LessonPlan:Literacy

Kindergarten
Schools:SamuelPowelElementarySchool&PennAlexanderSchool
Teachers:BettyLiu&SherllyPierre
NumberofStudents:5/group
Time:Afternoon(Betty)&Morning(Sherlly)

Goals
:
Studentswillbeabletoorganizetheirthinkingusingstorymapelementsthatincludecharacter,
setting/time
EssentialQuestion(s)
:
HowdoIknowIunderstandwhatIamreading?WhatdoIdowhenIdont?
HowmuchdoIneedtoknowbeforeIunderstand?

Standards(andAssessmentAnchor):
CC.1.3.K.CWithpromptingandsupport,identifycharacters,settings,andmajoreventsina
story(inorderto)readandrespondtoworksofliteraturewithemphasisoncomprehension.

MaterialsandPreparation:
ThreeLittlePigs
,DavidWiesner
(2)StoryMapAnchorChart(Tobefilledinduringlesson)
MyStoryMap
GraphicOrganizer(included)

ClassroomArrangementandManagementIssues:
Library:
Limitsdistractions
Teacherswillleadgroupof5studentstolibrarytofacilitatesmallgrouplesson

Plan:
TheHook
Reviewtheconceptofversionasitrelatestofairytalesandintroduceanewtwist
ofafamiliarstoryusingDavidWiesners
TheThreeLittlePigs
Ourthinkingjob,today,asreadersistokeeptrackofsomeimportantthings
authorsuseastheywritestoriesandhelpthemtomakesense.Thosethingsare
characters(whosethestoryabout?),setting/time(whereareweandwhendowe
thinkitshappening?),problem(somethingthatneedstobesolved)andsolution
(whatsourfix?).

TheBody
(I):Reviewwhateachcomponentisonaninteractivechart(character,
setting/time)
Atthistimewehavethisanchorpremadeexceptforkeywordsthat
studentswilltellteacherstheircorrectplacement

(We)[SharedWriting]Aswerereadingcollaboratewithstudentstotrackour
thinkingasitrelatestothecharactersandsetting/timeafterreadingfirsthalfbook
withstudents
Intermittentlywewillweaveinturnandtalkswherestudentscanshare
thinkingwithpartnerstoagreeonresponse
modelturnandtalks:makeitcleartostudentswhatarethe
expectationswhenwearesharingout
listeningears(berespectfulandlistenwhensomeoneelse
istalking)
thinkingbrain(beabletotellwhatourpartnerjustsaid)
Teachercheckin(formativeassessment)
worktogetherontheinteractivecharttofigureoutcharacters,
setting/timewithstudentsforthefirsthalfofthebook(teacher
modeling)

(You)Studentsillustrate/writestorymapshowcasingeachoftheelements
depictedinthereadingofthesecondhalfofDavidWiesners
TheLittlePigs
studentscaneitherillustrate(onthefront)orwrite(ontheback)orboth

Closure:
Studentsshareouttheirstorymapsandcompareandcontrastdifferent
approachesandstrategiesusedtoorganizetheirthinking

Assessmentofthegoals/objectiveslistedabove:
Checkinsthroughout(particularlyinthesharedwritingsectioninresponsetoreading)to
zeroinonmisconceptionsinthemoment
SharedWriting(storymap):Incorporateallcomprehensionstrategieslearnedinreading
andwritingworkshop,thusfar,includingstretchingwords,chunking,snapwords,
thinkingjob
Closure:Shareout

Anticipatingstudentsresponsesandyourpossibleresponses:
Managementissues
Remindstudentsofournorms(especiallythosederivedfromreadingandwriting
workshop)andwhatreaderslooklikeandwhatdoesthinkinglooklike
Remindstudentsofourspace,thelibrary,andthenorms/expectationsthatcome
withthatspace
Silentsignalsandredirections
Responsetocontentofthelesson
Whydotimeandsettinggotogether?
So,IknowthecharactersandthesettingamIdone?
Canastoryhavemanyproblemsorjustone?
Canyouimaginewhy[inserthere]happened?


Accommodations
Differentiate/Scaffolddowntojusttrackingcharactersandsetting/time(iftheentire
groupisstruggling)
referringtotheinteractivechartwehavedonetogetheronthefirsthalfofthe
book
explaintothestudentagainwhatwearesupposedtodowiththestorymap
Teacherrevoiceresponsesofotherstudents/(forindividualstudents)
Returntointeractivestorymapchart(wholegroup)
Earlyfinishers:Alternateending/solution