LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Stormey Wright
Cooperating teacher, grade, and school
Date and time lesson is to be presented
Date written plan is submitted to the practicum teacher

A. TITLE/TYPE OF LESSON
Its Fall Read Aloud
B. CONTEXT OF LESSON
The teacher has been discussing how the season is now fall. She has discussed how the weather is
changing. Each day in the classroom, the students discuss what the weather is like outside. They have
begun to notice that it is getting colder. Therefore, this activity is appropriate because it discusses the
changes that occur during fall, including the weather, animal and plant life, and clothing.
C. LEARNING OBJECTIVES

Developmental Objectives
The student will explain that there are different
seasons and the current season is fall.
The student will discuss the changes in weather, leaves,
and clothing that are associated with fall.

Plan for Assessment

I will ask the student what are the seasons and what
the current season it is. I will record the answer.
I will ask the student what changes during fall and
record the answer.

D. ASSESSING LEARNING
I will indirectly assess all the students comprehension of the material by asking questions and leading a
discussion during and after the read-aloud. However, after the closure of the lesson I directly asked
three students questions that related to my objectives. The questions and responses are listed in the chart
before. Note: students names were changed in order to maintain confidentiality.
Child Name

What are the seasons? What is

the current season?

What changes during the fall?

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

Science K.9: The student will investigate and understand that there are simple repeating patterns in
his/her daily life. Key concepts include
o weather observations;
English - Oral Language K.3: The student will build oral communication skills.

Express ideas in complete sentences and express needs through direct requests.
Begin to initiate conversations.
Begin to follow implicit rules for conversation, including taking turns and staying on topic.
Listen and speak in informal conversations with peers and adults.
Participate in group and partner discussions about various texts and topics.
Begin to use voice level, phrasing, and intonation appropriate for various language
situations.
o Follow one- and two-step directions.
o Begin to ask how and why questions.
English - Reading K.8: The student will expand vocabulary.
o Discuss meanings of words.
o Develop vocabulary by listening to a variety of texts read aloud.
English - Reading K.10: The student will demonstrate comprehension of nonfiction texts.
o Use pictures to identify topic and make predictions.
o Identify text features specific to the topic, such as titles, headings, and pictures.
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F. MATERIALS NEEDED
Its Fall by Linda Glaser
G. PROCEDURE
Preparation: I will read and become familiar with the book.
Introduction:
- I will briefly discuss the four seasons: Spring, Summer, Fall, and Winter
1 - Ask the students questions: What is the weather like today? What season is it? What are some
of the signs that it is fall? From looking at the cover of the book, what do you think happens in
the story?
2
Implementation of the lesson:
1 - I will read Its Fall by Linda Glaser, while the students sit on the rug in front of me.
2 - I will stop several times during the reading to engage the students and to ensure
comprehension. I will encourage discussion through asking open-ended questions, making
relatable points, and asking for predictions.
1
1. Have the leaves begun to change colors?
2
2. What colors to leaves change to?
3
3. What happens to the leaves after they change colors?
4
4. Have you ever jumped in a pile of leaves?
5
5. What do you think happens next?
6
6. Where do you think the butterflies are going?
7
7. What does hibernate mean?
8
8. What season comes after fall?
Closure:
1 -After the reading, I will discuss the book with the children by asking questions.
2
1. What do you know now about fall that you did not know before?
3
2. How is fall different from summer?
4
3. What type of clothes do you wear in the fall?
5
4. What do you like best about fall?
H. DIFFERENTIATION
I will be reading aloud to two different reading groups. One reading group has higher-level
literacy skills, while the other has intermediate-level literacy skills. There are no students with
English language proficiency problems, health concerns, or physical disabilities. In order to meet the
needs of all the children, I will alter my questions to best fit the higher- or intermediate-level group.

If we finish early, I will extend the activity by returning to the book and looking for rhyming
words. This can be done with both groups because both have the ability to recognize rhymes.
However, with the higher-level reading group, I may also discuss the beginning sounds of words
because they have a higher proficiency in phonemic awareness.
If some students are struggling with the objectives of this lesson, I will relate the information
to the child personally. Perhaps, we may take a walk outside to experience fall first hand. We could
look for leaves of different colors. We could discuss the current weather and how it is different from
the summer. We could discuss the type of clothing we are wearing and discuss why.
I.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
During the read-aloud, there could be disruptive students. In each group, there are certain
students who like to talk during lessons. To prevent this problem, I could ask these certain students
to sit at a specific spot on the rug. Also, I could get the students to sit boy, girl, boy, girl. There
could be students who are not paying attention as well. To alleviate this problem, I would praise a
student who is quiet and attentive. Hearing the praise will make the distracted student realize
he/she should pay attention. Every student wants to hear that he or she is doing a good job.
Therefore, positive reinforcement serves as an incentive to do well. If that does not eradicate the
issue, I will ask the inattentive student a question to try to engage him or her in the story. Another
issue that may arise is finishing the lesson early. In order to fix this problem, I will have a back-up
plan, which is listed in Part H.