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Your name: Kate Greenfield

Elementary Inclusive Preservice Program Lesson Plan


Lesson title: Read Aloud – The Big Orange Splot
Grade/age level: second/6-7
Date (intended teaching date): September 19, 2013


Learning Objective(s)
What do you want students
to know, understand, or be
able to do as a result of this
lesson?


The objective is for the students to develop an understanding that what is on the
outside of a person or thing doesn’t tell the whole story about what is contained in
the inside, that everyone is unique and has different interests that make them
special, which can emerge in a safe space.

Evidence for
assessment
Where will you look
(product, performance,
documentation you create,
etc.) for signs of student
learning?
What will you look for?
What are your criteria?
(examples of statements or
actions that would show the
particular kinds of
understandings, learnings,
&/or skills you are after?)

During the read aloud, students will be given three opportunities to turn and talk
based on specific prompts; these turn and talk conversations will be monitored to
see what the students think, and what they have learned.
Following the read-aloud, there will be a whole-class discussion, in which we talk
about the messages of the book.
Students can give examples of times that they made a judgment about someone,
then changed their mind once they learned more about them.

Rationale
Why are you teaching this
lesson? What connections
does it have to standards?
Does it connect to students’
interests, strengths, and
needs?


This exercise is an opportunity for inferential thinking, as it is not explicitly stated
that all people are unique, and that it is a positive attribute to be different. This is
closely related to the second grade common core standard which requires that
students be able to identify conclusions that summarize the main idea, and relate
characters in literature to their own lives.
It is connected to students’ interests, because they will recognize in their own
histories the experience of feeling differently on the outside than what they feel on
the inside.



Prerequisite Knowledge
What prior knowledge are
you counting on? Will this be
a problem for any of your
students and if so, what will
you do?


I am counting on the fact that students will have familiarity with similes, and the
concept of expressions, as they are both used several times in the book. I plan to
give the students an explanation of what the expressions used mean, and don’t
expect them to have any problems that will interfere with their understanding of the
story.




Learning Experience
In each section below, specify the sequence of instructional activities.
Consider how you will manage materials, bodies, and time. Use small
boxes to indicate time.
Assessment
What will you look/listen to/for?
Starting It
How will you invite students
into the learning experience?



Ask students to sit at the rug, tell them
that we are going to read a story, tell the
name of the story, and ask if there is
anything about the book that
they can use to
tell them what it is about.
Show them the cover, the back, and read
the blurb.
Look to see if they are looking at the
book, or making suggestions for places to
look on the book to learn about the story
before we read it.
Doing It
Outline your sequence of
instructional moves including
participation structures,
materials, intellectual
resources, and time allotted.
Is there a product or
performance you will be
expecting students to
create?
Read the book aloud, while pausing at
pre-determined points to raise questions
that the students can turn and talk about.
They will be given two chances during
the book to turn and talk, and one chance
after the book has bee completed. The
final turn and
talk will segue into a class discussion
about the message of the book.
First turn and talk: p. 9 Why do you think
Mr. Plumbean didn’t paint his house right
away?
Students will probably have some
inaccurate predictions, such as saying he
didn’t feel like it, or was scared of
Listen to the turn and talks to monitor if
they are answering appropriately.
During the discussion, I will listen for
examples from the text of different
characters who felt differently on the
inside than their house initially looked
like on the outside, or examples from
their own lives in which they realized
that it was positive to be different.

2 min
mins

15 min
heights, but might guess that he liked it.
Second turna dn talk: Why do you think
his neighbor’s are shourting at him?
Students will probably have some
superficially correct answers, that they
did not like the color of the house.
Hopefully some will see and respond that
the larger picture is about them not liking
that he is different.
Turn and talk #3: DO you think that
everyone on the street has the same
dreams? Why or why not? Do you think
they can still get along?
This will segue into a class discussion
about celebrating difference, the key
points of which I will put up on the
whiteboard. I will ask students about
differences they have experienced in their
own lives; whether they were positive,
whether they ever changed their mind
about something, or whether they ever
felt afraid in these types of
circumstances.
Finishing It
How will you bring students
to closure with this learning
experience and connect it to
future learning?

. Then we will talk as a class abut why it
is important to respect the differences of
other people, and celebrate them We can
connect this to future reading,
by asking them to remain aware of
characters who seem like they don’t fit
in, but are interesting and necessary parts
of the story.
We will be writing down examples from
the text of times people were different
from their neighbors, and how, and why
they may have been hesitant to share this
earlier in the book.
Accessibility
What accessibility and
participation challenges have
you taken into account and
how have you addressed
them? (material and human
resources, sequence of
Students who are not strong readers will still be able to learn the content of the
story. For students who have trouble paying attention for sustained periods, the
chance to turn and talk will provide a break from listening.

15 min
instruction)
Materials Needed

The Big Orange Splot, whiteboard.