Interactive Read Aloud With Mini Lesson

Title: Interactive Read Aloud With Mini Lesson

Submitted by: Brittany Meland

Course name and number: EDU 217-03

Date: November 5th, 2009

Section 1:

Interactive Read Aloud with Mini Lesson TLE for Froggy’s Halloween

Teacher: Heather

Date: October 30th, 2009

Time: 9 am

Common Core Standards:

RL.1.1 Ask and answer questions about key details in a text.

RL.1.3. Describe characters, settings, and major events in a story, using key details.

W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Lesson Behavioral Objective:

Students will successfully organize events from the story in order of occurrence, as well as write their favorite. Application level of Blooms Taxonomy.

Materials:

The book Froggy’s Halloween A chart consisting of 6 sentence strips. Each sentence strip will have one event from the story. Velcro on the back. 6 colored and laminated copies of illustrations from the book. These will be connected to each event. Velcro on the back. A worksheet with a Halloween border, with the top half blank and sentence strips on the bottom half.

Content:

The students should come out of the lesson able to arrange events from the story in order. They will also be able to further explain one of these events by writing why it was their favorite event, and drawing a picture to help explain the event.

Anticipatory Set (before reading):

What: Before I begin, does anyone know what these are pictures of? (Show pictures of princess and ghost). These can be things that people dress up as on Halloween. Friends, today we are going to read Froggy’s Halloween written by Jonathan London and Illustrated by Frank Remkiewicz. First we will do a picture walk, and make predictions about what we think will happen. After we read the story, I will read some events that happened. (Ask students if they know what an event is). I want you to pay extra close attention to the order of events in the story. You are going to have to put the events in order after we read the story. Then for your second job, you are going to write which event is your favorite and tell me why. I want you to color a picture showing what happened during that event in the story.

Why: We are reading this book today because it is important for readers to be able to pick the important events in a story and remember them in the order they were read. You will be able to do this. You will be able to put events from the story in order!

How: First I will do a picture walk and read the story. Then we will read events from the story and put them in order. After this, we will write about our favorite event and say why it is our favorite. We will also draw a picture to better explain the event.

Introduce text with picture walk and ask questions:

Before we begin, what do you think this story will be about?

Questions during picture walk:

What is Froggy doing on the title page? (Carving a pumpkin). What holiday is Froggy getting ready for? How does Froggy look in this picture? What emotion is on his face? What is an emotion? (Curiosity). Page 1 Can frogs really fly? Page 3 What is Froggy dressed as in this picture? Page 5 What is Froggy dressed as in this picture? It looks like he keeps changing his mind about costume ideas. Page 7. What emotion does Froggy show on this page? Page 9. Froggy looks a little distracted here. What does distracted mean? Page 10 Who do you think this is? (teacher) page 11 Why is Froggy hiding under his blankets? (scared) page 13 Why does Froggy look so happy in this picture? (because he found his costume) page 15 Who do you think the person is that is kissing Froggy? Page 19 Why is Froggy’s face red? (embarrassed) page 23 What is happening to Froggy’s bag? (Candy falling out) page 20

Froggy looks shocked. Why? (candy is gone) Page 21

The type of text we will read is realistic fantasy. Who can tell me why this book is fantasy? Why is this book realistic?

This is our main character, Froggy. (Point to Froggy on cover). His teacher, Miss. Witherspoon, his Mother, Father, friend Frogilina, and friend Max are also characters. Can anyone tell me what kind of characters they are? (Minor characters). This book takes place at Froggy’s house, at school, and in the neighborhood.

Based on the picture walk and what I have told you, what do you think is going to happen? Can anyone make some predictions? We are reading this story to put the events in order.

Instructional activities: Modeling and guided practice (during reading)

Read text: I will read the text with fluency and expression. There are several descriptive sound words, such as zip and zat. The author uses these words when Froggy is dressing. I will say these words with emphasis. There are also times in the book when someone calls Froggy’s name and it is stretched out; Ffffrrrooooggyyyy. I will say this as if I am calling someone, and relatively annoyed with them. I will do the same for Froggy’s response; Whhaaattt?

During reading discussion questions:

After page 9: When does Froggy dress up as a vampire? (Week early. Asked to prepare for activity). Blooms Taxonomy Level: Knowledge.

Right before end of page 13: What is Froggy going to be for Halloween? Blooms Taxonomy Level: Knowledge. After page 19: Why does Frogilina kiss Froggy? Blooms Taxonomy Level: Knowledge. After page 23: Who do you think the witch is going to be? Blooms Taxonomy Level: Knowledge. After page 25: What is Froggy going to realize when he gets home? Blooms Taxonomy Level: Knowledge. After page 27: What is his mother going to give him? Blooms Taxonomy Level: Knowledge.

(After reading or responding) review story components:

Friends, what was this story about? We know Froggy tried to decide what he wanted to be for Halloween. What else did Froggy do? He went trick-or-treating.

After reading discussion questions:

Who was the main character? Blooms Taxonomy Level: Knowledge. What was the problem that Froggy had? Blooms Taxonomy Level: Knowledge. What did Froggy do in the story? What is the main idea in the story? Blooms Taxonomy Level: Comprehension. What was your favorite event in the story? Blooms Taxonomy Level: Knowledge.

Review new vocabulary:

Fangs; teeth that vampires have. Wondered; when you aren’t sure about something. Shivered; when you are cold. Also when you are nervous. Imagined; make up stories in your head or think of things.

Exploring: mini lesson

Graphic organizer/writing activity:

The graphic organizer will consist of 6 sentence strips; one sentence of an event per strip. The 6 sentences will have corresponding pictures from the book. The students will put the events in order and add the picture. I will assist if the students are having difficulty.

Closure: I will re read every sentence/event after the students have put them in order. If they are in the wrong order, I will ask them to look at it again and see if it makes sense. I will summarize why it is important to take events from a story and put them in correct order.

Applying/Independent practice: after practicing this type of graphic organizer, students will be able to feel confident in retelling a story, or putting events in order. Students will participate in completing the graphic organizer and put the events in order of sequence.

Assessment: students will have a sheet of paper with a Halloween border. The top half will be blank, and the bottom half will have sentence strips. The students will be asked to state what their favorite event is from the story, and briefly explain why. They will also have to draw a picture that can be associated with the event.

Section 2: Reflection

Student attainment of objectives:

Most students met the intended outcomes for this lesson. While some students did not put the events in the exact order, they were only off by one spot. With guidance, they corrected the order of events. Some students were a bit confused with some order of events, but when they re-read the sentence they were able to figure out the order based on the time period. For example, one sentence had “the night before Halloween” another had “the week before Halloween” and another had “during the week before Halloween”. So even if the students couldn’t remember the order of the exact events, they used their ability to put order of times in the correct spot.

Personal reflection:

Overall, I think this lesson went very well. I felt comfortable in front of the students, and I felt like I had a natural teaching ability. When things did not go as planned, I found it easy to correct the situation. While reading the story, I did a good job using expression and engaging the students. While the students were putting the events in order, I think I did a good job in correcting them without making them feel unconfident. I think I can improve on the picture walk, and the questions associated with it. I found myself asking some of the same questions more than once, so I think I could improve the variety of questions I ask.

Section 3:

Visuals/writing activity

Description: My visual consists of two pieces of poster board held together by Velcro. The top is titled Froggy’s Halloween, and there are numbers 1-6 going down the left hand border. There are 6 sentence strips (orange and green), each containing an event from the story. There are also 6 colored pictures from the book that are associated with the event. After reading the story, the students will put the events in the correct order, and they will also match the picture to the event.

Photos and attachments on following pages