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LESSON PLAN OUTLINE

JMU Elementary Education Program


The following information should be included in the header of the lesson plan:
Kate Nelson
Donna Young, YCP
October 3rd, 2016
October 2nd, 2016

A. TITLE AND AUTHOR


Go Away, Big Green Monster! By: Ed Emberley
B. CONTEXT OF LESSON
I knew from observation and asking my cooperating teacher that the children were learning
about many topics, one of them being colors. This book is developmentally appropriate
because it includes tier 1 words with tier 2 words as well. This book will be a good fit for the
children because it is a fun book with cutouts and different colors.
C. LEARNING OBJECTIVES
Understand Students will begin
Know Students will know the
to understand the different colors
different parts and colors of the
and the words that are associated
monster. Students will also know
with the names of the colors.
the shapes associated with the
Students will also begin to
monster.
understand that shapes can be
found everywhere, even on the
parts of the monster.

Do The students will be able to


tell me the shapes of the monster.
They will also be able to tell me
the different colors of the monster
while pointing to the parts.

D. ASSESSING LEARNING
I will ask the students in my group about the story, encouraging them to tell me what they
learned.
Questions for Assessment:
What were some parts of the monster?
What colors were each part of the monster?
What was your favorite part of the monster?
What were some shapes you saw that were on the monster? Can you show me?
E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if
required)
Oral Expression
The child will develop listening and speaking skills by communicating experiences and ideas
through oral expression.
a) Listen with increasing attention to spoken language, conversations, and stories read
aloud

b) Correctly identify characters, objects, and actions in a picture book, as well as


stories read aloud, and begin to comment about each
c) Make predictions about what might happen in a story
e) Use appropriate language for a variety of purposes, e.g., ask questions, express
needs, get information
g) Listen attentively to stories in a whole class setting
Vocabulary
The child will develop an understanding of words and word meanings through the use of
appropriate vocabulary.
a) Use single words to label objects
Print and Book Awareness
The child will demonstrate knowledge of print concepts.
a) Identify the front of the book
b) Identify the location of the title of a book
c) Identify where reading begins on a page (first word or group of words)
d) Demonstrate directionality of reading left to right on a page
e) Identify part of the book that tells the story (print as opposed to pictures)
f) Turn pages one at a time from the front to the back of a book
Geometry
The child will describe simple geometric shapes and indicate their position in relation to
him/herself and to other objects.
b) Describe how shapes are similar and different
c) Recognize shapes (circle, triangle, rectangle, and square) by pointing to the
appropriate figure when the teacher names the shape
Matter
The child will develop language to describe an objects position, movement and physical
properties.
a) Identify colors (red, orange, yellow, green, blue, purple) and white and black
b) Identify shapes (circle, triangle, square and rectangle) of an object
F. MATERIALS NEEDED
Go Away, Big Green Monster! by Ed Emberley
G. PROCEDURE
A. Before
1) Introduce the title of the story: Go Away, Big Green Monster! (saying the appropriate
voice)
2) Introduce the author: by Ed Emberley (explain what an author is and that he wrote the
book)
3) Open the book and ask what the story will be about. If they dont answer, ask So you think
its going to be about a balloon then? This will get them to laugh and say No a monster!
B. During
1) After the third page where I read about his sharp white teeth, ask the students what is
missing on his face (hair, ears, etc). Also ask what shapes they currently see.

2) Continue reading. Stop where the monsters hair is shown. Ask the children what color they
think his face will be. (mention the title again, how it is called green monster)
3) Read But. . . Ask, But what? Whats going to happen next? His whole face is here?
4) With the You dont scare me! line, ask the children if they think he is scary. If they do or
dont, I will say well we are going to make him go away now.
5) Go away big green face page, ask them what they think will go away next.
6) Sharp white teeth page, ask what shape the teeth are and what color the page is. (triangle
and red)
7) Ask the color of the words on the last page.
C. After
1) Ask the students the different colors that were in the story.
2) Ask the students the different shapes in the story.
3) Ask them what theyre favorite part was of the story and why. (They can go back and show
you)
H. DIFFERENTIATION
All of the students in the class will be able to understand this book since it is mostly made of
Tier 1 words. I will be asking questions throughout the story, and will not move on unless I
am sure that everyone is on the same page. Students may sit in my lap while I read, but thats
okay, and some may get up, but I will mention that they are missing out. I am hoping and
planning that all of the students will listen since they love being read to.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT
IT?
Many things could go wrong during my read-aloud. For example, they may not be responding
to my questions, so maybe I would need to word them differently. Also, they may be
distracted by the cutouts in the book more than the actual words. The students could be
disruptive during the story and try to hold the book. They also may be getting up and going to
do something else and not be interested in the book. For all of these situations, I will be sure
to make my read-aloud as engaging and fun as possible and to make sure that everyone is
participating so that no one is feeling left out.

Lesson Implementation Reflection


As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.
I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.
While reading the book, I made comments, but it is very different when you actually read the book
compared to writing your lesson plan. I mentioned throughout the book that the colors were pretty, and
they said also said which parts they liked, but it wasnt until after I read the book that I asked questions. At
the end of the reading, I asked most of the questions except which shapes the parts of the monster were.
After I read, I had a conversation with two girls and one of them was telling me their favorite color of the
monster (purple hair) and then she also told me that she also had another favorite color and it was pink.

II. Based on the assessment you created, what can you conclude about your impact on student learning? Did
they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are
valid?
I think that I definitely gave concrete examples of the main colors, and my children in the group showed
knowledge of these colors. They were able to tell me the colors of each part of the monster. As evidence, I
could test them next time I went in to make sure that they know the colors that were represented in the
book, which I know they will.
III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.
I think that I could have had a conversation or lesson on shapes before I read the book so they could have
known what to look for. I think that their knowledge of the shapes would have helped them to really look
at the parts of the monster rather than the monster as a whole.
IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?
After reading the book, I would have lessons dedicated to colors and shapes that reinforces the concepts in
the book. They will be able to refer to the different parts of the monster while learning the shapes, and this
book could be read again and again to mark the shapes and colors permanently in their brain. There could
even be a project where they create the big green monster with the shapes and colors from the book.
V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?
I have learned that the four-year-olds in my class arent always as attentive as you would like them to be,
but I think because I had a cutout book that was easy to understand, it held their attention because it was
developmentally appropriate. I have learned that it is always better to ask questions throughout the book
because they want to do other activities once the book is finished. This happened to me right after I
finished, the boys went and did their own thing, but the girls stayed and talked to me and asked if I would
play with them.
VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
I have learned that using different voices while reading a book makes students laugh---in a good way. How
you read the book, and your practice in reading the book is a big influence in teaching the concepts from
the book. I think that if you prepare really well, the children will be able to tell of your enthusiasm and it
will keep them more focused.
VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?
I have learned that I get excited and nervous at the same time while teaching a lesson, because the children
are so young that it is vital what you teach them at this stage. What I have learned about myself is that I get
nervous for no reason, because children, at least the children in my classroom, will love what you do with
them no matter what because you are paying attention to them.

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