Culturally & Linguistically Responsive Read Aloud

Childhood Lesson Plan

Administrative Details
Title of Lesson: “The Day You Begin”
Candidate: Savanna Kestler Date of Lesson: 4/19/2024
Host Teacher: Wynn Approx. Length (min):
Grade level/Age: Third Grade Anticipated # of Children: 21

FOUNDATIONAL ELEMENTS OF LESSON

Standard(s) Learning Target(s) Assessment of Learning Target
ELA:
Students will describe character traits,
motivations, or feelings, drawing on
specific details from the text. They will
grab a series of events, ideas, and
concepts, using language that is
presented in the book.
In the book, The Day You Begin by
Jacqueline Woodson, students will
describe character traits,
motivations, or feelings, drawing on
specific details from the text. They
will make connections with the text
as well as determining the central
idea, supported detail/evidence and
a reasoning. Students can ask
questions to check understanding of
the text if needed.

Social Justice: Students will recognize that others and
their own home culture is all welcome.
Students will present themselves with
pride and confidence without putting
others' values down. Students will
understand the harmful impact of
judging can do to others.
Students will express comfort to
people who are both similar and
different from themselves. Students
will have an open mind to other
values and beliefs. Writing about
what happened in the story.

CONCEPT PLANNING/SCAFFOLDING
Description of the Lesson Content/Concepts

Students will understand that everyone is different in their own way, but we all have similarities as well. We are
all different, but once we share our story the world will see and understand you. We treat everyone with kindness
and have an open mind.

Background Knowledge Required



Lesson Rationale (Why, where, and how does this CLR lesson fit into the curriculum?)
 This lesson is rationale to the curriculum due to comprehending the story that is being read, understanding the
central idea of the story, why the topic of this lesson is important.

Targeted Vocabulary Words & Student Definitions

Different-
Venezuela – a different place
H0meland – where you were born and lived.
Kimchi – a type of Asian food
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 Teacher Materials/Resources Student Materials/Resources
 “The Day You Begin” By Jacqueline Woodson  Printed out copies of the book to be able to follow
 Elmo projector to show the story and worksheet. along and find the evidence.
 Pencil and Highlighter  Pencil and highlighter
 Worksheet; Central Idea

LEARNING ACTIVITIES
Introduction/ The book is called “The Day You Begin”, what do you think this book is going to be
Opening about based on the cover and title? What do you think the title means?
/Anticipatory Set The author Jacqueline Woodson wrote this book about a girl named Angelina who is a
How are you hooking new student. She doesn’t want to be seen differently than everyone else or made fun of
students into the
by her new classmates. Being in a new school gives everyone different feelings.
lesson?
How would you feel going to a new school? Show on your face then look around what
kind of feeling do you see the most?
Let’s get into the reading to get an idea of her feelings and the central idea of the story.

Body - Learning During the reading, I will be asking about the different facial expressions presented in the
Segment, Activities, illustration then refer to what is being said. Asking why you think that this character feels
Timeline “sad”? Is everyone different in this room? We all are unique, but have similarities, right?
What will you say? What do you think is happening in the picture? Can you predict what is going to happen
What will you do?
next? Have you ever felt different? Many of the questions would be student lead.
What will your
students do? This is
Students asked why she is scared.
the place to write out
all that will happen
during your lesson.

Conclusion To bring closure the lesson is asking what the central idea of the story is. What happened in the
How are you bringing story can someone tell me. Talk about what happened in the story. Then introduce the activity
closure to/wrapping where students have to write about the central idea by getting evidence from the story.
up the lesson?

Planned Supports for Emergent Bilingual Students

Had printed out copies of the book with the illustrations to be able to follow along. Book was presented underneath the
Elmo to keep everyone on track. I would reword questions and speak at a slower pace. When students answered a question,
I would repeat their answer for everyone to hear.

2
 Accommodations
Using the Elmo for everyone to see the story even though everyone had a copy of the story.

FINAL NOTES
Next Steps
To further the lesson I could introduce another activity where students write about their own experience and share them if
they feel.

References/Resources Used
Suny Cortland library, Mentor teachers outline for the activity