LITERACY LESSON PLAN

Name: Miss. Cronin Type of Lesson:

Interactive Read-Aloud
MENTOR TEXT MEANING GOALS TARGETED IN THIS LESSON
Title: Essential Question(s)/Enduring Understanding(s)
Alexander and the
Terrible, Horrible, No
Good, Very Bad Day
Learning Target(s): I can statement(s) based on standard(s)
Reading Level: L selected
1.RL.2.1 I can ask and answer questions about main idea a
key details in a text.

KEY ACADEMIC MATERIALS NEEDED FOR THIS LESSON

VOCABULARY
-main idea -Alexander and the Terrible, No Good, Very Bad Day
-details - Main idea and key details worksheet
-realistic fiction -pencil

FORMATIVE Be sure to integrate formative assessment into Less

ASSESSMENT Plan
What formative -Main idea and key details worksheet
assessment will give you
information on each of
your students learning
outcome(s)?
LESSON PLAN Script each of the three major sections of your Lesso
Plan
Into the Learning
In this section you You guys have been working a lot with main idea and detai
set the purpose recently. I noticed you read some Non-Fiction texts such as
and activate prior Biggest, Strongest, Fastest and the story about the
knowledge Milkweed! Can someone remind me what Non-fiction is?
Introduce the Text Today we are going to read a Fiction book, more specificall
Name the realistic fiction. It is titled Alexander and the Terrible,
strategy and/or
Horrible, No Good, Very Bad Day by Judith Viorist. Can you
skill
predict what you think the story will be about? Have any o
Spark motivation
and interest by you had a bad day before?
using a hook

PROFESSOR CHRISTI WRIGHT ED 310/510, ED

329/529, ED 465/565
Through the Learning
In this section you
I DO: While I am reading, I am going to think about our
read the focus of main idea. (Read to first sticky) When looking for
selection, support main idea I want to think about what the story is mostly
readers through about, and what I see over and over again. So far, this stor
explicit seems to be mostly about Alexander and his morning. I ca
instruction, make a connection with Alexander because I have had bad
modeling, guided morings too. A detail of his bad morning is that his brother
practice with had toys in their cereal but Alex didnt! Sometimes what w
active think the main idea is may change as we read and get mo
participation and
information. Lets keep reading. (Read to next sticky) Wow,
independent
practice. his teacher liked Pauls picture better, he sang too loud, le
Acquire out 16 in counting, was told her was the third best friend.
knowledge and Alexander seems to be having a rough day. These are all
skills, make specific details of what happened. Lets keep reading.
meaning, and
practice transfer
WE DO: (Read to next sticky) What is the main idea so
Gradual Release far? Has it stayed the same? Turn and talk with a neighbor
of Responsibility: about what you think the main idea is. (Have students sha
o I DO, WE DO, Now what are some details that happened that support tha
YOU DO main idea. Turn and talk with a neighbor and discuss what
details you remember. (Have students share)
YOU DO: (finish book) Now we will return to our seats a
write down what the main idea and details are on your ow
In the main idea line write down what you think the story w
mostly about. What you see over and over again. Under th
details write down something specific that happened that
supports the main idea.
(provide starter the main idea was Alexander if they
are sturggling provide one example detail. )
Ask students to share their work.

Beyond the Learning During the book Alexander keeps saying he wants to
Lesson closure: move to Australia and his mom shares that some da
students extend are like that even in Australia. A lesson I pulled awa
their learning by from this book is that some days will be bad, but I c
discussing and go to sleep and make the next day awesome. How
revisiting the does Miss. Van Oss start each day? She has a quote
text
the board that you read along with her. Make it a
Reinforce your
great day the choice is yours! Its in your hands to
learning target
make your day awesome!

DIFFERENTIATION

PROFESSOR CHRISTI WRIGHT ED 310/510, ED

329/529, ED 465/565
 FRAMEWORK
How will you differentiate
your lesson to meet
diverse students needs?
LANGUAGE SUPPORT FOR ELLs
Using the SIOP Model of Sheltered Immersion, list 1) the Gene
Category of Key Components of Teaching Language and Conte
Effectively and 2) the Specific Instructional Strategies used in
this lesson. Be sure to add these labels in bold in your lesson
plan.

NA

EXCEPTIONAL LEARNING NEEDS

Using the Tomlinson Framework of Differentiation, list 1) the General
Approach (Content, Process, Product. Affect/Environment, and 2) the
Specific Strategy related to that General Approach. Be sure to add thes
labels in bold in your lesson plan
IEP Student #10 Andre
Content: Same
Process: Pre-lesson preparation. Repeated instructions.
iPad assistance.
Product: Additional time. Guided worksheet with sentenc
starters
Affect/Environment: Resource room for writing

CLASSROOM
MANAGEMENT
How will you foster a positive Seating/Classroom Arrangement (only if special arrangement
learning environment that needed for this lesson)
will enhance all students
learning and growth?
Special Rules/Procedures (only if special rules/procedures require
for this lesson)

Self-assessment: I was well prepared for this lesson so it went by

smoothly. I ended up providing the first two sentences for the class and
had the students create the third on their own. This seemed helpful
because they were struggling a little still.

Reflection:

PROFESSOR CHRISTI WRIGHT ED 310/510, ED

329/529, ED 465/565