Lesson Plan Template: MAT/Certification Elementary

Candidate Name: Megan Fondell

Host Teacher Name: Mrs. Conforti

School: Baranof Elementary

Grade Level: K

Date & Time of Lesson: 11/17/14 8:30-

Length of Lesson: 20 minutes

# of Students: 19

8:50
Topic (name) of Lesson: Lucky Hares

Content Area: Literacy, Dialogic Reading

and Itchy Bears

Materials ( include technology): Lucky Hares and Itchy Bears by Susan Ewing
Standards:

Reading Standard for Literature: 1. With prompting and support, ask and answer
questions about a literary text using key details from the text
5. Identify common types of text (e.g. picture books, stories, poems, songs)
10. Actively engage in shared reading activities using literature from a variety of
cultures with purpose and understanding, and scaffolding as needed

STAGE ONE

STAGE TWO

Objective(s):

Student Assessment:

1. Students will engage in a

dialogic reading experience while
exploring different ideas about
Alaskan animals

1. Students actively participate in

discussion prompted by the teacher
with comments and questions and
are able to relate text to past
experiences or knowledge of
Alaskan animals

STAGE THREE:

Opportunities for Learning

Your lesson Design

Introduction or hook:
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Prep: Before reading book to class, mark pages with sticky notes and
dialogic questions prepared for each poem to ask the students as you read.
Today, were going to read a book of poems called Lucky Hares and Itchy
Bears. Can anyone tell me something they know about poems? What is a
poem? These poems talk about some of the different animals that we have
here in Alaska. You might recognize some of the animals that you see in
the story. As we read, think about the animals that you know and some
things you might remember about that animal.
Process and products.
Include:

Differentiation or adaptations

1. Read Brown Bear poem.

What do you see the bears
doing in the picture? What
other animal do you see in the
picture? Were going to read
about that animal next.
2. Read Raven What kind of
sounds have you heard ravens
make? Why did she call them
laughing raven words? Do
you sometimes think you can
understand ravens?
3. Read Salmon poem. Do you
see the fishing bear in the
picture? What kind of bear is
it? Is it the same kind of bear
we saw in Brown Bear?
Raise your hand if youve seen
the salmon swimming in the
rivers here in Sitka.
4. Read Humpback Whale
poem. Clarify the word
pirouette and cetacean in
the reading. Have you ever
seen a humpback whale jump
out of the ocean like this?
5. Read Eagle poem. Why do
you think they called the eagle
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1. We will be analyzing both the

written text as well as the
illustrations in the story, allowing
students to have multiple means
of reflecting on the material.
2. If students are not comfortable
sharing aloud to the class, they
will have chances to partner
share, or simply raise hands to
show their experience
3. Answers given by students will be
scaffolded and built upon with
further questions to enhance their
understanding.

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babies feathered bowling

pins? Do you think they look
like that in the picture?
6. Read Octopus poem. Can
you imagine being hugged by
an octopus? How many arms
do they have?
7. Share with your shoulder
neighbor what your favorite
Alaskan animal we talked
about today was and why you
liked it. If time, have a few
students share with class.
Closure: These were all different poems about Alaskan animals. What is
important about a poem again? Keep your eyes out now as your walking
through the park, you might see some of these animals out and about
around Sitka!

How is this lesson sensitive to cultural and language issues?

This lesson is relevant to students in Alaska because most of them
should be familiar or at least experienced one of the animals mentioned
in the reading. Therefore, the reading will build on prior knowledge and
personal experiences to allow students to reflect and learn more. If
students are not familiar with an animal, they will be able to engage in
the illustrations and reading to discover more. Students who may not
have these personal experiences, or do not understand as much of the
text, will still be able to participate in the reading through analyzing the
illustrations and thinking about the hypothetical questions presented.

Personal Reflection: This lesson went well and was a fun lesson to do with the
students. I had not engaged in a dialogic reading experience before, so it was
interesting to see how it worked and engaged the students in the story. They
really enjoyed looking at all of the pictures and had lots of comments about
animals that they had seen or experienced themselves. I decided to put the
questions for each poem on the back cover of the book, which made it easy for
me to read and ask the questions without distracting the students or having to
look back at a piece of paper. I do think that the nature of the dialogic reading
experience allowed the students to reflect more about the reading and draw more
connections to their own lives and experiences that they have had in the past.
Im looking forward to engaging in this type of reading experience again someday
with my own class.

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One thing I might change if I was teaching this again, is to explain clearly the
process of how we are going to read the book. As we got into the poems, many
students got really excited and were shouting out different stories or ideas. I
would make sure to say at the beginning that were going to read the poems, and
as I read, I might ask questions throughout the book. If you have an answer to a
question, make sure that you raise your hand so that everyone gets a chance to
share and we can all be good listeners and hear what everyone else is saying.
That would make the lesson go a lot smoother rather than me having to remind
the students each time to raise hands.

Attachments: 3 artifacts of student work

Because of the nature of the lesson, there were not any artifacts of student work
created, and I did not think to have someone take pictures during the reading.
However, I have included pictures of the book and my notes to myself as I was
reading.

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