Jimmy Asbury

EDUC 310
Crickmer
October 16, 2014
Lesson Plan- Adam Raccoon and the Circus Master (Based off of Memoirs of a Goldfish)

Group Discussion-

1. Ask students if they have ever been to a circus before.

2. Discuss the responses emphasizing certain people or activities

they saw at the circus.

3. Ask ELL students if they had circus in their country, and what
they were like.
4. Discuss certain people that the students have seen at the circus
(responses could include elephants, flame blowers, high rope actors, etc..)
5. Say, Today we will read a new book about a raccoon who joins
the circus and becomes a juggler.
Teaching the word Juggle- Write the word Juggle on the whiteboard for students to
read. Pronounce the word then have the students repeat it to you.
Comment: Develop the meaning of the word juggle. Activate students prior
knowledge on circus to see who understands the topic well and who does not.
Present the book Adam Raccoon and the Circus Master
1. Show the book Adam Raccoon and the Circus Master, read the
title, author, and illustrator. Discuss the role of the author and
illustrator.

2. Focus on the cover of the book. Ask students for comments on

what they can relate on the pictures or print.
3. Say, How many of you have seen a raccoon? What do you
notice different about this raccoon on the cover?
4. Discuss responses on how the raccoon is juggling on the cover.
Say, Why do you think the raccoon is juggling?
Comment: This gets the students interested. Helps activate prior knowledge about
raccoons. For ELLs have a list of important things found at the circus that will be found
in the book.
Making predictions and setting a Purpose for reading
1. After the students have discussed the raccoon on the cover and
what he is doing, say, Now we are going to make predictions
about what we think is going to happen. First, I will model a
good prediction---since the raccoon is smiling I predict that he
is happy to work at the circus. Now its your turn. What do you
predict is going to happen?
2. Record all predictions on the board for later use. If children are
having trouble making predictions, model one or two more
ideas. Tell the children to keep the predictions in mind as they
read.
Comment: When the children make predictions, they are giving themselves a purpose to
read, they will be excited to find out if their predictions are right.

Shared Reading of the story

1. Position the book so everyone can see. Read each page
aloud. Watch the childrens faces for signs that they
want to stop and talk about something. Otherwise, read
straight through for pleasure to the page where Adam
joins the circus (Pg. 18).
Comment: Reading aloud to children models fluency.
2. Go back to page 1 and read it aloud. After you read, ask
children to read the page aloud. Continue through page
6.
3. After page 4 stop and say, Who can tell us what has
happened so far? (Model Summary if necessary).
What do you think is going to happen to Adam now?
4. Continue reading each day through page 18, having
children repeat after you.
5. As children are reading, watch to see which children are
focusing the best on the text and its meaning.
6. When you get to page 18 ask, What do you think
Adam is going to do in the circus? Discuss responses.
7. Have students take turns retelling what has happened up
to this point.

8. Ask students to tell how they think Adam is feeling in

the story.
Comment: Observing the students will allow assessment on who is understanding the
standards of the lesson and who is struggling.
Revisiting Predictions1. Return to the predictions on the board that you have
recorded. Have each child find his/her prediction and
discuss whether the prediction has been verified.
Comment: This activity helps students focus on their purpose and monitor their
understanding. Helps assess if students are understanding the meaning of making
predictions.
Discussing and Making new Predictions
1. Ask students to think about what has happened through
page 18. Say, What do you predict will happen in the
remainder of our story? Does anyone want to change a
prediction?
2. Record responses of what children say what has
happened.
Rereading pages 1-18
1. Return to page 1 and ask children to join in as you read
each page of the text.
2. Have children take turn each page.
Comment: Helps students practice fluent reading

Remainder of the book

1. Follow the pattern of pages 1-18 to finish pages 19-41.
2. Stop for discussion at appropriate times. Use the
following questions to assess student progress for the
standards of the lesson
a. How would you describe the circus master?
b. What are some words that describe how Adam
feels?
c. Does Adam like working at the Circus?
Comment: These discussion questions help you assess the standards of the lesson.
Extending Adam Raccoon and the Circus Master
1. After finishing the book discuss with the students
certain items that they might be able to juggle.
2. After discussion on juggling have the students draw a
picture on themselves juggling items they talked about
in discussion.
3. Display students drawings in the hall, after permission
is granted from students to display their work.