Online Reading Collaboration Unit

Lesson Plan

Media Specialist Name: Ms. ShaTavia Crawford

Teacher Name: Mrs. Tara Bailey

Grade: Kindergarten

Library Context:
o Fixed ✓ Flexible o Combination o Individualized Instruction

o Stand-alone lesson ✓ Lesson in a unit o Multiple lessons in a unit

Collaboration Continuum:
o None o Limited ✓ Moderate o Intensive

Content Topic: Halloween

Standards for the 21st-Century Learner

AASL Standard:

I. INQUIRE: Build new knowledge by inquiring, thinking critically, identifying

problems, and developing strategies for solving problems.

● 1.B.1 Learners engage with new knowledge by following a process that includes:
Generating products that illustrate learning.
State Standards:

● ELAGSEKRL3: With prompting and support, identify characters, settings, and major
events in a story.

Reading Comprehension Strategy:

● Activating or Building Background Knowledge: Use prior and background knowledge as
context for new learning. (1.1.2)

Lesson Objectives:
 ● With prompting and support students will be able to identify and describe the characters,
setting, and major events in a story.
● With prompting and support students will be able to sequence events.

Overview of the Lesson: (Briefly describe the lesson here)

This will be a collaborative lesson with Mrs. Bailey’s Kindergarten class and will take place
virtually. Mrs. Bailey’s Kindergarten students are currently learning how to identify and
describe the characters, setting, and major events in a story, as well as put the sequence of events
into the correct order. As the teacher librarian Ms. Crawford will teach and guide students
through a Nearpod lesson on characters, setting, major events, and sequence of events. Ms.
Crawford will use the text “The Berenstain Bears: Trick or Treat” by Stan and Jan Berenstain
and “Room on the Broom” by Julia Donaldson as a resource to guide and assist students with
making connections throughout the lesson.

Vocabulary

● Story-writing that has characters, setting, and key events

● Characters-the people, animals, or things that are acting out a story
● Setting- where a story takes place
● Sequence of events- placing things in order often using words such as first, next, then,
after, and last Problem/Solution- a situation that characters set out to solve in a story
● Retell- to share a story again
● Describe - to give an account in words that includes relevant characteristics
● Identify- to find and name
● Story Elements-characters, setting, key events of a story
 INSTRUCTIONAL PLAN:
(This is where you will provide all the details for teaching the lesson)

Estimated lesson time:

Lesson Progression 1: 20-30 minutes
Lesson Progression 2: 20-30 minutes

Resources: (List the names of the resources next to each relevant type.)

● Online subscription database(s): Not Applicable

● Web sites:
○ Nearpod: https://share.nearpod.com/4IS1CV88sbb (Lesson is provided by
Nearpod and edited by Ms. Crawford)
○ Youtube:
■ The Hallo-Wiener Read Aloud: https://youtu.be/g2QZl_nXZz0

■ The Little Old Lady Who Was Not Afraid Of Anything:

https://youtu.be/2jaEAVxl5Rk
■ Room On The Broom Read Aloud https://youtu.be/_uQulEnxsRo
■ The Berenstain Bears: Trick or Treat Read Aloud
https://youtu.be/M92aUD7_pv8
● Books:
○ The Hallo-Wiener by Dav Pilkey

○ The Little Old Lady Who Was Not Afraid of Anything by Linda Williams
 ○ Room On The Broom by Julia Donaldson

○ The Berenstain Bears: Trick or Treat by Jan and Stan Berenstain

● Nonprint: Not applicable

● Software and/or Apps:
○ Youtube
○ Nearpod
○ Zoom
● Technology:
○ Chromebooks
○ Ipads
● Other:
○ RL3 KIM Chart
 Lesson Progression 1

Instruction/activities:
(Provide step by step details describing how the lesson will be taught. If this is a collaborative
lesson specify who will lead each of the instructional activities--the teacher or the library media
specialist.)

● Direct instruction:
○ In the coming week Mrs. Bailey will have already introduced students to the
standard and will have begun direct instruction on what characters, setting, and
major events are and on how to identify and describe them. Mrs. Bailey will
already have her students logged into a Zoom meeting which Ms. Crawford will
join. The lesson will be primarily led by Ms. Crawford with the assistance of Mrs.
Bailey. Ms. Crawford will begin the lesson by using the reading comprehension
strategy: activating or building background knowledge. She will ask students
about their favorite holiday. Then she will focus on the holiday Halloween. She
will allow students to turn and talk about their favorite things about halloween.
Ms. Crawford will ask students what they remember about characters, setting, and
major events. Ms. Crawford will then instruct students on what characters, setting,
and major events are using a KIM chart.
● Modeling:
○ Ms. Crawford will then play a read aloud version of The Berenstain Bears Trick
or Treat text via Youtube. She will model a think-aloud showing students how she
thinks to figure out who the characters are, and what the setting and major events
are.
● Direct Instruction:
○ Ms. Crawford will then review with students what characters, setting, and major
events using a KIM chart again.
● Guided Practice:
○ Once, Ms. Crawford has gone over the KIM chart for a second time she will
introduce the book “The Hallo-wiener” by Dav Pilkey. Ms. Crawford will play
the read aloud version of the book via Youtube. She will then guide students in
identifying and describing the characters, setting, and major events. Students will
have an opportunity to use the graphic organizer to draw the characters and
setting as evidence of their learning.
● Direct Instruction:
○ In closing the lesson, Ms. Crawford will allow students to turn and talk about their
favorite parts of both stories that were read aloud. Ms. Crawford will then review
the KIM chart on final time.

Lesson Progression 2
Instruction/activities:
(Provide step by step details describing how the lesson will be taught. If this is a collaborative
lesson specify who will lead each of the instructional activities--the teacher or the library media
specialist.)

● Direct Instruction:
○ Students will already be logged on to Mrs. Bailey’s Virtual Zoom class and Ms.
Crawford will join the meeting. Ms. Crawford will begin the lesson by using the
reading comprehension strategy: activating or building background knowledge.
She will ask students about their favorite holiday. Then she will focus on the
holiday Halloween. She will allow students to turn and talk about their favorite
things about halloween. Ms. Crawford will ask students what they know about
characters, setting, and major events. Ms. Crawford will then instruct students on
what characters, setting, and major events are using a KIM chart.
● Modeling and Guided Practice:
○ Ms. Crawford will then play a read aloud version of The Little Old Lady Who
Was Not Afraid Of Anything by Linda Williams via Youtube. She will model a
think-aloud showing students how she thinks to figure out who the characters are,
and what the setting and major events are. Ms. Crawford will provide students
with opportunities to identify and describe the characters, setting, and major
events.
● Direct Instruction:
○ Ms. Crawford will then review with students what characters, setting, and major
events using a KIM chart again. Once, Ms. Crawford has gone over the KIM chart
for a second time, she will have students login to their technology devices
(chromebooks/ipads) and access the web 2.0 tool Nearpod. Ms. Crawford will
then provide students with the access code to the Room on the Broom Lesson that
has been provided by Nearpod and edited by Ms. Crawford. Ms. Crawford will
then begin the Nearpod lesson which includes a read aloud of the book “Room on
the Broom” by Julia Donaldson. Ms. Crawford will play the read aloud a
minimum of 2x. However, students can watch the read aloud as many times as
they like on their own personal device.
● Guided /Independent practice:
○ Ms. Crawford will then guide students through the questions and quiz in the
Nearpod lesson. She will read the questions allowed to students and assist
students in identifying the pictures. She will demonstrate to students how to circle
their answer in the Nearpod application. She will then guide students in
identifying and describing the characters, setting, and major events using the
graphic organizer. Students will have an opportunity to use the graphic organizer
to draw the characters and setting as evidence of their learning.
● Direct Instruction/Sharing and Reflecting:
○ In closing the lesson, Ms. Crawford will allow students to turn and talk about their
favorite parts of both stories that were read aloud. Ms.Crawford will also allow
students to turn and talk about what characters, settings, and major events are. She
will then allow a select few of students to share out. Ms. Crawford will then
review the KIM chart on final time.
Strategies for Differentiation

● Students with disabilities, IEPs, and 504 plans will receive additional assistance
according to their IEPs. Students will receive oral readings and additional time.
Students may not be required to respond to all of the activity questions on
Nearpod. Mrs. Bailey will assist students as needed.

Assessment:

● Student Product
○ Students will work individually to complete the quiz on nearpod as well as
complete the graphic organizer. Students should identify the characters and the
setting by drawing a picture and maybe writing a word to match the picture.
However, writing a descriptive word of the picture is not mandatory or expected
of all students.