Lesson Plan

Morgan Pestorius

Title or Topic of the Lesson: Rereading Favorite Books (Week 4: Day 1)

Grade Level: K

Lesson Essential Question(s): How can we build reading stamina?

Standards:
CCSS.ELA-LITERACY.RF.K.1.A Follow words from left to right, top to bottom, and page-by-
page.
CCSS.ELA-LITERACY.RF.K.1.B Recognize that spoken words are represented in written
language by specific sequences of letters.
CCSS.ELA-LITERACY.RF.K.1.C Understand that words are separated by spaces in print.
CCSS.ELA-LITERACY.RF.K.1.D Recognize and name all upper- and lowercase letters of the
alphabet.

Learning Objectives and Assessments:

Objectives
Students will be able to understand why we
read favorite books again and again.
Students will be able to identify a favorite
book.
Assessments
The teacher will listen to students responses
during the class discussion.
The teacher will assess the drawings the
students complete during the lesson.

Materials: List materials/resources you and the students will need to teach/learn this lesson.
Gingerbread Man Loose in School by Laura Murray
Crayons
Paper

Pre-lesson assignments and/or prior knowledge: The students have been discussing strategies
for becoming good readers.

Lesson Beginning: The teacher will begin the lesson by calling the children to the rug by their
tables. When they get to the rug, the children will pick a color square to sit on for the lesson. The
teacher will review the rules of the carpet with the children before beginning the lesson.

Instructional Plan:
The teacher will remind the students of how often they ask her to read Gingerbread Man
Loose in School again.
The teacher will ask the students why they like to read stories more than once. This
should start a class discussion that the teacher will facilitate by asking follow up
questions and calling on multiple students.
The teacher will tell the students that reading favorite books again can help them to
understand new things about the story, learn new words, and become better readers.
 The teacher will display Gingerbread Man Loose in School and the class will think aloud
about why they enjoy the book.
The teacher will read the book aloud to the students. After reading, the teacher will ask
the students if they noticed anything different after reading the book for a second time.
The teacher will ask the students to think of one of their favorite books that they like to
read again and again.
The teacher will tell the students that they will be illustrating their favorite book in order
to encourage their classmates to read it.
After showing an example, the teacher will send the students back to their seats. At their
seats, the students will use their crayons to draw the cover of their favorite book. The
teacher will help students to write the titles.
The teacher will ask volunteers to share their work and tell their classmates about their
favorite book and why they like to read it over and over again.
The teacher will display the book covers on a bulletin board in the classroom for the
students to reference.

Differentiation: The teacher will ask questions throughout the lesson and the students will have
many opportunities to participate in class discussion.

Questions:
What is the biggest reason to read this book?
What do you think about the characters in this book?
What things happen in this book that you dont ever get tired of reading about?

Classroom Management: The teacher will remind children of the carpet rules before beginning
the lesson. If a student is not following the rules, the teacher will remind them of the rules. If the
student continues to misbehave, the teacher will move the student to a better seat on the carpet.

Transitions: The students will only come to the rug and leave the rug when the teacher calls
them.

Closure: The teacher will encourage children to try some of their classmates favorites when
they are reading new books. These books could become their new favorites! The teacher will
remind students that when they reread books, they should think about whether theyve noticed
something new in a picture or read new words.
 According to the standards created by the National Council of Teachers of English, this is

an exemplary language arts lesson. This introductory lesson teaches students to be reflective of

their reading and communicate their information in an effective way. In addition to meeting these

standards, the lesson makes the students excited about reading.

One of the NCTE standards states, students participate as knowledgeable, reflective,

creative, and critical members of a variety of literacy communities. In this lesson, the students

are asked to reflect on the books they have read so far and pick a favorite. This is a difficult task

for a young child and requires deep thought and consideration. This skill will develop as they

continue to practice. By sharing their favorite books with their classmates, the students are

provided with a database of many different books as well made aware that their classmates have

different reading interests than they do. In turn, the students become more knowledgeable

members of the literacy community in the classroom.

Another standard says, Students adjust their use of spoken, written, and visual language

(e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and

for different purposes. I wanted to find a way for students to share their favorite books in an

age-appropriate manner. Because many of the students in this class are unable to read, the most

effective way for them to communicate their favorite book was through drawing. I wanted the

students to be able to identify their classmates books easily, so that if they chose to read one of

the books, they would be able to locate it in the classroom library. If the students were to tell the

class about their favorite book in a classroom discussion, their classmates would not be able to

find it without assistance in reading the titles. After the completion of this lesson, students are

able to reference the bulletin board and identify the books based on cover art without any

assistance.
 As demonstrated by the two standards from the National Council of Teachers of English,

this language arts lesson is purposeful.