TCNJ Lesson Plan

How to Give Our Books a Sneak Peak

Student Name: Amanda Rego School Name: Oak Tree Elementary

Grade Level: 2nd Grade Host Teachers Name: Terri Gross

Guiding and/or Essential Questions:

Why is it important to read books with expression?
Why do we need to preview our books before we read them?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,

possible misconceptions, prior lesson content)

During the previous lesson, students were taught that books can be read with different
expressions and had practice reading with different tones.
Students know that they should read a book more than one time to fully understand what
it is about.
Students have been taught how to complete a picture walk of their stories

Standards:

CCSS.ELA-LITERACY.RL.2.7- Use information gained from the illustrations and words

in a print or digital text to demonstrate understanding of its characters, setting, or plot.
CCSS.ELA-LITERACY.RF.2.4- Read with sufficient accuracy and fluency to support
comprehension.
CCSS.ELA-LITERACY.RF.2.4.A- Read grade-level text with purpose and
understanding.
CCSS.ELA-LITERACY.RF.2.4.B- Read grade-level text orally with accuracy,
appropriate rate, and expression on successive readings.

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will be able to look at the cover, back Teacher will listen to students read aloud to see
cover, table of contents, and pictures to figure if they are using proper tone or not.
out what tone they should be using to read the
book.
Students will be able to read a book more than Teacher will observe the students and see how
once if they were not able to read with many times they are reading a book.
expression the first time.

Materials/Resources: (List materials, include any online or book references and resources)
Katie Woo has the Flu by Fran Manushkin
Book bins with leveled books

Plan for set-up/distribution/cleanup of materials:

I will have the book already at the reading rug.

The students know where their book bins are and they will be able to go and get
them. They also know how to put them away.
Step by Step plan (numbered):
1. Lesson beginning: Yesterday, we talked about reading books with expression and not
having a Robot voice. Who can tell me what book they were reading yesterday and how
they changed their reading to read with expression? Allow time for a handful of students
to tell me how they read their books differently.
2. Yesterday, I read to you An Old Lady Who Swallowed a Fly in many different voices.
Can anyone tell me how when I read the story in s serious, sad voice, it changed from
when I read it to you in a happy funny voice? Have students give responses on how they
believed the story sounded different. Then, I will explain to them that, An Old Lady Who
Swallowed a Fly is meant to be read in a funny, sing- song voice. However, when you
read the story in a serious voice, the story becomes very sad. Many books are meant to be
read in a certain way, but it is hard to know how a book is supposed to be read the first
time you read it.
3. Today, we are going to be talking about looking at the book to give us a sneak peak
about how our books want to be read. Lets do a sneak peak of Katie Woo Has the Flu
together to see if we can figure out how this book wants to be read. Where do you think
we should start? Allow students to answer, but get them to think of the front cover. For
example, if they say, Lets look at the pictures, I would say, Thats a great idea, but
what do you see when you first pick up a book? After the students get to the answer of
the cover of the book, we will look at the cover. I will say, By looking at the cover, I see
that the girl is sick so I would probably think that this would be a serious book. What do
you think we should look at next?
4. Next, we will look at the back cover of the book and I will say, Oh, here is a blurb,
maybe it will help us figure out what the story is going to be about. I will read the blurb
to the class. After, I will say, So what does this tell us about how the story wants to be
read? Do you still think that the book is a serious book? The students should come to the
conclusion that the book might not be such a serious book. After getting some responses,
I would say, This actually gives us a lot of insight into the book. The girl seems
confused because she thinks there is a bug in her belly. She also seems like shes bored,
so maybe we would read this book with an annoyed voice.
 5. Now, we are going to look at the table of contents. After reading all of the chapter title
names aloud, I will say, Maybe we would read the different chapters with different
voices. Chapter 1 seems like that is where shes getting sick and is maybe a little
confused. Chapter 2 is where she is sick, so maybe this is where she is bored in bed all
day. However, in Chapter 3, she is starting to feel better so maybe we would read this
part in a happier tone. You can also take a picture walk to look through the pictures of
your book to see how the character might be feeling and how you should read the book.
6. Last year, you might have looked at the cover and completed a picture walk to see how
you should read the book. However, now, you are going to take more steps to decide how
you are going to read a book. I will then read the book showing the students the different
tones that are used while reading the book.
7. When you go to independently read today, I want you to look at the cover, the back, and
the table of contents before you start reading your book. Then, see if you can read the
book using different expression. If you have trouble reading the book with expression the
first time, I would like you to read the book again to see if it gets better after you know
what the words are.
8. If there is time, students will independently read where they feel comfortable in the
classroom. I will have a couple students read to me to see if they are using the skills that I
have taught them.
9. Closure: I will use an attention getter to gain the students attention and have a few
students share what book they read and how they used what I taught them to read with
expression. Students will then be dismissed to clean up and get their snack.

Key Questions (that you will ask):

Who can tell me what book they were reading yesterday and how they changed their
reading to read with expression?
Can anyone tell me how when I read the story in s serious, sad voice, it changed from
when I read it to you in a happy funny voice?
Where should we start in finding out how we should read this book?
How do you think I should read this book?
Logistics:

Timing:

Intro- 3 minutes
Figuring out the tone- 10 minutes
Read Aloud- 7 minutes
Independent reading time & sharing- 10 minutes

Transitions:

After whole group, I will dismiss the students by the color of their book bin
After independent reading time, I will use an attention getter to gain their
attention
Classroom Management:

During independent reading time, I will be walking around the room and making
sure that the students are doing what they are supposed to be doing.
During whole group, I will point out unwanted behavior and tell them to fix their
bodies. I will move students seats if necessary.

Differentiation

In the students book bins, they have books that are leveled based on their reading
level
If they are having a hard time reading with expression, they are able to read the
same book more than one time