Lesson Plan

Pre-Planning Steps

Lesson Standards / Essential Questions:

Essential question, set purpose, think through the text, and share objectives:
"Today we are going to learn about asking questions about a book. We are going to explore the
idea of testing our ideas. We are going to identify details about what science is. What would you
like to learn from our reading today?"
Standards: CC.1.1.K.B, CC.1.1.K.E, CC.1.2.K.A, CC.1.2.K.B, CC.1.2.K.G, CC.1.2.K.H

Lesson Learning Goals and Objectives

Instructional Strategies:
Before Instructional Strategies (Introduction)

Time Needed - Approximately 10 minutes

Target Skills: Details

Explain that details are little pieces of information.
Ask students to think of the details as we are reading the book.
Ask the students about the details they remember hearing.
Target Strategy: Summarize

Explain that summarizing is putting the story or poem into their own words. Think of the details
as you are listening too, but also think about how you would put this poem into your own words.
As I read, it is important to stop and think about the details and to summarize what I have read.
Develop Background
Remind children that they have listened to a story about a girl who asks lots of questions about
whales. Tell them that scientists ask lots of questions to figure things out.
Genre - Poetry
Explain that a poem is kind of writing. Sometimes poems rhyme, and sometimes they don't.
Sometimes poems are written into a book. The Big Book that we are going to read today is a
poem about science.

Materials:
1. What is Science - This is the 'big book' from the Journeys series that I will read to the class
2. Cart with stand to set up the big book
3. Retelling cards and large flip book
4. Projectable
5. Interactive White Board
6. Markers to use with the projectable

During Instructional Strategies: DAY 1

Time Needed: Approximately 15-20 minutes
T- 34, 35
Introduce the big book. What is Science
Review what an author and illustrator do in the process of writing a book.
T - 36 -41 Read the Big Book.

Think through text:

What questions does the author ask? (4-5)
What do these pages tell us about what science is? (6-7)
What do these pages tell us about what science is? (8-9)
What do the pictures show us about science? (10-11)
Talk about weather pics on pgs. (15-16). Where do you see these things in the pictures? Have
students come up to the pictures and point.
The author asks the question again, "what is science?" What do these pages show us about
science? (Pgs. 16-19)
Target Strategy: Summarize - Help students apply the strategy to summarize. Then model my
own summary of the story.
T43 Retelling - flip chart pg. 48
Have children put the scenes on the flip chart in order and have them act out the retelling of the
poem.
During Instructional Strategies: DAY 2
Time Needed: Approximately 15-20 minutes
In the second day of working on 'What is Science?' I reread from the Big Book on the cart. As I
read the book, I stopped every two pages. I asked the students what science was, by having the
students look at and describe the pictures on the pages we had just read. The students also
explained what science is from the words we had just read. The projectable on the interactive
white board was a graphic organizer. I wrote science in the center bubble. Other bubbles
branched out from the center. As I read, and the class retold what I read, I walked over to the
interactive white board and filled in the bubbles explaining what science is.
Then, when I finished reading the book and all of the bubbles were filled in, I reviewed how to
summarize. I showed the students how I could summarize be using the information we filled in
on the graphic organizer. Then, I called on at least three students to come up to the board and
summarize what science is. The students pointed to the word science and said, "science is (and
then they chose some of the items from the bubbles and pointed to them as they spoke to the
class."

After Instructional Strategies (Closing & Additional Reinforcement/Practice)

Time Needed:
To conclude the lesson, I reviewed the concepts we had learned about details, summarizing and
about what science is.
Accommodations or Modifications needed for students with disabilities or ESOL
To accommodate the Spanish speaking student, I pointed to the pictures and asked what
science is to help prompt his thinking. (The teacher did not want Spanish spoken in the
classroom.)
To accommodate the French speaking student, I used some words in French.
To accommodate the students with disabilities, I pointed to the pictures to have them come up
with an idea of what science is.
Differentiation
When students needed help at the end to summarize, I differentiated the instruction by showing
them how to point to the center and say, "science is..." They repeated after me and then I helped
some by pointing to a bubble to prompt them with an idea.
For some students, they could retell what science was from having listened to the book. Some
students needed to be prompted by seeing pictures.
Assessment of Goals and Objectives

This lesson will be assessed based on how the students answer verbally in the retelling of the
book and in the summarization of the lesson.

How will you assess student learning in each phase? How will you provide feedback to
students?
I assessed students by listening to their answers and listening to their presentations. I provided
positive feedback when students answered questions and gave presentations.

Artifacts: