LESSON PLAN FORMAT

Lesson Title: ​ Read Aloud - Chester’s Way

Name Date Grade /Age Number Length

3/8/19 2nd 21 30-40 min.

Esther Kim

Context
This school includes Sheltered English Immersion (SEI) and Co-Taught, Full Inclusion classrooms
from grades 2-8. Roughly 90% of the students are Hispanic, 66% are identified as an EL and 85%
of all students speak a language other than English as their first language in this school. In this
classroom, all students are Spanish speakers with one Portuguese speaker.

This lesson is designed as a whole group instruction for students in an SEI classroom. In this
classroom, most of the students’ ELD proficiency is a level 4 or 5, with the exception of two
level 3 students and one level 1 student.

The whole class has been learning about various topics such as the importance of friendship,
valuing others, and including others during the socio-emotional lessons. This is done through
pictures cards with various emotions/topics on it and then having a class discussion on it, or
discussing the topic and giving concrete examples as a whole class. Students are introduced to
1-2 new read-aloud books each week, in which they then dive deeper into the context and
completing independent work based on the book to target ELA instruction including listening,
reading comprehension, vocabulary, and writing skills during the following days.

Rationale
Read alouds are important because it models fluent reading for students. As students follow
along and pay attention to how teachers emphasize different words, pause at commas and
periods, and to pronounce difficult vocabulary, students can increase their own reading fluency.
Furthermore, students learn how to inference, make judgements, and use metacognitive
strategies as teachers read aloud and ask questions throughout the interactive read aloud. It
integrates higher order questioning skills and models questions students should ask as they
independently read books themselves later. These skills are critical in the English language
development of ELL students as they need constant exposure to the language and to build upon
these skills daily. Lastly, I chose this particular book ​Chester’s Way​ in order for the students to
develop text-to-self and world connections to the text.

1
Standards
Standard
WIDA ELD STANDARD 1: Social & Instructional
Language
● English language learners
communicate for social and
instructional purposes within the
school setting.
CCSS. ELA-LITERACY.SL.2.1 : Participate in
collaborative conversations with diverse
partners about ​grade 2 topics and texts​ with
peers and adults in small and larger groups.
CCSS.ELA-LITERACY.R.L.2.3 : Describe how
characters in a story respond to major
events and challenges.
Activity
In this lesson, students will use social and
instructional language to actively participate in
the small group lesson. Example tasks and
contexts for language use include listening to
and following directions for class. They will
also share out their ideas during the lesson
and demonstrate the understanding of the
text by responding to questions. They will
practice oral fluency by turning and talking to
their partners. They will also use oral skills for
the exit ticket.

In this lesson, students will use the language

WIDA ELD Standard 2: The Language of
Language Arts
● English language learners
communicate information, ideas and
concepts necessary for academic
success in the content area of language Students will interact with the following
arts.
of Language Arts to participate in the
classroom discussion regarding the book
Chester’s Way.​ Example tasks contexts for
language use include listening to the read
aloud, responding to questions, and discussing
in pairs.
content area words and expressions during
the lesson: characters, feelings, different,
friendship.

Objectives
Content Objectives

1. SWBAT understand the words ​diagonally, miniature, duplicate, fierce

2. SWBAT identify the main elements of the plot
3. SWBAT develop text-to-world connections

2
Language Objectives

1. SWBAT give examples from the book when responding to comprehension questions
2. SWBAT give examples from their own lives and thoughts when responding to simple and
complex questions
3. SWBAT use writing to complete the independent work given, in creating a story as to
what would happen after Victor moves into the neighborhood

Materials

❏ Chester’s Way by Kevin Henkes (1988)

❏ Vocabulary Cards (self-made)
❏ Chart Paper
❏ Markers

Procedure (The How)

Opening
  
1. Introduce the cover of the book. The little mouse on this cover is Chester.
2. Introduce Key vocabulary :
“Before we start reading, we are first going to talk about a few vocabulary words you’ll see in
the book and the meanings of these words.” LIft up the vocabulary sheets/cards.
a) Diagonally​ - A diagonal line goes from corner to corner (slanted lines)
- Thumbs up if you think this is diagonal. Hold up arm vertically, is this diagonal?
horizontally- students should have their thumbs down. Then diagonally- yes, thumbs
should all be up.
b) Miniature​ - A miniature​ ​is a smaller copy of something
c) Duplicate​ - to duplicate something is to make an exact copy of it. Show a duplicate, or a
copy of the vocabulary sheet
d) Fierce​ - to be fierce is to be wild or rough
Where else have we seen the word fierce? I can give you a hint, it’s in the book Owen and
Mzee. -> In Owen and Mzee, we saw fierce in the ​fierce mother w ​ hen talking about Owen’s
mother.

Development

3. Read the book to the class. There will be questions asked during the read aloud:
a) Have you ever heard of that phrase before? (Two peas in a pod, pg. 10)
“We use the phrase two peas in a pod to describe two people or things that are ​so​ similar to
each other.”

3
 b) What is Chester and Wilson’s friendship like? Do you have any ​predictions ​as to what’s
going to happen next? (pg. 14)
Turn and Talk to your partner.
“Does anyone want to share what they talked about with their partner?”
c) Do you think Wilson and Chester are being good friends to Lily? How do you think Lily is
feeling right now? (pg. 19)
d) How do Chester and Wilson change after they become friends with Lily? (pg. 27)

4. After finishing the book, ask “What do you think the author is trying to teach us?” Have a few
kids share out answers. ->​ He’s trying to teach us that it’s okay to have friends that are
different and things can work out or turn out even better if you just give people a chance.

5. Remember we talked about the importance of including others throughout the year,
especially even when someone is different or new, how can that relate to what the author is
trying to tell us?”
Can you give me an example from the book?”
● Talk about how Lily was new at first and Chester and Wilson didn’t like her or want to
play with her -> they were not being kind because they were not including her. Instead,
if they see someone new or being mean, just be nice first and “kill them with kindness”.
Give people a chance, you never know if you’ll get a new best friend.
● If you were Chester and Wilson, what would you do differently? (ask if time remaining)

Closing

6. Turn to the last page of the book. “And then Victor moved to the neighbourhood…”
Say, “I want you to write in your blue writing notebooks about what ​you​ think will happen next.
You can be really creative and write any story on what you think could happen after Victor
moves into town.”

7. Get the chart paper and write “And then Victor moved to the neighbourhood…” and
brainstorm a few ideas on what might happen. Write the ideas down on the chart paper.
Have the chart up so the students can see later for reference.

8. As an exit ticket, ask the student​ ​“Can you give me a sentence using the word --- ” (Ask one of
the vocabulary from earlier)

Assessment
Students will be informatively assessed in their response to the reading comprehension
questions throughout the read aloud which will serve to test their listening and comprehension
skills. They will also be assessed during the turn and talks with their partner. The formative
assessment will include the students writing in their notebooks about the next story of Victor.

4
They will be able to be creative and create a story of their own choice, which will give them a
sense of agency and room for creative writing. The notebooks will be collected and graded.

Extensions
Subsequent lessons will include three options: students sharing their stories to the class, writing
a script, or performing a skit in groups of 4 to be Chester, Wilson, Lily, and Victor. All three
options will include presenting their work to the class. This activity will allow students to
integrate their reading, writing, oral fluency skills together.