Detailed Lesson Preparation Guide

Elementary Education
Name: Anna Schlesinger

Title: Maddis Fridge Read-Aloud

Grade: Kindergarten

Concept/Topic: Friendship and Hunger

Time Needed: ~35 Minutes

Backward Design Approach: Where are you going with your students?
Identify Desired Results/Learning Outcome/Essential Question:
The goal of this lesson is to have students understand different aspects of friendship and hunger. Students
will be able to identify characteristics and actions of a good friend. Students will be able to understand
what hunger is and how it can affect people. Students will be able to take what they have learned about
hunger and friendship and relay it to their own classroom. Students will be able to generate ideas of how
they can make their classroom more kind.

Ensuring Lesson supports district and state goals

NCSCOS Standards:
Social Studies
NC Essential Standard: K.C.1. Understand how individuals are similar and different.
- Clarifying Objective: Explain similarities in self and others.
- Clarifying Objective: Explain elements of culture (how people speak, how people dress, food
they eat, etc.)
NC Essential Standard: K.C&G.1. Understand the roles of a citizen.
- Clarifying Objective: Exemplify positive relationships through fair play and friendship.
- Clarifying Objective: Explain why citizens obey rules in the classroom, school, home, and
neighborhood.

Health
NC Essential Standard: K.ICR.1. Understand healthy and effective interpersonal communication and
relationships.
- Clarifying Objective: Explain reasons for sharing.
- Clarifying Objective: Compare people in terms of what they have in common and how they are
unique.
- Clarifying Objective: Summarize protective behaviors to use when approached by strangers.
- Clarifying Objective: Recognize bullying, teasing, and aggressive behaviors, and how to respond.

English Language Arts

- With prompting and support, ask and answer questions about key details in a text.
- With prompting and support, retell familiar stories, including key details.
- With prompting and support, identify characters, settings, and major events in a story.
 - With prompting and support, identify the main topic and retell key details of a text.
- With prompting and support, describe the connection between two individuals, events, ideas, or
pieces of information in a text.

Assessment Plan:
To identify if objectives have been met, I will listen to student discourse and evaluate their depictions of
how they can be more kind in their classroom. During the read aloud, I will ask questions to engage
students and test their comprehension. If their responses are not on target, I can redirect their answers and
help them comprehend what is happening in the story. Once the read aloud is over, students will first
brainstorm ideas out loud as a class on how they can be more kind to each other. Students will then go
back to their tables to create their own drawings of examples of how they can be more kind; this serves as
a tangible, summative assessment.

Meeting the student where they are:

Prior Knowledge/Connections:
Students have already experienced friendships inside and outside of the classroom. They understand what
they like and do not like about people. Students select friends based on similarities and enjoying the same
activities. Students also know about hunger and may have experienced it during the school day. To make
connections with students about these topics, it is important to ask questions before the read aloud to see
what they already know. Asking for examples of friendship in their own lives will allow them to be able
to personally connect to the story. Personal examples of hunger should not be asked as this could make
students feel uncomfortable, but questions about hunger and food in general can still get students thinking
critically about hunger.

Lesson Introduction/Hook:
To get students interested in the read aloud, it is important to get them involved. Asking students simple
personal questions like, what do you like about your friends or what is your favorite food?, will get them
thinking on the topics of the book. It is also important to allow students to take educated guesses on what
the book will be about. Teachers need to read the title of the book in an exciting voice to show students
that the teacher is just as interested in the story as they are.

Heart of the Lesson/Learning Plans

Differentiation/Same-ation:
This lesson is engaging to all students as there are multiple aspects to the lesson. Having a read aloud
makes sure that each child is able to focus on comprehending the story and not having to decode words
they are not familiar with. By asking probing questions, students are able to learn from both the teacher
and their peers. Students who are not comfortable with speaking in front of the class still have an
opportunity to participate during the summative drawing assessment. There is not just one task being
done in this lesson. Students have various ways to be able to comprehend and use the information
learned.

Lesson Development:
1. Introduce students to the cover of the book. Tell the author and illustrator. Ask students what
they think the book could be about based on the cover. Ask students to share personal examples
of friendship.
2. Begin read aloud. Be sure to stop and ask students questions to check their comprehension. See
the specific questioning section for more ideas on questions to ask.
3. Once the book is finished, ask students questions about what they have learned. Allow multiple
students to share answers.
 4. Ask students how they can use what they just learned in their classroom this year. Allow students
to brainstorm ideas as a class.
5. Students return to their tables where they begin drawing or writing about how they can be more
kind in their classroom. Students can draw pictures, write words, or do a combination of both.

Specific Questioning:
- How is Sofias fridge different than Maddis?
- What time of day do you think it is? Why?
- What did Sofia promise Maddi?
- What is a promise?
- Can anyone tell me what it means to be someones friend?
- Do you think Maddi will like the burritos?
- How is Sofias family going to help Maddi?
- Why did Sofia break her promise to Maddi?
- Would you help your friends like Sofia helped Maddi?
- How can we be kind in our classroom?
- How can we be good friends to each other?
- How can we help people in need?
-
New Vocabulary:
Friendship: a relationship between friendsa person one knows and cares for
Hunger: a feeling of discomfort of weakness due to a lack of food; a desire to eat
Poverty: state of being unable to live at standard conditions
Promise: declaration or assurance that one will do a particular thing

Concluding the Lesson/Closure/Debriefing:

It is important that the read aloud is not the only part of this lesson. Students need to be given time to
discuss what they have just learned amongst each other. After the reading, students should be given the
opportunity to share how they can personally relate to hunger and friendship in their lives. Students need
to see that they can use the information they just learned to make their classroom and community a better
place.

Materials/Resources:
- Maddis Fridge by Lois Brandt
- Construction paper for each student
- Crayons, markers, pencils, and/or other drawing utensils

Teaching Behavior Focus:

The goal for my teaching behavior is student engagement through discussion is fostered because having
student discourse is key to their comprehension of two complex topics of hunger and friendship.

Follow-Up Activities/Parent Involvement

This read aloud can be paired with a video on examples of being kind to help students brainstorm more
ideas; one video that can be used is this interactive read aloud of What Does it Mean to be Kind? By Rana
DiOrio. Teachers can display students depictions of friendship around the classroom and have students
reassess how they are doing with being kind later on in the year. The pictures will serve as a reminder for
students to be more kind. Students can conduct a food drive to donate canned goods to local food banks;
this will help them spark social change when it comes to hunger and poverty. Holding a food drive is a
good way to get parental involvement in an activity. Students can pair up with another classroom for a
food drive to also build friendships between classes. Students could also take a field trip to a local food
back or volunteer together. Students could make posters to hang around the school on friendship. They
could also make posters for their local food bank.