Book Walk Lesson Plan PDF

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Lesson Plan of a Book Walk...

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LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level:

Kari Hart

Date: Unit/Subject:

First Grade July 26, 2020 Reading

Instructional Plan Title:

Book/Picture Walk of the story “Gingerbread Friends” by Jan Brett

Lesson Summary and Focus:

In this lesson the students will complete a book walk through the story before reading. They will use the pictures to describe the characters, setting, and predict what they think is happening. While we are completing the book walk, we will also go over some of the vocabulary words that will be seen throughout the story. After reading the story they will add more details that they learned from the text.

Classroom and Student Factors/Grouping:

There are fifteen students in the class. There are students in the classroom with 504s, IEP’s, ELL’s, and students that are learning disabled. I will plan accordingly to accommodate all the students in the class. Students with IEPs, who receive special services will be giving those accommodations and will work with the Special Education teacher when needed. For ELL students I will speak slowly and clearly, so that they can understand what I am saying. I will also use visual presentations to help them. Students will be grouped accordingly for all group activities. There are also four students who are in RTI for reading. These students will be grouped with a higher-level student for partner work. The teacher will also monitor these students during the independent portion and assist where needed.

National/State Learning Standards:

LAFS.1.RL.1.1: Ask and answer questions about key details in a text. LAFS.1.RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. LAFS.1.RL.1.3: Describe characters, settings, and major events in a story, using key details LAFS.1.RL.3.7: Use illustrations and details in a story to describe its characters, setting, or events.  Students will be able to retell the main events in the story by telling a detail from the beginning, the middle, and the end.  Students will be able to use the illustrations and details in the story to describe the characters, setting, and main events by telling at least three details about each.

Specific Learning Target(s)/Objectives:

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LESSON PLAN TEMPLATE Academic Language

Vocabulary Words: characters, setting, events, illustrations, friend, gingerbread, bakery These words will be reviewed using a PowerPoint activity. The students will see the word and the definition on the screen and then they will come up with a motion to help them remember the meaning. After all the motions have been determined there will be review slides that will just show the word and the students will do the motion. This will be done whole group and the teacher will help come up with motions if necessary. Any other words that are unknown in the text will be discussed while reading the story and context clues will be used to determine the meaning.

Resources, Materials, Equipment, and Technology:

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“Gingerbread Friends” by Jan Brett Vocabulary PowerPoint Story Retelling/Describing Worksheet (15 copies) Pencils (15 ) Document Camera Projector Notebook/Handwriting Paper (15 pages)

Section 2: Instructional Planning Anticipatory Set

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Review the standards that we are learning with a focus on RL 3.7. Tell the students that today they will be doing a book walk before they read the story. They will be shown the pictures in the book and they will use those pictures to describe the characters, setting, and make predictions on what they think it going to happen. Place the book under the document camera and project the cover on the board. Show the students the cover of the book and read the title, “Gingerbread Friends”. The students will turn and talk with their shoulder partner. They will take turns telling each other what they think the story will be about. Let a few groups share out their thoughts. Ask the students if they have read any stories with a similar character. (This lesson would be used as part of unit where they have read “The Gingerbread Man” by Jan Brett already.) Multiple Means of Representation

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The teacher will model how to add the information from the front cover to the worksheet. (Ex: Add Gingerbread man to the characters box. Add outside and winter to the setting box)

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Time Needed 5 minutes

Time Needed 40-45 minutes (This will be combined with the engagement

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LESSON PLAN TEMPLATE    

The teacher will turn the page and allow the students 2-3 minutes to look at the pictures and add any information to their worksheet. While the students are working the teacher will monitor the pairs and make sure they are on track and assist groups when needed. After the book walk the teacher will read the text to the students. While reading the text the teacher will pause ask and answer questions about the text and allow the students time to add details to their worksheet. After you read the text and give the students a few minutes to add details to the worksheet call on a few groups to share out their details and add them to your worksheet that is projected on the board. This will give all students the opportunity to add details that they may not have found.

portion using instructional loops)

Explain how you will differentiate materials for each of the following groups: 

English language learners (ELL): Students will be paired with a student that is proficient in the English Language. Vocabulary words will include pictures and motions to help them make a connection to the words.

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Students with special needs: These students will have preferential seating. They will also have a partner that is at the grade-level in reading. If available have the ESE teacher or aide work with the students that have learning disabilities/ special needs that need more one-to-one instruction.

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Students with gifted abilities: The school does not have a gifted program so these students will need to be challenged. If you have multiple copies of the book you can let them read the book on their own. They can also be paired with students who are below grade level to offer them more support and instruction from a peer.

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Early finishers (those students who finish early and may need additional resources/support): For students that finish early they can reread the story or read another story of their choosing. These students could also work on center work or a reading program on a computer Multiple Means of Engagement

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During the book walk the students will turn and talk with their shoulder partner and decide what to add to the worksheet. They will look at the pictures and add details about the characters, setting, and events on their worksheet on the details from the illustrations side.

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While the teacher is reading the text, they will add details they learned from the text to their worksheet on the details from the text side. The teacher will pause at different points in the text and the students will turn and talk with their partner about what to add.

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Students will share out their details when called on so that they can be added to the anchor worksheet on the board. Students will also be adding © 2019. Grand Canyon University. All Rights Reserved.

Time Needed 40-45 minutes (This will be combined with the representatio n portion using instructional loops)

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LESSON PLAN TEMPLATE any details they would like that their classmates shared out. Explain how you will differentiate activities for each of the following groups: 

English language learners (ELL): Students will be paired with a student that is proficient in the English Language. Vocabulary words will include pictures and motions to help them make a connection to the words.



Students with special needs: These students will have preferential seating. They will also have a partner that is at the grade-level in reading. If available have the ESE teacher or aide work with the students that have learning disabilities/ special needs that need more one-to-one instruction.



Students with gifted abilities: The school does not have a gifted program so these students will need to be challenged. If you have multiple copies of the book you can let them read the book on their own. They can also be paired with students who are below grade level to offer them more support and instruction from a peer.

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Early finishers (those students who finish early and may need additional resources/support): For students that finish early they can reread the story or read another story of their choosing. These students could also work on center work or a reading program on a computer

Multiple Means of Expression

The students will complete a one paragraph writing activity. The teacher will give them the writing stem below and they will use their worksheet to complete the writing activity. Writing Stem: In the story, ___________________, the main character is ___________ _______. One word to describe _______________ is __________________. The setting of the story is ____________. I know this because ____________________ ______________. In the beginning of the story ___________________________ happens. Then _________________________________ happens. At the end of the story _________________________________________ happens. Based on the students writing the teacher will be able to determine which students have mastered the standard and which students need additional instruction on the standard

Explain how you will differentiate assessments for each of the following groups: 

English language learners (ELL): If these students struggle to write the paragraph, they can work with the teacher to complete the stem orally. If the ELL student does

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Time Needed 15-20 minutes

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LESSON PLAN TEMPLATE not speak English at all then they could work with an ESOL aide (if available) or have a student that can speak their language, ask them the answers. 

Students with special needs: If available these students can work with the ESE teacher or aide to complete the writing. Also give them additional time to complete the activity.

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Students with gifted abilities: Challenge these students to write additional details about the story. Instead of having them write three details about the main events, have them write five details. You could also have these students select a story on their own and complete this activity with that story.

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Early finishers (those students who finish early and may need additional resources/support): For students that finish early they can reread the story or read another story of their choosing. These students could also work on center work or a reading program on a computer Extension Activity and/or Homework

There would be no homework assigned. As an extension activity they students could complete the worksheet activity in the independent reading center.

Worksheet:

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Time Needed 20 minutes

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LESSON PLAN TEMPLATE

Rationale: For this lesson I chose to use the book “Gingerbread Friends” by Jan Brett. I chose this text because many students have heard the story “The Gingerbread Man” in some form or fashion. I personally would use this as part of a unit where we read all of the Jan Brett stories that relate to the gingerbread people. These stories are engaging for the students because the

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LESSON PLAN TEMPLATE gingerbread character is usually mischievous and gets into trouble. These stories are also very descriptive. This quality works well with the standard that I chose. The focus standard that I chose is RL 3.7. This standard requires to use the illustrations and the text to gather details to describe the characters, setting and main events. The book walk works great for this standard. In my lesson I have the students first look at the pictures only. Based on what they see they add details to their graphic organizer. I decided to use a graphic organizer to help the students keep the information organized so that when they do their writing they can reflect on their graphic organizer. The students can work with a partner. This strategy is great for the diverse make-up of the classroom population. In the class there are students that are English language learners and students with special needs. By having them work with a partner I can pair students that struggle with a partner that will be able to help them. The instruction for this lesson would happen in short instructional loops. The teacher will give a short amount of instruction and then the students will do a little bit of their activity. These loops would repeat throughout the lesson. This is a great way to keep the students engaged in the lesson and keep their focus. Younger students have a very short attention span so it is important to break up the lessons into small chunks. This instructional strategy is also helpful because it allows the teacher to monitor whether the students are understanding the lesson. If you notice that the students are struggling, you can quickly reteach and then move on. For the assessment portion of this lesson I chose to have the students complete a writing activity. I would give them a writing stem and then would have to fill in the blanks using the information from their graphic organizer or that they remember from the story. Using the writing

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LESSON PLAN TEMPLATE not only gives the students the opportunity to practice their writing skills but I can see exactly where they need help understanding the standard. For students that struggle with writing I would call them back to orally tell me the details. Since I used a graphic organizer and a writing stem for the activity these are things that can easily be used with any text. I could print additional copies of these and have the students work on them during their independent reading center. This will give them additional practice using the illustrations and the text to understand the characters, setting and main events of stories that they read.

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