Savannah Bakker

Indiana Wesleyan University

Elementary Education (Children’s Literature) Read-Aloud Lesson Plan

Book Title and Author/Illustrator:

“What Do You Do With An Idea”
Written by Kobi Yamada
Illustrated by Mae Besom

LESSON RATIONALE
Third grade is a time in student’s lives where they begin to have their own ideas and dreams.
Students should be encouraged to believe that their ideas truly matter and can be accomplished.
Ideas can have a positive impact, so this lesson focuses on reminding students that their ideas can
lead to change. (CAPE K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—
 The students will discuss the characters and themes seen in the story
 After the lesson, students will better understand how to form ideas with their peers, and see
that they truly can create change
B. Objective(s)—
 After reading “What Do You Do With An Idea,” students will work together to brainstorm
ideas of things they can do/actions they can take to help improve their school.
 After listening to the read-aloud, students will be able to describe the characters from the
story and explain how their ideas and actions impacted the story as a whole.
C. Standard(s)---
3.RL.2.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the plot.
(CAPE K-6 3.c)

II. Materials
 Youtube Video - https://youtu.be/4z7gDsSKUmU
 “What Do You Do With An Idea” by Kobi Yamada
 Full-group discussion questions (grand conversation)
 Anchor chart paper/Marker
 Paper and pencils

III. Anticipatory Set

• I will start by playing the Kid President video, “How to Change the World (a work in
progress)”
 After watching the video, I will explain to students that, just like the video said, ordinary
people can change the world. It doesn’t have to be somebody super famous or powerful,
people like you and I can make a difference.

IV. Purpose
 “Today I am going to read you “What Do You Do With An Idea” by Kobi Yamada. I want you
to pay attention to what happens as a result of the idea in the story, and listen to how the
 characters choices had an impact so we can discuss it after. Later you will be given the
chance to come up with your own ideas.”

PLAN FOR INSTRUCTION

Foundational Theory: Reader-response criticism is a school of literary theory that focuses on

the reader (or “audience”) and their experience of a literary work, in contrast to other schools and
theories that focus attention primarily on the author or the content and form of the work.

IV. Adaptation to Diverse Learners

 During full-group participation moments, I will allow a variety of students to share, and
encourage all students to participate.
 Students will be scaffolded through the learning process, they will be given some examples
before they have to create their own ideas. The ideas will also be brainstormed and
discussed as a class.
 Struggling learners will have the support of their peers (and me as I walk around).
 Students will be in the library area for the read aloud, and will move back to their seats for
the activities. This gives them a chance to get their wiggles out.
 I can check for student understanding throughout the lesson and help students if needed.
(CAEP K-6 1.b)
V. Lesson Presentation (Input/Output)
 Students will be sitting in the “library” area on the floor, where they can all see the
illustrations in the book.
 I will read the book aloud, using appropriate voices and inflection for the story.
(CAEP K-6 3.f)
 I will model appropriate reading strategies and expression.
(CAEP K-6 3.d)
 After I read the book, in the Grand Conversation, I will ask a few follow up questions:
 What did you think of this book? Did you learn any new lessons?
 Have you ever had an idea? (and what did you do with it?)
 What did the characters think about the idea in the book? How did they respond?
 What feelings did the characters have about the idea and how do you know?
 What would’ve happened if they would’ve continued to ignore the idea?
 Plus any additional questions that come up

(Can do think-pair-share for the last few questions- then have a few groups share)

VI. Check for understanding

 The Grand Conversation right after the book will serve as my first way to gauge student
understanding. (Questions listed above). I can re-teach/explain at that point if necessary.
 I will have students move back to their desks and create at least one idea for something the
class could do to benefit the school. During that time I will be walking around and checking
for understanding.
 Next, as a class, the students will do the list activity (explained below).

VII. Review learning outcomes / Closure

 “The characters in What Do You Do With An Idea learned that ideas are important and are
not anything to be afraid of! Ideas often lead to good and can produce change. Now that we
have produced this list of ideas, we can start working as a class to actually implement some
of them, and see how we can change this school for the better!
PLAN FOR ASSESSMENT
 The questions answered in the full-group will serve as the first informal assessment
method.
 After students individually write an idea or two about how they can help the school, I will
have each student share.
 As students share, I will be creating a mass list on an anchor chart poster. This will serve as
our goals to try to accomplish throughout the year. The ideas do not have to be big in order
to make a difference (clean up trash outside, help organize the library, deliver affirmations
to staff, etc).
 During these activities I will be walking around and observing/taking notes to help
determine if they have met their objectives.
(CAEP K-6 3.a)
REFLECTION AND POST-LESSON ANALYSIS
(CAEP K-6 3.b)
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. Could each student explain the character’s actions from the story?
8. Were all students able to come up with ideas that could help the school?
9. Did each student show understanding of the main theme of the book?