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Daily Lesson Plan

Your Name: Alison Gilchrist and Ashley Kaminski Grade Level: 1st Date: 10/12/07

CT: Kiersten Meis School: Kendon Elementary

Overall lesson topic/title: To further student’s understanding of the text/deepen their thoughts of text by
asking open-ended questions, many of which are based on prior experience.

Grade Level Content Expectation(s):

R.CM.01.01: make text-to-self and text-to-text connections and comparisons by activating prior
knowledge and connecting personal knowledge and experience to ideas in text through oral and written
responses.

R.NT.O1.03: identify problems/solutions, sequence of events, and sense of story (beginning, middle,
and end)

R.NT.O2.03: identify and describe character’s actions and motivations, setting (time and place),
problems/solutions, and sequence of events

R.NT.01.05: respond to individual and multiple texts by finding evidence, discussing, illustrating and/or
writing to reflect, make connections, take a position and/ or show an understanding

Goals/Objectives:

Knowledge Goal:

Primary Goals
• Each student will understand sequence of events.
• Each student will understand setting.
• Each student will understand the concept of characters.
• Each student will understand different emotions.
Secondary Goals
• Each student will understand how to ask interpretive questions to better understand
the text.
• Each student will understand how to answer interpretive questions.

Capacity Goal:
Primary Goals
• Each student will identify sequence of events
• Each student will identify setting
• Each student will identify characters
• Each student will identify emotions
• Each student will comprehend text
• Each student will make self-to-text connections
Secondary Goals
• Each student will ask interpretive questions
• Each student will answer interpretive questions
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• Each student will share ideas about the text
• Each student will expand on their own ideas
• Each student will reflect on classmate’s ideas

Commitment Goal:
• Each student will enjoy the text
• Each student will be motivated to read independently for pleasure
• Each student will include their classmates in discussion
• Each student will respect each other’s thoughts and ideas

Materials & supplies needed:


• The book, The Fierce Yellow Pumpkin
• Assessment worksheet
• Pencils
• Crayons
• C.T.’s popsicle sticks with the students names to assign partners.

Procedures and approximate time allocated for each event For focus student:

Introduction to the lesson (about 5-10 minutes) Emily (Alison):

• If no students seem to
1. Students will be called to the carpet where they have want to answer a
reading every day. question, ask her
2. We will tell the students that we will be reading them a story directly what her
called The Fierce Yellow Pumpkin (Ashley) thoughts are on the
3. We will tell the students that we expect them to listen quietly question
when we are reading and whenever we ask a question they  Examples:
are to raise their hands and speak when called on, in order “What do you
to hear everyone’s great ideas! think about
4. Show the students the cover and read the title, The Fierce that?”
Yellow Pumpkin. (Ashley)  “Can you say
5. Ask the students what they think fierce means. (Ashley) what ___ was
 We will call the students by name to acknowledge thinking in a
their right to speak. different
6. Read the author’s name, Margaret Wise Brown, and ask the way?”
students what the author does. (Ashley) • Invite her to compare
7. Read the illustrator’s name, Richard Egielski, and ask the her experience about
students what an illustrator is. (Ashley) the pumpkin patch with
8. Ask the students to recall their visit to the pumpkin patch on that of the character’s
Thursday, October 18th. Have the students share their experience in the book.
ideas. (Ashley) How was it similar and
how was it different.
OUTLINE of Key Events during the lesson ( 20-25 minutes)
1. Show the students the title page and ask them to predict
where the story is going to take place. (Alison) Kobe (Ashley):
2. Begin reading the text and stop at page 3. Ask the students,
“What do you think will happen to the pumpkin now that the sun • Make sure he is sitting right
is gone?” Listen and respond to their ideas. (Alison) in front of us while reading
 We will listen to their ideas by allowing them to and discussing the story.
speak and making only positive comments. We will  Kobe always sits

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attempt to limit student’s responses if they are directly in front of
getting too lengthy in order to allow other children our C.T. because
turns. In order to transition to reading once again, he has problems
we will wait until it seems everyone who wishes to paying attention,
has participated then simply begin reading when it is this shouldn’t
quiet. pose a problem.
 Students that are off task (i.e. laying on the floor, • Ask him individual questions
staring into space, bothering other students) can be if he doesn’t volunteer his
re-engaged by asking them a direct question. If this own answers.
doesn’t help having the student sit somewhere else  Since I am not
may be beneficial. sure if he doesn’t
3. Continue reading the text (Ashley). volunteer
4. Stop after reading page 5, and ask the students, “What made because he
the pumpkin change into a fiery orange-yellow pumpkin?” doesn’t know
Listen and respond to their ideas. (Ashley) what to say, is
5. Continue reading the text (Alison). shy, or
6. Stop after reading page 6, and ask the students, “Why do uninterested, I
will keep my
you think the little girl said, ‘Here is our terrible pumpkin,” and
questions for him
“What does terrible mean?” Listen and respond to their
between 2-3, as
ideas. (Alison).
not to intimidate
7. Continue reading the text. (Ashley) him but to keep
8. Stop after reading page 7. Ask the students, “What is him motivated.
different about the character’s experience in getting a  Example
pumpkin compared to yours?” Listen and respond to their questions could
ideas. (Ashley) be, “What do you
9. Continue reading the text. (Alison) think about this
10.Stop after reading page 8. Ask the students “Do you think page?”, “Tell me
the pumpkin will remain a one-eyed pumpkin, or do you think about your
he will look different? And if so, how will he look different?” favorite part of
Listen and respond to their ideas. (Alison) the story?” By
11.Continue reading the text.(Ashley) keeping the
questions fairly
12.Stop after reading page 9. Ask the students “How do you
one dimensional,
think the fierce yellow pumpkin feels about himself?” Listen
it shouldn’t
and respond to their ideas. (Ashley)
overwhelm him,
13. Continue reading the text until the end. (Alison)
but get him used
14. Ask the students questions about the text:
to participating.
• How did the pumpkin change throughout the story?
• Did this book remind you of anything else you did
with your pumpkin?
• What was the setting of the book and was it the
same as your predictions?
• What were the characters, including the animals, in
this story?
Closing summary for the lesson ( 5-10 minutes)
1. Ask the students to recall the beginning, middle, and end
of the story. We will scaffold their thinking by giving them a
visual representation of the sequence by showing the
illustrations. (Ashley)
2. Introduce the assessment sheet. Explain to them that on
the front they are going to identify the beginning, middle,
and end by circling the correct answer. On the back they
will be creating their own pumpkin face. (Alison)
3. Choose partners to work together by drawing sticks out of
a cup. (Ashley)

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Post-Assessment: ( 15-20 minutes) For focus student:
• Pass out the worksheets to each student as they are assigned
partners. Emily: (Alison)
• Monitor the students work and informally assess their progress
in the worksheet.
• If she finishes early
have her go assist other
 Assessment will be based on the students
students who are
completion of the task. We collect the worksheets,
struggling with their
but allow the students to take their pumpkins home
worksheet.
with them.
 She can
 As behavioral issues occur we will deal with them.
come up to
If a partnership is not working together we may
one of us
separate them and have them work with one of us
when she is
instead.
finished and
• Answer any questions the students may have. let us know if
 Students will be told to stay in their seats and raise she would
their hands if they need help, and that they may like to help
only ask for help if they have already asked their anyone. If
partner. not, she will
be allowed to
go onto
Knowledge Goals: recess.
• Informally assess the student’s responses to the
discussion questions about setting, sequence, characters
and emotions Kobe: (Ashley)
 This will be done by listening to our lesson
recording and taking notes on each student’s • After partners are
responses. assigned, make sure
• Completion of worksheet that he understands
 Correctness will be taken into account, but will not the directions by
be entirely the basis of the lesson. going up to him and
asking if he knows
Capacity Goals: what to do.
• Make sure that he
• Assess student’s ability to answer the discussion and his partner are
questions. working well
together by
 Once again, by listening to the recording and taking monitoring this
notes on students ability to comprehend questions and  If not, assist
respond. them for a
• Assess student’s ability to reflect on other student’s short time or
ideas during the discussion separate
them with
Commitment Goals: new
partners.
• Informally assess the students’ interest in the text
• Make sure he is
• Informally assess the students’ effort in completing the receiving positive
worksheet feedback, such as
• Informally assess the students’ commitment to their “Great job!”, “Keep
partner while completing the worksheet up the good work!”
and “I’m so proud of
you!”
 These
feedbacks
can be given
anytime he is
on task and
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when he is
finished with
the
assignment.

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