LESSON PLAN OUTLINE

JMU Elementary Education Program

Janelly Lopez
Mrs. Lam, 1st Grade, Spotswood Elementary School
Lesson is to be presented: Oct 20th 2015 time: 10:07am
Date written plan is submitted to the practicum teacher: Oct 13 th 2015

TITLE OF LESSON I Will Never Eat A Tomato Read Aloud/Art Activity

CONTEXT OF LESSON

This activity is appropriate for children at this time because the children are learning how
to read familiar stories with fluency and expression and they are able to use titles and
pictures of books as clues when reading.
I have observed that the children love read aloud and activities that relate to the book just
read. The students are also ready to generate ideas and form letters in order to create a
sentence.
OBJECTIVES AND ASSESSMENT
Developmental Objectives

1. The students will be able to relate

previous experiences to what is read.
2. The students will be able to make

predictions about what will occur

throughout the story.
3. The students will be able to generate
ideas based on the book just read and form
a sentence.

Plan for Assessment

After reading the title, I will ask students if they have ever had a food
that they did not want to eat.
After asking the previous question and after reading the title, I will ask
the students to make a prediction as to what they believe will happen in
the story.
After the book is read, I will tell the students to generate ideas on the
book and draw one food that they would not eat and what food they will
eat. They then must write a sentence on what food they will not eat and
what food they will eat.

COLLECTION OF ASSESSMENT DATA

Attached to this form, and will assess whether the students have successfully completed the
objectives.
RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS
(Preschool)

Reading 1.9

c) Relate previous experiences to what is read.

d) Make predictions about content.
Writing 1.11
a) Form letters.
b) Space words and sentences.
1.12
a) Generate ideas.
b) Focus on one topic.
MATERIALS NEEDED
Book: I Will Never Not Ever Eat a Tomato by Lauren Child
Tools- 18 Paper plates
18 Lined Paper
Janelly
Instruction Sheet
18 Bottles of Glue
Colorful Markers
Students
PROCEDURE
Prepare: All of the tools and plates on each table before the students come in.
Once the students walk into the room and its time for reading have them sit on the carpet.
Reading: Read the title of the book and ask the students if they have ever not wanted to eat
something. Ask the students to raise their hands before answering and allow each student to explain
his/her reasoning for not eating something.
After reading the title and going after each childs experience, ask some of the students that have
not spoken, what they believe will happen throughout the book.
Read the book and throughout the book ask students questions about whats happening. Be sure
to ask the students that are moving around the most to get their attention.
Throughout the book, I will be focusing on difficult vocabulary and will ask the students to define
what they think it means.
After the book ask the students if they are much more willing to try new foods.
Before sending the children back to their desk, explain the activity that they will be doing and
explain that they must wait for further directions.
Activity: Once the children are seated allow them to come up with a food that they will never eat
and a food that they will eat. The children must draw a picture for each.
One side will be a food that the student will not eat and the other side will be a food that the
student will eat.
Once the children have glued and labeled their foods they must then write one sentence/fill in
the blank saying, I dont ever eat ______. And on the other side saying, But I will eat _____.
Post Activity: If there is time after the activity the children may share with a partner what they
would eat. Meaning, the children may share their sentences.
PREPARATION OF THE LEARNING ENVIRONMENT
I will begin by setting up the tables with the plates and the tools (glue, papers, and markers) before
the students come into the classroom. After I read the book with them on the carpet, they will then
go to their desk and be ready to participate in the craft and writing.

Classroom Set-up

Carpet

Desk

(Read
Aloud)

Desk

Art Plate
Desk

Desk

INTRODUCTION AND ORGANIZATION

I will grab the childrens attention by building on previous experiences. They will be able to raise
their hands and take turns explaining what one food that they will never eat is and why.
IMPLEMENTATION
I will implement the activity by making sure that the students are engaged and participating in the
conversations beforehand. I will then ask questions throughout the story to assure that the students
are still engaged and to promote thought. After reading the story the students will have to
implement the story by creating an experience of their own through the paper plate activity.
CLOSURE
After the students have finished their activity, I will ask them to think about how at first they didnt
want to try a food and how now they probably will. I will transition them to their next activity by
ending with the writing portion which will lead to grammar and sight words taught by the
cooperating teacher.
CLEAN-UP
The tables (desks) will need to be cleaned up after the activity. While the students are writing, I will
go to each desk and collect the materials that I provided such as the plates, papers, etc. The students
will have to return the glue to its proper location.

DIFFERENTIATION
I will meet the needs of the students in the classroom, buy asking them about their predictions
personally. One of the students in the class is very hyper and struggles to stay still when doing read
aloud, so I will be sure to engage him by asking questions about the book. During the art activity, I
will make sure that the fast pace kids are ready to write one sentence regarding the book. There is
also a child in the class that may take longer to finish the activity and as I walk around, I will be
visually aware of his pace and available if he needs help with the writing portion of the activity.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
During this lesson, I believe one of the most common things that could go wrong would be
classroom management and keeping the children on task and quiet. One thing that Ive noticed that
my teacher does when reading is she begins to whisper and as she whispers the children get quiet
and begin to whisper as well. During the art activity one thing that could go wrong is having a child
work fast pace through the activity and not follow directions. I plan to have a notecard with
instructions which will hopefully help me with that. Another thing that could go wrong with this
activity is a fire drill that interrupts the lesson or having to run out of time. I plan on practicing
reading the book and timing myself asking questions and then estimating how long the students will
need to finish the activity.