Tirzah Bannach

Read Aloud Lesson Plan

Book: Knock Knock by Daniel Beaty and Illustrated by

Lesson Rationale/Injustice Confronted:

Through this book, students will experience that just their parents have made mistakes and gotten
themselves into troubling situations, does not mean they will do the same.
Readiness
I. Goals/Objectives/Standard(s)
a. Goal: Identifying details and examples that form the text
b. Objective: The students will be able to make inferences about the story based on
the details and examples in the text.
c. Standard: 4.RL.2.1 Refer to details and examples in a text when explaining what
a text says explicitly and when drawing inferences from the text
II. Management Plan-
a. Materials
i. The book, Knock Knock
ii. Drawing inferences book scan
iii. Smart board
iv. Strips of paper
b. Space
i. Rug area
ii. Student’s tables
c. Behavior
i. Miss Rittenhouse uses Classroom Dojo Points and candy/snack as positive
incentives, I plan to do the same during my lesson.
III. Anticipatory Set- 10 minutes
 Drawing inferences activity
 I am going to scan a page from the book and show it up on the smart board
*this activity will be done at their tables in groups of 3
“I would like you guys to read the sentence on this page and observe the illustration and answer
these questions. What do you think the child is feeling? Why do you think he is feeling that
way?(rhetorical)
 Allow 5 minutes for students to discuss in their groups
 As the students are discussing I will guide them in their questioning
- “I wonder how the boy is feeling in this moment? Why does he feel this way? Did
something happen to him?”
-
Purpose Statement: “I am now going to read you the book Knock Knock by Daniel Beaty and as
I read I want you to take some mental notes about the details and examples in the text that help
you understand what is going on. Commented [MJ1]: This is an acceptable purpose
statement.

PLAN FOR INSTRUCTION

IV. Adaptations:
  There are four students in my practicum classroom that are “special education”. In the
case of these four students they mainly struggle with reading and writing on their own, so
the class time will be mostly discussion based and reflection with me and their peers. The
writing portion at the end of the lesson I will offer help in writing their statement.

V. Lesson Presentation (Input/Output)- 45 minutes

 Ask students to go to the rug for the reading and discussion part of the lesson.
“Students I would like you to get up and quietly go take a seat on the blue reading rug”

 Introduce the book

“I am now going to read you the book Knock Knock by Daniel Beaty and as I read I want you to
take some mental notes about the details and examples in the text that help you understand what
is going on.”

 Read Knock Knock by Daniel Beaty

 Once the story has finished we will discuss it as a group
 In the Grand Conversation, I will first ask the students a few general questions about the
story. after they have voiced their initial thoughts I will ask more specific questions that
guide them to the objective, drawing inferences.
 What do you think of the story?
 What is your favorite part?
 What did you not like about it?
 What do you think this story was about?
 How do you think the characters felt in the story?
“why do you think that? What details and examples in the text gave you that evidence”
 Write their ideas down on a large piece of paper so they have a visual of their
observations.
“Now that we have drawn inferences of our own about the story and why Daniel Beaty wrote
what he did. I want to discuss how the story made you feel” Commented [MJ2]: Where is your grand conversation.
 Spend about 10 minutes in group discussion about their own feelings Start with natural response and then probe to your objective.
Revise
- How many of you have ever been compared to someone? Possibly an older sibling or a
friend?
- “Did you feel pressure to like live up to those expectations or not to?”
- “how many of you know that you are 100% able to do what and be who you want to be?”
- “Do you think that just because the little boy in the story had a dad could not be there,
that means that he did not grow up to be a great man?”
 Discuss further for 5 minutes

VI. Check for understanding:

- Questions asked within the lesson
- Formative and summative assessments

VII. Review Learning Outcomes/Closure

 “I can” statement wall
 Activity Directions:
  Each student will receive two pieces of paper
 Each student will write their “I can statement” on their strips
 We will hang up the statements on a small portion of a wall in the classroom (if
alright with the teacher)
“For the end of our lesson we are going to write some I can statements. These are going to be
sentences that describe who you want to be or do as you grow up. For example, “I can work any
job I desire, If I work hard enough for it”
“this wall is going to be your reminder that you are who you want to be and not who anyone else
sees you as”
 As the students are writing their “I can” statement I will go around to them individually
and ask these questions
“before we end let’s review one more time what it means to draw inferences?”
“how do you use details from the text to do so?”
 lesson ending statement: “We need to remember that it is only okay to use details and
examples to draw inferences about the texts we are reading, not about who someone is
going to be as a person.
 If there is time I would like to show the students a video of Daniel Beaty reciting his
spoken word poem, Knock Knock.

PLAN FOR ASSESSMENT

Formative: partner discussion, grand discussion
Summative: “I can” statements. This is a written example of the general lesson of the
story we read and their understanding about how they are not who people “infer” they are.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Can the students now make inferences about any other book they read?
8. Did I connect this story appropriately to the students’ lives outside of the classroom?
9. Did the students respond how I predicted they would?