TE 802 (Section 5) – Fall 2021 – Assignment 2 1

TE 802 Interactive Read-Aloud Lesson Plan

Fall 2021

Name: Kelsey Calton Grade: 5th grade Date: 10/6/2021

Link to my google slides presentation:

https://docs.google.com/presentation/d/1dEsGHkNQV-3G3hzenSnchRGvSVRqTUv2P3-
fhXeAynA/edit?usp=sharing

1. Book Title and Author: The Other Side by Jacqueline Woodson

i. I chose this particular fiction text because I think it could serve as a mirror for the
majority of my students who are Black, and it could serve as a window for the fewer
students in my class who are White. I want my students to see themselves
represented in the books I read, and also to understand the perspectives of others. I
also think that the themes discussed in this book such as friendship and breaking
down social barriers are themes that my students will be interested and engaged in.
This book taps into my students’ background knowledge because my students are
familiar with the themes of the book such as friendship and it may tap into some of
their previous knowledge of United States history.

2. Comprehension Goal
I want my students to work on the strategy of Making Connections. I want them to be able to
connect the story to their own life, feelings, or ideas about life.

3. Standard (CCSS, C3, or NGSS)

CCSS.ELA-LITERACY.RL.5.3
Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).

Social Justice Standard:

DI.3-5.6: I like knowing people who are like me and different from me, and I treat
each person with respect.

4. Write 1 objective specific to your lesson.

i. Students will be able to compare and contrast two or more characters and
make personal connections to these characters.

5. Preparing for Discussion:

i. How will you arrange the students?

Some students will be on the carpet and some students will be sitting in desks close to the front
of the room, to see the physical book that I have.
TE 802 (Section 5) – Fall 2021 – Assignment 2 2

ii. What discussion norms will you set? What procedures/ teacher moves will you use to
ensure equitable talk?
Discussion norms: Don’t talk when the teacher or other students are talking, respect
everyone’s ideas, listen to the story and raise your hand if you want to share.
Procedures/Teacher moves: Encourage participation of all students by calling on students
once, then asking for new volunteers from people I have not heard from yet. I will redirect
students if they are talking when another student is talking.

6. Briefly describe specific students in your class who may need additional scaffolding
to comprehend the text and/or may need scaffolding around participation. Think
about academic, social, and/or linguistic support that students may need during the
lesson (or funds of knowledge that they will bring to the lesson). (Note that students
may not need all three types of support, so be sure your ideas listed below are specific to
each student’s needs.)

Academic:
There are some students in my class who I think will need scaffolding to comprehend
vocabulary surrounding the themes of the text.

Social:
There are some students in my class who may need extra encouragement and scaffolding in
order to participate and share their ideas with the class.

Funds of Knowledge:
I think a lot of my students will bring previous knowledge and ideas about the themes of the
book, such as friendship, separation, and breaking down barriers.

7. Construct your lesson plan using the template below:

Time Steps Language and Knowledge
Supports
Script out what you envision yourself saying and doing List unfamiliar vocabulary
in this lesson. and concepts that will affect
● Use bullets, but be specific. Type your questions students’ understanding as
(and anticipated answers). Indicate page number well as the student-friendly
when you will stop and pose the question. definitions and ways you
will use to help students
understand these words
and concepts.
● Also, how can you build
on the cultural,
linguistic, and
TE 802 (Section 5) – Fall 2021 – Assignment 2 3

background knowledge
that students already
have?
10 Launch (Hook / Warm-up): How will you get students Vocabulary:
min. interested in the text and make the purpose for the Fence = A wall that was
lesson explicit? (I.e., elicit or frontload students’ prior put up to separate people,
knowledge and experience with the topic) things or animals
I will be using my google slides presentation for this
section of the read aloud. Yonder = over there

State Expectations: Segregation = Separating

people based on how they
● Respect whoever is talking by not talking over look, what they believe in,
or where they come from
them

● All ideas are good ideas

Linguistic/Cultural
Knowledge:

● Raise your hand if you would like to share

My students may have
heard the word yonder
Front cover/Title: being used in conversation
“What do you notice about this cover?” in their lives before.
“What do you think the girls might be thinking about?”
“Why do you think they’re not playing together?”
“What do you think this story might be about?”
Background knowledge:
“What does a fence do?”
“Why do people have fences?”

Vocabulary:
Go over the 3 vocabulary words listed in the slides
Pg 2: “Why do you think her Mama said not to go over Background knowledge:
the fence?” Building on knowledge of
Possible answers: fences and what their
● Because it’s not safe purpose is, and thinking
● Because the white people on the other side of about what the purpose of
the fence the fence might be in this
“Why do you think she said it wasn’t safe?” book
Possible answers:
● Maybe the people on the other side didn’t like
them
● Because she doesn’t want her to go over the
fence

Pg 8: “What do you notice that is similar or different Cultural Knowledge: A lot of

TE 802 (Section 5) – Fall 2021 – Assignment 2 4

about the girls and their mothers?” my students may notice that
Possible answers: the women are wearing
● They have similar clothes on, like their dresses similar clothes and think
and shoes about what this means for
● One thing that is different about them is their their characters.
skin color
Pg 16: “Would you predict that the girls could become Vocabulary:
friends? Why or why not?” Yonder = over there
Possible answers:
● Yes because they are smiling at each other Linguistic/Cultural
● No because the fence is separating them Knowledge:
“What is the only thing in between them right now?” My students may have
Possible answers: heard the word yonder
● The fence being used in conversation
in their lives before.
Pg 24: “How do you think Clover’s mother feels about Cultural Knowledge:
the girls sitting on the fence together? Why do you think Students may connect to
that?” cultural knowledge that if
Possible answers: the mother wanted her not
● She is happy because.. to be friends with her, she
○ She never told Clover to get down from would have asked Clover to
the fence get off the fence or to come
○ She smiled when she said “I see you inside.
made a new friend”

● She doesn’t mind, neither good or bad

10 Closure: Afterward, how will you help your students Background knowledge: To
min. synthesize their learning from the discussion? (This should think about the “making
be short and briefly reiterate and help students remember connections” questions,
what they learned from the lesson.) students may connect to
I will be using my google slides presentation for this previous knowledge of what
section of the read aloud. people have done in the
past to stick up for other
Let’s Think: people when they were
“How are the two girls similar?” being mistreated based on
the color of their skin.
“How are the two girls different?”

Making Connections:
“If you had the chance to change something about the
world, what would you change?”
● Turn and talk and share out
“What could you do if you or one of your classmates
were being mistreated because of the color of their
TE 802 (Section 5) – Fall 2021 – Assignment 2 5

skin?”
● Turn and talk and share out

N/A Formative Assessment: What evidence will you have

of student learning? How will you know if students met
the objective? (Do not have students write anything
because this is a read-aloud. Instead, what will you observe
during the lesson that indicates students’ emerging
understanding / development of the comprehension or
disciplinary skill?)

The evidence I will have of student learning will be their

engagement in discussions about the book and
connections they can make to their own lives. I will
know if students met the objective if they can
successfully compare the two main characters, and if
they can make personal connections to the themes of
the book.

8. Reflection
i. *Annotate your lesson plan (using the “comments” feature) with at least 2
changes you made or would make next time you teach the lesson. Each
comment should include the following components:
i. What was the change? (Or what change would you make?)
ii. Why did the change happen? (Or why would you make this change?)
iii. Was the change a good idea? Why or why not?

ii. Complete the following table to reflect on your video and your lesson.

Timestamp Choose a moment where…

30:30 Based on the focus of your debrief with your mentor teacher, you
would do something differently and explain what you would do and
why.

One suggestion from my mentor teacher was that I should walk around the
class during the turn and talk to see if students were talking about the
question I asked, and also to be available to talk to students and help them
if they had any questions. Looking back this makes so much sense and I’m
not sure why I didn’t do that. This was actually the first time my class has
ever done a turn and talk this school year!
TE 802 (Section 5) – Fall 2021 – Assignment 2 6

2:30 Based on the focus of your debrief with your mentor teacher,
something went well and explain why things went well in that
moment.

I immediately had lots of participation when I asked what students noticed

about the front cover. I had a lot of good predictions from students, and this
showed me that they were interested to see what was going to happen in
the book. I think that the students were excited about this book for various
reasons. One reason could be that students were seeing this cover as a
mirror of themselves, either because of how the character looked, or what
the character was doing in the cover. I think a lot of my students could
already relate themselves to this character on the swing.
26:43 Learning happened and explain how you know learning happened
and what you did to cause it.
I know that learning happened because multiple students were able to
compare and contrast the two main characters to think about how they are
similar and how they are different, which is related to the standards and
objectives of my lesson. I think what I did to cause it is by asking the
question on pg 8 during the read aloud, “What do you notice that is similar
or different about the girls and their mothers?”. I think that this prompted
the students to start thinking about how the two characters compare and
contrast. Another reason I know students learned is because on pg 8 most
of the responses were about the appearances of the girls and their
mothers, and the responses at the time stamp were more about the girls’
character and also their appearance.
16:55 Learning didn’t happen and explain how you know and what you
would do differently.
When I read the page that had the vocabulary word “yonder”, I only had a
couple hands go up when I asked what over yonder means. What I would
do differently is maybe when I introduced the vocabulary earlier in the
lesson, I could let them know how important it is to understand the
meaning of this word, because it comes up later in the story. Maybe I could
also have them do something with the vocabulary words to try to
understand them deeper.
33:45 The majority of the class was either engaged or disengaged (i.e., had
or did not have equitable participation). What participation structures
did you use?
I used a turn and talk to get all of my students participating.
How do you know students were engaged/not engaged?
I knew that the majority of my class was engaged because I heard them
talking about the question I had asked. I also knew that they were engaged
in the turn and talk because I had a lot of volunteers to share what they
talked about with their partners.
Why do you think you were/were not successful in engaging students
TE 802 (Section 5) – Fall 2021 – Assignment 2 7

at this time?
I think I was successful in engaging students at this time because the
question for the turn and talk was a personal question that required them to
think about themselves and a real life situation that they unfortunately may
have to face at some point in their life or someone they know.