Shared Reading Lesson Plan Format

Your Name: Monica Izzo

Date of Lesson: November 3rd, 2015
School: College Park Elementary
Grade Level:
Second
Master Teacher: Kristin Viramontes
Title of Text Used for This Assignment: Mrs. McNosh and the Great
Big Squash by Sarah Weeks
Lesson was reviewed with MT

yes_______ no_________

1) CCSS: RL.2.1 Ask and answer questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RL.2.7
Use information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting, or
plot.
2) Objectives: Students will ask and answer questions that demonstrate
understanding, and determine the key details in a text referring to their
information gained from illustrations and the words in a print. Students
will be able to answer the questions, who, what, where, when, why, and
how to demonstrate understanding using an anchor chart.
3) Tools/Resources/Supplies: Mrs. McNosh and the Great Big
Squash by Sarah Weeks, Chart paper, post its, & black marker
4) Assessment Activity: After completing the shared reading, students will
answer the questions who, what, where, when, why, and how? as I write
their responses on post its and stick them to the chart paper. Then the
students will have a chance to write what they would do if they grew a
great big squash using who, what, where, when, why, and how to describe
their story.
5) Plans to differentiate: (give a brief explanation for each area
separately): [TPE 6, 7, 8, 12]
ELS: I will differentiate the lesson for my ELS by defining words that
may be unfamiliar to them, such as elderly: a person who is old in age
& scolds: to angrily look at someone and then have them demonstrate
what that might look like, as I model how I would scold something or
someone. I will also provide a few extra seconds after I finish reading

each page for the ELS to look at the pictures, I will even point out and
allow them to point out what they see and relate it to what we have
read.

Students with special needs: I will differentiate the lesson for the
two students with special needs by reading at a slower pace and
emphasizing the sound of the words so that I can model the proper
way to say the words. I will also make sure to change my tone of voice
to match what the character is feeling, such as raising my voice to say
Oh my gosh... to sound worried. I will also have my facial expressions
match my tone all to engage the children.

Summary: The students will be sitting at the story time rug. I will be
sitting on a chair and the students will be sitting on the floor and I will
introduce the story, Mrs. McNosh and the Great Big Squash by Sarah
Weeks holding it up for all the students to see. I will begin to read the
story, stopping to ask questions such as, What do you think Mrs.
McNosh will do with this giant squash? After we finish reading the
story, we will remain at the story time rug and I will have a piece of
chart paper attached to a board on wheels, and I will have post its in
my hand with a black marker to write down the responses of the
students to the questions of who, what, where, when, why, and how to
demonstrate the characters, setting, or plot of the story. Before I ask
them questions I will go to the first two pages of the book, where it
asks Who is in the story? and shows a picture of Mrs. McNosh with
her name underneath. The next page has the question Where does
the story happen? with a picture of a vegetable garden, with the
words vegetable garden written underneath. After the students use the
pictures to answer the questions I will then ask them if they can tell me
what the plot (story) was about.

6) Procedures (list possible questions for each section, provide all the
information necessary for another teacher to duplicate your lesson.) [TPEs
2, 3, 5, 6, 11]
A. Enjoy the Experience (Introducing the Text) [TPE 4, 5, 6, 7,
10,11]
Today we will be reading a book titled: Mrs. McNosh and
the Great Big Squash
The author who wrote this book: is Sarah Week, and the
person who drew the pictures is the illustrator and her name
Nadine Bernard Westcott
Before we start, just by reading the title, and looking at the
illustrations, what do you think this story will be about?

B. Talk about the Experience (Responding to the Text) [TPE 1,

2, 6, 7, 10, 11]
Okay today we will be doing something different, we are going to read Mrs.
McNosh and the Great Big Squash AGAIN! But this time as we read I want
you guys to read with me and answer the questions I am going to ask
throughout the story to answer who, what, where, when, why, and how.
Who is the main character on this story? Pg. 6
What is Mrs. McNosh going to plant? Pg.6
Where is the squash planted? Pg. 8
When does the squash begin to grow? Pg. 8
Why is Mrs. McNosh worried (upset and nervous) about? Pg. 16
How will Mrs. McNosh handle this squash? Pg. 18
(This relates to TPE 1.3, in reading this book I will provide students a print
rich environment and students will be able to learn to read, write,
comprehend, compose, appreciate, analyze, perform, and enjoy language
arts. I will set this up by diligently pointing out the pictures, making
connections to what the story is saying, and asking students questions to
help them connect to the text. They will then complete a paper on what they
would do, if they grew a great big squash, (after we brainstorm together and
I write on chart paper)

C. Remember the Experience (Extending the Text) [TPE 5, 6,

7, 10, 11]
Materials:
Mrs. McNosh and the Great Big Squash by Sarah Weeks
Storybook paper X24
Chart paper X1 with Who, what, where, when, why, and how
written on it
Instructions:
After finishing the shared reading, I will have a graphic organizer that has who, what, where,
when, why, and how on chart paper in individual bubbles with lines to write the students answers
to who, what, where, when, why, and how. They will be asked to recall information from Mrs.
McNosh and the Great Big Squash. I will then have them go back to their desks and write on
storybook paper what they would do if they grew a great big squash, using who, what, where,
when, why, and how to describe their story. I will also remind them to refer back to the chart
paper if they get stuck on who, what, where, when, why, and how of the story. After they write
their narrative they can use the room above the sentences to draw a picture to illustrate what they
chose to do.