Daily Lesson Plan

Your Name: Kaitlyn Huddas Grade Level: 1st/2nd Date: March 5, 2010

Overall lesson topic/title: Tooth Traditions from Around the World

Grade Level Content Expectation(s):

R.NT.01.01 recognize how various cultures and our common heritage are represented
in classic, multicultural, and contemporary literature that is recognized for quality and literary
merit.

R.CM.01.01 make text-to-self and text-to-text connections and comparisons by

activating prior knowledge and connecting personal knowledge and experience
to ideas in text through oral and written responses.

R.NT.02.05 respond to individual and multiple texts by finding evidence, discussing,

illustrating, and/or writing to reflect, make connections, take a position, and/or show
understanding.

R.CM.02.01 make text-to-self and text-to-text connections and comparisons by activating

prior knowledge, connecting personal knowledge, experience, and understanding of others
to ideas in text through oral and written responses.

Develop Goals/Objectives that are specific to your interpretive discussion:

Knowledge Objective: Each student will learn and understand that countries around the
world are different from one another in many ways, one being tooth traditions.
Capacity Objective: Each student will complete a worksheet comparing one country
mentioned in the book, along with their own native country. Students will describe and
dictate their experiences through this text-to-self activity.
Commitment Objective: Each student will share their worksheet with a partner and
explain what they learned from the book.

Materials & supplies needed:

• Throw Your Tooth on the Roof: Tooth Traditions from Around the World by Selby B.
Beeler and illustrated by G. Brian Karas
• 22 tooth worksheets
• 22 pencils
• A hat filled with pieces of paper with all of the countries mentioned in the book, along
with their tooth tradition descriptions

Total Time: 85 minutes

Procedures and approximate time allocated for each event Academic, Social and
Linguistic Support during
BEFORE READING: each event for one target
student
• Introduction to the lesson
(10 minutes)

Discussion 1: I will introduce this lesson by gathering the I will target a specific ELL
students on the purple rug at the front of the room and saying, student, F—. He is in first
“Boys and girls, today we are going to learn about tooth grade and is still learning the
traditions. But first, let’s remember the ‘rug rules.’ Thank English language. I am hoping
you. Now, can anyone tell me what a tradition is?” With this, that this lesson will allow him
I will write some of their ideas on the whiteboard and explain to call on his personal
my own thoughts. I will then continue to say, “Many experiences from Thailand. I
countries around the world have traditions different from the will ask him questions,
United States of America. Take a look around the room. Do especially during individual
you think all of the students in this class have the same and group work to make sure
traditions? Why or why not?” I will comment based on their he is understanding and
answers, adding how our differing traditions result from comprehending the lesson.
where we are from—i.e. United States of America, Somalia,
Vietnam, Thailand, and Cuba.

The students already know the proper behavior for the purple As for the rest of the class, I
rug. However, if necessary, I will quickly remind them by will make sure they are on
simply saying, “Rug rules.” I will prepare them to participate task by reminding them of
by letting them know after the introduction questions that we “rug rules” when necessary.
will be reading a story. I will say, “Boys and girls, I want you This is because some students
to pay attention closely to this story. Make some connections may get fidgety or start side
to your life. Think about how children in other countries deal conversations.
with their lost teeth. Listen for any similarities or differences.
You will get the write and draw about your experiences after
our read-aloud and discussion.”

Motivation for my lesson will come from my enthusiastic

behavior towards my introduction and the use of character
voices during the story. By asking guiding questions
throughout the story, my students will be able to critically
think about

OUTLINE OF KEY EVENTS FOLLOWING YOUR

INTRODUCTION:

• During Reading:
( 25 minutes)

Discussion 2: I will read the text in a vibrant and exciting During reading, I will make
manner, making sure to keep eye contact with the students. sure F—sits up front next to
Character voices will aid in this. I will especially point out the me, so he can pay full
countries my children are from (Thailand, Somalia, United attention. This way he can see
States, Cuba, Vietnam) and have them respond about it. This the pictures and read the
will allow them to reflect and realize that they are a crucial words as I go along. As for
part to the class. Some examples of questions I will ask are: the rest of the class, I will
“What do you notice about the tooth traditions in X country?” make sure all the kids are
“What do you notice is different about X country?” If I notice engaged at all times. If they
specific excitement in reactions of students, I will also stop and are not, I will snap my fingers
make note of their observations to the whole class. I expect as I read. This is what my CT
their students to not only listen, but actively make personal does and it works very well.
connections in their thinking for further discussion after the
read-aloud.

• After Reading:
( 40 minutes)

Discussion 3: After reading the book, I will say, “Boys and

girls please form a circle... How did you like the book?” I will During this discussion, I will
guide other questions as well, “Are you surprised by what have F—sit next to me. After
other children do with their lost teeth?” We will discuss what the initial questions that are
they learned, and I will step in if students are talking over one listed to the left, I will first
another and not respecting their peers. ask about Thailand. I will
address F—to answer and then
When discussion 3 is done, I will explain and model the ask the other Hmong students
activity, “Boys and girls, please pay attention. I will now to join. The discussion will
explain the wonderful tooth activity that we are going to do.” I continue on to the other
will take the hat that I have filled with pieces of paper and countries.
descriptions of all the countries we just read in the book. I will
model by choosing a country and reading the description. I
will then take out the worksheet and show the students how
they will compare their tradition with the country they are During the activity, I expect
given. “You must draw a picture and write about your students to behave quite well
experiences.” I will have the students go back to their tables and ask questions. I may have
and call the ‘cougars’ of each table to come get their Tooth to refocus the students if side
worksheets. They will each work on it for twenty minutes. I conversations begin before the
will put classical music on as they work. post-assessment.

CLOSING SUMMARY FOR THE LESSON:

• Bringing closure
( 5 minutes)

I will address the students with the following: Today we read

a book about tooth traditions. Can anyone remind us what a
tradition is? Did you learn a lot about other countries? The
students will be eager to answer, and I will call on a select
few to give their insights and opinions.

Post-Assessment: Academic, Social, and

Linguistic Support during
( 5 minutes) assessment for your target
student
I will address the students to choose a partner at their tables to
discuss their worksheets. “What do you find different in your I will walk around and
partners experiences and observations? What have you observe during this time,
learned? I expect the students to talk about what they found aiding F— especially if he is
interesting, their personal experiences, and their drawings. having difficulty.