtokeepaneyeonorany
adjustmentsthatneedtobemade.
GTReadbookandgiveotherexamplesofthesituationotherthantheboyandant.
SPEDReviewandrestatealldirectionsandquestions.Askmultiplequestionsforcomprehension.
ELLReadslower,followalongwordswithfingerasyouarereading.
BehaviorFollowBIP,followIEPwhilelessonishappening.Followthroughwithrulesandregulations.
Bespecificwhengivingdirections.

MaterialsNeeded:
Whatmaterialswilltheteacherneed?
Enthusiasm
Smile
ThorPop(actionfigure)
Smallantpapercraft
Largeantpapercraft
Hey,LittleAntbyPhillipHoose

References:(resourcesusedinplanningthislessonseminarnotes,professor,mentor,Internetsites,
teacherresourcebooks,readingtext,etc.

BloomsTaxonomy
Kaganstructure
https://www.flickr.com/photos/argo9/144799989/ - for ant paper craft
Setting Limits in the Classroom
ELPS
TEKS