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LESSON PLAN OUTLINE

JMU Elementary Education Program


The following information should be included in the header of the lesson plan:
Holly Blais, PreK, John C Myers Elementary

I. TITLE OF LESSON Read Aloud on The Bumpy Little Pumpkin by: Margery Cuyler and Illustrated by
Will Hillenbrand
II. CONTEXT OF LESSON
The classrooms theme for the past few weeks has surrounded fall activities. This past weeks focus has
been about pumpkins. Since they are taking a field trip to the pumpkin patch next week and Halloween is
coming up, this book would suite the class. Reading this book to the kids not only teaches them about
diversity but it can help the students with comprehension when it comes time to discuss the book.
III. LEARNING OBJECTIVES
Understand: The student will understand that people come in all shapes and sizes.
Know: Students will learn that it is O.K. to be different.
Do: They will know how to treat people with respect when they dont see eye to eye on things.
IV. COLLECTION OF ASSESSMENT DATA
Students will answer the questions: Do you think it was very nice for her sisters to pick on her? How would
this make you feel?
Children will answer the question: What would you want your pumpkin to look like?
V. RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS
(Preschool)
Oral Language:
Children gain language and vocabulary skills by having multiple and frequent opportunities to talk, as well
as listen to, adults and peers. These opportunities must occur frequently throughout the day as children begin
to read and write.
a) Listen with increasing attention to spoken language, conversations, and texts read aloud.
c) Make predictions about what might happen in a story.
g) Listen attentively to stories in a whole class setting.

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Virginia History and Social Science:


History makes links between the child and home, between school and the wider community, between past
and present. It links reasoning and imagination and begins with the childs self awareness and awareness of
others.
a) Recognize ways in which people are alike and different.
b) Describe his/her own unique characteristics and those of others.

VI. MATERIALS NEEDED


The Bumpy Pumpkin by: Margery Cuyler and Illustrated by Will Hillenbrand
Orange pumpkin cut outs
Crayons
VII. PROCEDURE
A. PREPARATION OF THE LEARNING ENVIRONMENT
I will have the cut out pumpkins near by so after the read aloud, I can call students up to get their pumpkin
and then send them to their seats.
Crayons will be already on the table.
B. INTRODUCTION AND ORGANIZATION
I will start off by bringing up the previous activities the children did last week involving pumpkins. Then ask
them if they are excited to go to the pumpkin patch.
Give a brief explanation of the book
Question: What do you think Nells pumpkin will look like based off the title? Lets see what Nell
chooses
Read aloud the book pointed out the different sized pumpkins.
When I get to the part, where the sisters make fun of her pumpkin I will ask, How do you think that makes
Nell feel?
After the book I would bring up the different size pumpkins and ask, What do you want your pumpkin to
look like?
Start activity.
C. IMPLEMENTATION
Students will create their own jack Olaterns by coloring faces, with crayons, on their pumpkin.

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D. CLOSURE
Students can share their pumpkins with the class or table and then discuss how everyones pumpkin
looks different but still looks great!
E. CLEAN-UP
-I will collect the pumpkins from the students so they can be put into their folders to take home.
-Collect all crayon buckets and return them to the cabinet.
VIII. DIFFERENTIATION (how are you going to help students that are different levels)
This book can appeal to students that are on all different levels because since it is above their age
reading level it will challenge all the students. The illustrations in the text will help the children who have
trouble with some of the vocabulary in the text, get a better understanding of what the author is saying. Also
stopping every few pages to point out the pictures and ask questions, gives the students who are intently
paying attention a chance to make predictions and use the imagination.

IX. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
The students could be worn out on the subject of pumpkins and not be interested in the activity. In order to
avoid this situation, relating it to how they are going to pick their own pumpkins out the following day, will
get them excited to draw their pumpkin.
Also since I am trying to convey the message of everyone being different through a book about pumpkins,
some of the student may not be able to follow. I can avoid this by talking about the differences throughout
the book to help the students follow along.

X. REFLECTION
This read aloud lesson reflects the course content because we have learned that read aloud books should be
above grade level and should have good illustrations. My students are in PreK, which we discussed in class
that these students would be categorized under preliterate. They are just beginning to learn the alphabet and
learning to write the letters in their name. They also show pretend reading, when they have the opportunity to
choose their own books. These two things helped me choose my book. Since I knew preliterate students do
not have much word recognition, I found a book that was not very text heavy and that had large, detailed
illustrations that would aid the students in the plot of the story.
To prepare for this lesson, I discussed it many time with my cooperating teacher. She helped me choose an
appropriate book that went along with what the students were learning in class. I then had to become familiar
with the book, so I read it a few times and then came up with an activity. I tried to relate the book and the
activity to the students and since they were going to the pumpkin patch that week, I decided to let them
create their own Jack Olaterns. So I had to cut out outlines of pumpkins and stems to prepare for the lesson.
I got the lesson approved by the CT and scheduled a time during the day that I would do it. I definitely think
the students enjoyed the hands on activity so I would make sure that the next lesson included a creative craft
as well. Something that I would do different is, explain the activity before even reading the book, so the
students know what we are doing after I read to them.

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While I was reading the book to the students, I would pause after certain pages and ask them questions like,
How do you think Nell is feeling? to asses the students progress towards my objectives. The students were
very attentive during the read aloud and they were very excited to answer my questions. They all wanted to
tell me, what they wanted their pumpkin to look like. Which let me know they understood that everyones
pumpkins would be different. They were also engaged by creating their own pumpkins. This lesson impacted
their level of learning because it got them to think about how people are different and that it is okay that
everyone likes different things.
For future lessons, I would definitely do this lesson again. I got a great response from the students and the
CT. They were very engaged and excited about the book and craft. I think this was a perfect book for their
age group that can teach them about diversity. The only thing I would change is to cut out different shapes
and different mouths, so the students could choose the face and glue it on the pumpkin. Since they are still
young they have trouble drawing shapes and faces, it would make it easier for the students to choose what
they want it to look like and not have to draw it.

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