Professional Documents
Culture Documents
Common Core Standard Being Met: I can describe characters and major
events in a story.
4. Lesson Summary
This is the first lesson in my unit. I am introducing the first of the two
books in this unit. We will start by working on comprehension of The Little
Red Hen for two days. This will lead into the next lesson where I will
introduce the second book The Little Red Hen gets Help and start the
process of comparing and contrasting. The main focus of my unit is
comparing and contrasting the two stories to make text-to-text connections.
5. Resources
6. Academic Vocabulary
a. Comprehension- Students will understand The Little Red Hen and be
able to recall key details from the text.
Functions: Sequencing- Students will begin to recall events from the story
and put them in the order in which they occurred in the story.
Forms:
Farm
reap (harvest the wheat)
Wheat
Grain
Chicken/hen- mean the same thing
farm tools- sickle used for harvesting wheat
mill- where flour is made
7. Procedures
b. Readiness (Engagement)
Does anyone know what a chicken is? Do you know any other names
for a chicken? Here are some chicken/hen masks for everyone to wear.
Please put them on and show me how you walk like a hen. Lets walk to
the carpet like we are hens.
Show me your best hen strut. You can make hen sounds too if you
know how hens sound.
Please sit down in front of the rocking chair on the sunshine carpet.
Make sure you are criss-cross applesauce and that you can see my
book.
(If students are still off task I will say One two three and students will
say Eyes on me.
I am going to read a book to you. As I read please leave your hen mask
alone. You may either take it off or leave it on your head while you
listen.
Can anyone find a hen on the cover of this book?
Where does a hen live?
Lets look through this book and see what else we can find.
Lets read the story and find out what this hen is doing on the farm.
Pay close attention to what is happening in the story and what the
Little Red Hen does along the way.
(Read story to students straight through).
(After reading.) What happened in this story? What do you remember?
Why do you think the other animals did not want to help the Little Red
Hen?
When did they want to help the Little Red Hen?
Why do you think that is?
What does reap mean?
Has anyone ever heard of a mill?
Lets look at these sentence strips and see if we can put the
story back in order. (Everyone will get a sentence strip)
d. Closure
e. Assessment (Evaluate)
8. Differentiation
To differentiate I would pair lower and higher level students together for the sentence
strips. I would give students who have trouble staying focused in my lesson the sentence
strips that go last in the story so that I can hold their attention until the end of the lesson.
Higher level students would be given the sentences that are more difficult.
thresh- separate grain from (a plant), typically with a flail or by the action of a
revolving mechanism