You are on page 1of 6

Plan for Students Learning Template

Planners Name: Mica Lewis

Topic: Interactive Read Aloud
Title of Lesson: Lentil
Grade Level: 1 grade
Academic Standards for Lesson
CC.1.3.1.A Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
CC.1.3.1.B Ask and answer questions about key details in a text.
CC.1.3.1.C Describe characters, setting, and major events in a story using
key details
CC.1.3.1.E Explain major differences between books that tell stories and
books that give information, drawing on a wide reading or range of text
CC.1.3.1.F Identify words or phrases in stories or poems that suggest
feelings or appeal to the senses
CC.1.3.1.G Use illustrations and details in a story to describe characters,
setting, or events.
CC.1.3.1.I Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and content.
Essential Question
How can we use important details from the text to comprehend the
meaning of the story?
Objectives (as many as needed for the lesson, usually no more
than three):
Objective 1:
Children will demonstrate comprehension during a read aloud of
Children will determine the moral of the story Lentil.
Children will categorize the meanings of new vocabulary.
Children will relate their own experiences to those of the characters.
Learning Activities
Introduction/Activation Strategy:
Ask students if there was ever a time when they wanted to be able to do
something, but they didnt think they were very good at it. Have students
turn to a partner and think/par/share. Call on a few students to share, and
ask them what they did to solve their problem? Did they practice at it? Did
they try something else? Did they ask for help?
Teach new vocabulary to students. Explain the word meaning and use in a
Vocabulary Teaching Strategy: Students will complete a Concept sort.
Students will be divided into groups and provided a white board and
markers. The teacher will present the new vocab words. Explain their
meaning, and use them in a sentence. Model for the students how they will
concept sort, using a different set of vocab words they used in a previous
lesson. The students will sort the words into meaningful groups. The
students will assign a definition for each section. Ask the students why
they chose those groups and why. Be sure the students understand the
meaning of all the words. There are no wrong answers, so long as the
students are thinking about the meaning of the words and can justify why
they think the words belong in their categories. (ex: big, small, tree, and
stick. Big and small could be grouped and defined as words that describe
size. Tree and stick could be grouped and defined as things found in
VOCABULARY: Pucker, Tone, Harmonica, Expert, Embarrassing, Grand,
Instructional Strategies/Learning Tasks:
Guided Practice, Checking for Understanding, and Questioning
Introduce the cover illustration. Discuss who wrote the book (author)
and who drew or painted the pictures (illustrator), and remind
students what that means. Point out the boy on the cover. Who is he?
Do you think he is the main character? Is he Lentil? What is he doing
in the picture? What else do we see on the cover? Ask students to
think about these Images they see, and think pair share with a
neighbor what they predict the story will be about. Remind students
to use the cover, the title, and even the new vocab words to make
Ask students if the book is real or make believe. Call on students to
explain why.
Read the first two sentences. Ask the students how they think Lentil
feels about not being able to sing? Do they think he feels sad? Refer
to the illustrations in the book.
Ask students who is telling the story? Is it Lentil talking about
himself, or the author talking about Lentil?

What expression is Lentil making? (page 2) Students will think about

the character and make connections between the illustrations and
the text.
After reading the next few sentences, ask students to give a thumbs
up if they heard any new vocab words. Ask the students what word
they heard. (page 4) Words are Embarrassing Whistle and
Ask students if there was ever a time where they wanted to be an
expert at something. Have students turn to a partner and
think/pair/share what they wanted to improve, and what they did to
do so. (page 6) Students will make connections between themselves
and the text.
(Page 7) ask students if they have heard any new vocab words, and
what words they heard. Words are Harmonica and Expert and
Think aloud- Remind students that they keep hearing a repeated
word in the text. Ask students if they know what that word is? Point
out that you keep hearing the name Colonel Carter. Wonder aloud if
that person will be important later on? (page 10) Students will be
encouraged to pay attention to the text in order to make predictions
about the story.
Ask students if they think old Sneep is justified in feeling so grumpy?
Why does he feel this way? Have students think/pair/share with a
partner why they think old Sneep is upset at the news.
Ask students what other vocab word they heard. Vocab word is
Think aloud- Remind students that good readers sometimes visualize
the setting in the story. Ask the students to close their eyes and
picture the town celebration. Have students think/pair/share with a
partner a time when they were a part of a big celebration.

Ask students to think/pair/share with a partner what their
predications were at the beginning of the story, and what did
happen. Students will confirm their predictions.
Ask students why they think Lentil began to play the harmonica at
the town welcome ceremony? Ask students to think/pair/share what
they think would have happened if Lentil had not played his
harmonica at the ceremony.
Closure: Ask students to turn to a partner, and think about the beginning,
the middle, and the end of the story. Ask students to think about what
happened at the beginning of the story, and how that effected the end of
the story.
Differentiation: Content, Process, or Product
Bumper stickers may vary in length depending on the writing skills of
the students.

Students who have poorer writing skills will only be required to write
a few sentences using some of the vocab covered in class, while
others who have stronger skills will be asked to write a slightly
longer, short paragraph.
Assessment: Formative or Summative
Formative Assessment (process): Formative assessment is conducted
throughout the read aloud when teacher listens in to student responses.
Formative Assessment (product):
Ask students to write a bumper sticker of what they think the moral
of the story is. The students will be able to analyze the story and its
message to the reader.
Students will write a few sentences about a time when they had
thought they couldnt do something, and what they did to overcome
it. The students will also add a picture of themselves doing the skill
they thought they couldnt do.
1. Materials students will need:
2. Materials teachers will need: Book to be read aloud. Worksheets for
writing lesson, and slips of paper for bumper stickers.
3. Teachers preparation for the lesson: See Learning Activities.
Reflection (responses regarding strengths, areas needing
improvement for next time, and ideas for follow-up)
Embarrassing: When you feel kind of silly or ashamed of yourself.

It was embarrassing when Emily spilled her milk.

Whistle: A high-pitched musical sound you make by blowing through your


He liked to whistle on his way to work.

Pucker: When you push out your lips, like if you were giving a kiss.

I pucker my lips when I blow bubbles!

Harmonica: A small rectangular instrument that makes music when you blow
through it.
She played the Harmonica very well.

Expert: To have a special skill or have a lot of knowledge about something.

I am an expert at close reading!

Tone: The sound quality. Like if something has very low sounds, or very high

His tone of voice is very deep.

Grand: To be impressive or amazing.

I am throwing a very grand party tonight!