Rebecca Rowe Eld 307 Lesson Plan 1 Appropriate Grade: First grade Rational: The purpose of this lesson

is to teach children to recall text and focus on the prediction of events. Standards: CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. Objectives: The students will be able to demonstrate knowledge of the story by recalling key events, characters, and the sequence of text. The students will practice critical thinking by making predictions based on the images in the story along with the text. Students will demonstrate the ability of cause and effect relationships by making their own story using if-then statements. Procedure: Students will come to the carpet being called by tables; the quietest table will come first. Green table please come sit on the carpet in the first row. Introduce the book, If you Give a Mouse a Cookie, by Laura Joffe Numeroff, illustrated by Felicia Bond. What do you think the book will be about based on the front cover? Have you ever seen a mouse eat a cookie? Have the students identify the author, illustrator and title. Can anyone tell me who the author is? Can anyone tell me who the illustrator is? As a great reader, can someone please tell me what the difference between author and illustrator is? Start reading the book, use voice infections to show the story can be funny but has purpose. After reading to page five, stop reading and recall the events. Can someone that was being an excellent listener tell me the order of items the mouse asked for? (cookie, milk, straw, napkin) Read to page six and pause; connect to students lives. Have you ever had a milk mustache before? What did you do about it? After reading to page eleven, pause and check for prediction abilities. What do you think the mouse will ask for so he can take a nap? (blanket and pillow) Read and pause after page nine, stop and recall events up to this point. Can someone use their brainpower and tell me all eight events; I know its a lot, but I know you can do it. (cookie, milk, straw, napkin, mustache, trim, scissors, sweep)

Read until page seventeen, check for prediction abilities. What do you think the mouse will draw? (His family) Read to page twenty-five, stop to check predictability? What do you think the mouse will need? (Milk)

Gradual Release of Responsibilities Guided Practice TO: Before reading, explain how to make good predictions, which will be based off of the illustrations and text. Define what recalling events is, use example of what you did this morning before coming to school. Good predictions are made based off of what events occurred previously. Predictions can also be made based off the images on the pictures and by what the text says. Recalling events is by stating the order in which something occurs. (Use my daily routine before coming to school this morning to show an explain of recalling events.) WITH: After reading the story, as a class we will make a recall chart, showing the order of events that occurred. This will demonstrate that the students are able to understand how to recall and know the order in which events happened. Boys and girls in order to show me that you know what the story is about we are going to use our brains to recall all the details of the story and make a recall chart. In order to do this we need to think back to the first thing that the mouse was given. (cookie) Each student will get a turn to come up to the board and state what event occurred, if the child is correct, they will be handed a marker to write the event on the board. (Will list events in this order: cookie, milk, straw, napkin, milk mustache, mirror, trim, scissors, sweeping, washing, nap, fluff pillows, story, pictures, draw, sign, hang it up, tape, thirsty, milk, cookie) Independent Application BY: Students will be sent back to their seats by table order. The students will then create their own version of the story imagining they were the mouse. The students will each start off by being given a cookie and continue by using their imagination. The students will each need to write ten different activities/items that they would do or ask for.

Materials: If You Give a Mouse a Cookie by Laura Joffe Numeroff Markers White Board Lined paper for independent exercise Differentiation For students that are struggling to recall events during circle time, I will verbally give those students more details when asking about which events occurred. (Please recall what happened after the mouse was given a cookie.) For students struggling to write stories, I will have sheets of paper where the student has to fill in blanks. (When you give a mouse a cookie, the mouse will ask for ___________. Once he gets the ___________ he will go on a walk to _____________.) For students that do not need as much guidance, yet are still struggling to write a story, I will provide a visual example on their sheet of paper to set them in the right direction. (When you give a mouse a cookie, the mouse will ask for another cookie. When the mouse gets the second cookie, he will give it to his friend.) Assessment I will assess the students by observing the accuracy of answers during the read aloud. I also will evaluate the completion of the independent application activity. Activity will be viewed as complete if the students write about eight or more activities/items. Future References This lesson allows me to further the students knowledge on larger predictions. This book has simple predictions, however it sets up groundwork for future predictions that require more knowledge. This book also sets up excellent framework for explaining how to compare and contrast. The author of this text writes many other books, for example; If You Give a Moose a Muffin. Therefore there can be future lessons comparing and contrasting what each character did in each text, what was similar, what was different, and what was the overall message.