ED 215R LESSON PLAN

RATIONALE FOR THE LESSON: The first grade curriculum for Muskego Norway School
District states that students will dig deeper into the text and use predictions to increase
comprehension. The children have already been introduced to the idea of talking to neighbors
during an interactive read aloud lesson. This lesson includes making predictions. The ranges of
readers in the classroom are from early beginning to beginning. Students will be able to do
thinking no matter what range of learning they are at because this lesson offers the highest
amount of support and they are left with only the learning. They will also be able to practice the
strategies on books at their own independent reading levels.
OUTCOMES/GOALS:
For the Student:
CCSS RL. 1.1 Students will ask and answer questions about key details in a text
For the Teacher:
Wisconsin Teaching Standard Three: The teacher identifies and designs instruction appropriate to
students stages of development, learning styles, strengths, and needs.
This goal for me personally is so I can learn more through the lesson about the different stages of
development and learning styles of my children so I can alter and implement this information in
previous lessons to come. It will also help me to place students together depending on needs or
levels of learning. To make sure I am meeting this goal, I have taken into account the different
levels I am currently aware of while making this lesson and will also take anecdotal notes to help
in planning future lessons.
LEARNING OBJECTIVE: The students will be able to make predictions on the text to better
understand and connect with the story.
ASSESSMENT: Since this lesson involves demonstration and participation, I will be using
observation during the participation stage to determine how well the children have met the
objectives. I will select a small group of students to interact with the text each time and record
their responses on a dated observation sheet. There will also be opportunities to assess during
their independent reading opportunities to see if they can apply the skills we worked on. To make
these observations during independent reading, I will walk around with a notepad jotting down
whether or not the students are able to make predictions in their storys. Some things I will look
for is my students stopping on pages and using language like I wonder.. or I think
because. This will be able to help me understand if students are grasping the concept of
making predictions and will also help me judge if there needs to be any reteaching or reiterations
from me.

STRATGIES FOR STUDENTS OF VARYING ABILITIES: Because of the nature of an

interactive reading lesson, the students should be able to enter into the learning experience no
matter what level they are at. I will also make sure I put specific children I may be assessing or
that I know might learn better closer to myself during the lesson to ensure they are meeting my
objective. The students each have their own book boxes, which include books that are appropriate
for their own developmental levels so they will be able to work at varying abilities during
independent reading times. Students are reading independently but are sitting at pods and have
their peers to help and ask questions as well. I will also circulate around the classroom listening
to specific readers whom I might need to assess or would like to observe their abilities. This is
also a time in which I can provide additional modeling if the students need additional help and
reminders.

MATERIALS:
Book: A Weekend With Wendell
Picture of Kevin Henkes
Notepad to take anecdotal notes
TOTAL TIME NEEDED:
3-5 minutes for introduction
15 minutes for reading and closure
25-30 minutes for practice
10 minutes for performance and closure
PROCEDURES: (Explain in detail.)
_____Introduction:
- Have been learning about strategies readers do to understand what they are reading
- Have been learning about making predictions, today we will continue to practice that
strategy
- Set expectations- pair share and meeting manners
- Introduce title and author: A Weekend With Wendell, by, Kevin Henkes
-Show picture: Kevin has been writing and illustrating childrens books for over 30 years!
He lives in Wisconsin with his wife and two children. He remembers things about his
childhood and puts them into his stories so that we can connect his writing to our own
lives.
- Set purpose- Lets see what predictions, guesses about what is going to happen next, we
can make in this story by Kevin Henkes.
- Read title and give brief summary:
This story is about a girl named Sophie who was told that a friend named Wendell would
be staying with her and her family for the weekend. When Wendell and Sophie play
together throughout the weekend, Wendell always has to be the boss and makes all the
decisions.
_____Demonstration:
- Im going to make a prediction that Sophie might not like that Wendell is so bossy and
they might not get along too well because I remember when I used to play with my
neighbor and she always got to choose what we would play. I didnt like this too much
and didnt like playing with her until she learned to include me in the choices.
- Turn and talk to your elbow partners: Talk to your elbow partner about a time you played
with a friend who was sometimes bossy and liked to make all the decisions when you
played.
- Make comments about what was said and take notes. Ask 2-3 groups to share.
- Then say: I wonder what might happen

_____Participation: (include possible questions to encourage higher level thinking)

- Begin reading
- On page 7: Sophie didnt say anything again. Turn and talk to your elbow partner, what
do you think is going to happen next and why they think that? Ask one or two groups to
share. Take notes on thinking! Alright, lets find out
- On page 11: Call on child, what do you think is going to happen next?
- On page 19: Turn and talk to your elbow partner, what do you think is going to happen
next and why do you think that? They can look at the picture for clues. Ask one or two
groups to share. Take notes on thinking! Alright, lets find out

On page 24: This time Wendell didnt say anything. What do you guys think is going to
happen next in the story and why? Talk to your elbow partners

AFTER READING:
- If this story went on, what do you guys think would happen next and why? Turn and talk to
your elbow partner. Take notes! Ask a couple students to share thinking.
_____Closure/Recap (include restatement of lesson objective)
- Making predictions helps us to understand and enjoy the story more. You all did a great
job with making predictions on our story today.
- Good readers make sure they stop during their reading to ask themselves I wonder
questions and they also check if their predictions are right.
- Comment on Kevin Henkes as a great author/illustrator- maybe some day one of his
books can be in your book box.
- Dismiss children to independent reading by gender- remind them to make predictions
when reading to help them understand the story.
_____Practice:
- Children will practice making predictions during independent reading time, while I
circulate around the room and Asses through observation and anecdotal notes.

_____Performance
- Ask children to gather their book boxes and meet back at carpet
- Ask one child to share some of the predictions they made in their own stories
- Then ask children to turn and talk to a partner and tell them about their predictions so that
everyone has an opportunity to share.
- Take anecdotal notes while this is happening to assess whether or not the objective was
met.
_______Closure
-Share that readers make predictions to help them understand and enjoy the story more. Readers
make predictions every time they read.

NOTE: If there is an aide/assistant in the classroom, describe how you will utilize her/his
services.