Brianna Hogan

Mrs. Drivers Kindergarten class

Cassell Elementary School
Presented 10:30 a.m. March 19th, 2015
Submitted February 24th, 2015
LESSON PLAN
JMU Elementary Education Program
I. TITLE OF LESSON Corduroy Read-Aloud
II. CONTEXT OF LESSON
This read aloud activity provides a model of reflection for the students as they listen to me reading the story,
and answering my questions. Corduroy allows the children to make personal reflections to their life. They will
listen to the story and follow up with an activity, Cute and Cuddly? The students will decipher the difference
between Corduroy, a stuffed bear, and a real bear in a Venn diagram. They will cut out the items and glue them
to their perspective place. Helping their comparing and contrasting skills and ability to appropriately recall
information from the story. The students are building their reading comprehension skills and this will
positively benefit.
III. OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will be able to
comprehend the story.
2. The students will be able to compare
and contrast the difference between a
stuffed bear, fiction, and a real bear, nonfiction.

Plan for Assessment

Be able to appropriately respond to the comprehension questions and
understand the new vocabulary.
Be able to place the appropriate items to the appropriate placement,
Corduroy, both, and real bear.

IV. COLLECTION OF ASSESSMENT DATA

I will collect the papers when they are done and access their knowledge of fiction vs. nonfiction.
V. RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS
(Kindergarten)
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.
b) Correctly identify characters, objects, and actions in a text with or without pictures and begin to comment about
each.
c) Make predictions about what might happen in a story.
d) Use complete sentences to ask and answer questions about experiences or about what has been read.
e) Use appropriate and expanding language for a variety of purposes, e.g., ask questions, express needs, get
information.
f) Engage in turn taking exchanges and rules
of polite conversation with adults and peers, understanding that conversation is interactive.
g) Listen attentively to stories in a whole class setting.
h) Follow simple one- and two-step oral directions.
VI. MATERIALS NEEDED
Corduroy book, Mrs. Driver provided
Cute and Cuddly Worksheet, Mrs. Driver provided
Scissors, students
Glue, students

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Brianna Hogan
Mrs. Drivers Kindergarten class
Cassell Elementary School
Presented 10:30 a.m. March 19th, 2015
Submitted February 24th, 2015
VII. PROCEDURE

Before you Read:

By getting their attention I will do, Tootsie Roll, Lollipop, We are talking, and now we stop!
I will make a connection between the student and the book by asking them to close their eyes a think about a
time that they wanted to be chosen or picked to do something with their friends.
Maybe it was here at school that you wanted someone to ask you to join them during centers, maybe it was
when you were playing outside and you wanted someone to ask you to play. The book we are going to read
is about a bear named corduroy that wants to get chosen! Remember how you felt when you wanted to be
chosen and it will help you to feel how corduroy feels during this story.
This book is fiction, do we remember what non-fiction means? ~response
Yes! It is a made-up story. HERE WE GO
During:
Questions:
Ask the class if they know what the word searching means. When we are searching for something, we are
looking for it.
What do you think this book is going to be about?
Do you think Corduroy is the bear? (Point to bear)
What do you think he will do in this book?
End of page 5:
Do we know who the main character is and the characters problem?
Bottom of page 8:
Can anyone make a connection and tell me how Corduroy feels right now? He feels sad.
Bottom of page 11:
Theres the word searching we just talked about! Corduroy is going through the mall to look for his lost
button. Think about a time you lost something, Did you re-trace your steps like Corduroy is doing?
Bottom of page 15:
Corduroy climbed down from the shelf and then went up the escalator and he is now in a big room searching
________________? (Students call out the answer) Button!
Bottom of page 21:
I wonder whom the night watchman will find?
Bottom of page 27:
Even though it does not say how corduroy is feeling we can figure out how he is feeling by thinking about
what we do know from the story (happy, excited, he has a new home so he feels welcome).

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Brianna Hogan
Mrs. Drivers Kindergarten class
Cassell Elementary School
Presented 10:30 a.m. March 19th, 2015
Submitted February 24th, 2015

Vocabulary to mention during reading: searching, escalator, flashlight, overalls, palace, thread
After:
We will have a discussion about what happened to Corduroy, how he felt before, during, and after the story.
A. PREPARATION OF THE LEARNING ENVIRONMENT
Each child will get a Venn diagram worksheet depicting the differences and similarities between corduroy
and a real bear. This will ensure their understanding of the book and relate it to real-life (solidifying their
knowledge of fiction and non-fiction characters)
E. CLEAN-UP
When they complete their assignment they will put it into the completed assignment bin and go to the rug to read
on their own until the next activity. All materials that they used are stored in a personal pencil box and returned
in their desks.
VIII. DIFFERENTIATION
During the read-aloud I will go over basic vocabulary that is known to most, but not all, along with new
vocabulary! This will ensure students on all levels to engage in the learning experience. Also during the
Corduroy Venn Diagram activity, I will walk around and pay extra attention and guidance to those that need it.
When going over their assignments, after turned in, and it did not seem like a student understood the
assignment correctly then I will bring them over and go over it with them individually.
IX. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
The students may get upset if they are thinking about a time they wanted to be chosen, could make it relatable
to the book and realize that it happens to everyone. The students may also get disruptive when I am telling
them to think about a time and then they speak out loud, I would fix this by getting their full attention, tootsie
roll, lollipop, we are talking, and now we stop. Explain this is an activity we think to ourselves.
X. REFLECTION
The students in Mrs. Drivers class love to be read to. After a long wait to be able to read this to them, it paid
off! All of the kids were very responsive during the story and seemed to be engaged throughout it. One of the
kids had read this story before and called out, I know whats going to happen. I asked him to please not ruin
the story for the rest of the class and he obliged but always raised his hand when I asked questions pertaining
to the story. At one point when I was reading a child was talking about to the child next to him about his
connection to Corduroys feelings because he did not get to share it with a group. I gave him my stern pay
attention look, he smiled, stopped talking, and I continued to read. At the end of the story, during the reflection
it was kind of difficult to get the children to not call out about Corduroys feelings so I had one person talk and
then pick on someone else when they were done talking. I originally picked a girl, and then girls kept getting
chosen and the boys were upset and mentioned that. So I had two boys go and then I had them go to their
tables and take out their scissors and glue. As I was passing out their papers I asked them who Corduroy was
and if he was a real bear or not. They answered no and I heard a variety of, stuffed bear and teddy bear.
After explaining the activity I walked around and watched them do the worksheet. Not one student had an
issue placing the correct item on the Venn diagram. When they were done they put the worksheet into Mrs.
Drivers blue bin and then sat on the rug (as instructed). The students grasped the concept of fiction vs. nonfiction, as exemplified on everyones correct Venn diagram. In the future I hope to be better at group
conversation so people are not talking over each other and at some points during the story I felt a little
awkward asking the questions because I felt they were too rehearsed. I am not sure that is something the
children noticed but I hope to be more natural during my next read-aloud. Overall, I think it went well!

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Brianna Hogan
Mrs. Drivers Kindergarten class
Cassell Elementary School
Presented 10:30 a.m. March 19th, 2015
Submitted February 24th, 2015

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