TE 802 Literacy Daily Lesson Plan

Interactive Read Aloud

Fall 2019

Name: __Olivia Akerly__________ Grade Level: __2__ Date: _09/30/19_

Mentor Name: ____Kelly Mullen______ School: ____Horizon Elementary_____

1. Overall lesson topic / title: The Bad Seed by Jory John and illustrated by Pete Oswald

2. Common Core State Standard(s) (CCSS)

CCSS.ELA-LITERACY.SL.2.3
Ask and answer questions about what a speaker says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue.

3. Goal / BIG Idea

 To encourage my students to have a positive mindset about themselves and their
peers in class.

4. Learning Goals
 How can I have a positive mindset?
o I can think positively about myself.
o I can do positive self-talk about myself and my learning.
o I have the ability to make good and smart choices.
 How do my choices and actions affect others around me?
o I have the ability to change my behavior and how I act on experiences
o I can self-reflect on my actions and can be my best self
 How can I think positively about my classmates?
o I can understand that no one person is the same, everyone acts differently
o I can think positively of my classmates by wishing them well

5. Vocabulary
 I will introduce these words before the story and inform my students to listen for
them in the context of the story. Then discus them more afterward
 Mumble: to say something so quietly it is hard to understand
 Punch line: last line or sentence to a joke or story that often is funny or
important for understanding
 Humble: means to be modest, not call attention to yourself
 Unremarkable: unworthy, or not likely to be noticed or seen
  Blur: something happened so fast it is hard to remember the details
 Hollered: cried out very loudly
 Drifted: often stayed away from others

6. List important concepts or ideas where you will need to provide additional information
(that is not in the text) to support students’ comprehension and to enable them to meet
your learning goals. Share exactly how you will explain these ideas:
 How can having a positive mindset make you happier?
o I will engage the students in this question and idea during the story as a
think to yourself time, as we read about how they seed makes a decision to
be happy and think more positive about himself and how that makes him
happier in the end.
 How does making good choices help you at school? How does it help your
classmates around you?
o I will engage in the idea and question after the story is over and a text-to-self
connection and turn it into a text-to-school community connection.
 Anchor chart: I will provide an anchor chart for my students about how a positive
mindset can boost your love and confidence in yourself and how that can positive
affect the classroom community—when you love yourself and know you can be your
best self then our classroom will be its best self with all of us working hard together
in it.
o This will also be interactive by having the students write on a sticky note
about how they can have a positive mindset about them self-and/or their
classmates

7. Materials and supplies needed (Resources)

 Teacher: The Bad Seed, camera for recording, anchor chart, sticky notes
 Students: Writing utensil and their clipboard (they will go and get after the read
aloud)

8. Think about academic, social, and linguistic support that students may need during the
lesson.
 Turn and Talk: for my ELL students and reserved sharers this will give them more
of a one-on-one chance to share in a closer setting rather than requesting them to
share out ideas and thoughts to the whole class when they are not comfortable
doing that quite yet
 Think-to-self: for my students that are quick to share before thinking in their head
first about what they wish to share.
 Connection hand sign: students give non-verbally during the ref aloud for if they
relate to something, they hear in the story
 9. Construct your lesson plan using the template below:

Instructional Sequence / Procedures: What activities will take place during this lesson? Number of
(Note: Use bullet points to outline your ideas.) Minutes
Preparing for Discussion: How will you arrange the students? What discussion norms
will you set? What procedures/ teacher moves will you use to ensure equitable talk?
 Student Arrangement: have students come to the carpet area and high top seats.
 Wait for all students to be in lesson ready position
 Remind students of the expectations when at the carpet and high top seats
 During the read aloud and discussion after the read aloud I will encourage
2 minutes
student participation. By calling on various students, not the same ones over and
over again. I will also implement turn and talk opportunities to share ideas

Launch (Hook / Warm-up): How will you get students interested in the text and make
the purpose for the lesson explicit? (Elicit students’ prior knowledge and experience
with the topic, establish meaning of predicted unknown vocabulary, present and post
learning goals)
 Today we are going to explore a story about how we view ourselves and how
others view us. –Show students cover of the story—looking at the cover and the
title (have someone read the title outload for the class—ask the students---what
do you think this story will be about (possible responses…a bad seed who does
bad things, makes bad choices, is mean to others etc. )
 Model and think aloud for how I would answer these questions by
looking at the title and the cover illustration and thinking about how 3-4mins
they connect and how they may give us readings a clue to what the
story may be about
 Ask the students think for a minute about…have you ever felt you were bad or
made bad choices? Has someone ever said you were bad? How did you feel?
(possible responses…my parents, my classmates, myself when I did…, I felt
frustrated, angry, embarrassed, sad…)
 Using our predictions about the story and how we all just thought about a time
we thought we or someone around us was bad and how we felt about it…Let’s
read to find out if our predictions are true or what else we may learn about the
bad seed…

Discussion Plan: What is your “road map” for the discussion? (How will you read the 12 mins
text to your students? How will you engage your students during the discussion? How
will you guide your students into comprehending the text and organize the text ideas?
How will you use information about your students (interests, skill level) to guide your
discussion?)

Page 4: The other seeds talk about the bad seed and the choices he makes. How do
you think this makes the bad seed feel?
 Possible responses
 Sad / embarrassed / angry / frustrated
Page 10: Wow, he really makes some bad choices. Do you think he has always been
this way?
 Possible responses:
 No, maybe something happened to him?
 No, maybe he doesn’t mean to do these things
 Yes, maybe he was born this way
Page 16: It looks like he wasn’t always a bad seed. Looking at this next page, what do
you think will happen next?
 Possible Responses
 He will be eaten!
 He will be trapped in that bag!
Page 28: I love how the Bad Seed made a decision to be happy! It looks like he is really
trying to make better choices and be positive. Do you think the other seeds notice?
 Possible Responses
 Yes, they see he is trying to be better
 Yes, they are still annoyed at him or his decisions, but he is at least trying to
make better decisions
 No, their faces in the pictures look annoyed, mad, and frustrated at the Bad
Seed
 No, they still see him making bad choices
End of the Story: The Bad Seed made a decision to be happy and have a positive
mindset. How do you think making better choices will help him be happier? Does
making good choices make you happy?
 Possible Responses
 He will have more friends
 He will feel better about himself and want to make good choices
 Yes, because I feel good when I make good decisions
 Yes, because good decisions help me learn
 Yes, because good decisions help me have friends
 Yes, because god decisions help our classroom learn and be safe
 They can be hard to make sometimes

Formative Assessment: What evidence will you have of student learning? How will you 2 mins
know if students met the objective? (What will you collect from or observe during the
lesson that indicates students’ understanding? What will you use during the exit to
assess your students’ learning?)
 Student responses and ideas they share with their partners and in whole group
share
 Sticky note—quick write—about how they can have a positive mindset about
themselves and their peers in class—place on anchor chart
Exit Activity (Summary / Closure): Afterward, how will your students synthesize their 1 min
learning from the discussion? (Ex. take a vote and have students provide rationale for
their choice, quick write, make a chart)
  Sticky note—quick write—about how they can have a positive mindset about
themselves and their peers in class—place on anchor chart
Say—we read about how the bad seed mad a decision to be happy and make better
choices and we can all do the same as the Bad Seed here in our classroom and at
school. This anchor chart will be a reminder that we can do it and we can positively
help yourself and our classmates so we can all be our best selves.
 Hang up Anchor chart in the classroom for students to reference as a constant
reminder