Samantha Pallitto Lesson Plan 1 Subject/Topic: Interactive Read Aloud: Junie B.

Jones: Cheater Pants (1st Grade) Rationale: I want to teach this lesson because I think it is important for students to identify setting, plot, main characters, and behaviors of characters. I also want my students to make predictions about what will happen in the rest of the story since we are not reading through the entire book. I think this is important because students will be able to identify and make predictions in every story he or she reads. I think it is important for students to learn how to make predictions because it lets them use their imagination and be creative. Standards: RL.1.3. Describe characters, settings, and major events in a story, using key details. RI. 1.9. Identify basic similarities in and differences between two texts on the same topic. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SWBAT identify main characters, setting, plot, and make text-to-text connections. SWBAT make predictions about the story. Junie B. Jones: Cheater Pants Chart paper Construction Paper Crayons

Objective:

Materials:

Procedures: Engagement/Anticipatory Set: 1. Gather students in circle for read aloud of Junie B. Jones: Cheater Pants 2. Before introducing story, activate students prior knowledge by having them share what they know about main characters, setting, and plot. 3. As students give definitions, write them on chart paper for students to look back on during the read aloud. 4. Introduce Junie B. Jones: Cheater Pants and tell students to think about the setting, plot, and main characters, as I read the story aloud.

 Mentor - Teach and Model: 5. Begin read aloud of Junie B. Jones: Cheater Pants. - Ask students to volunteer ideas to make a prediction about the story based off of the title of the book. - As I read the first chapter of the book think to yourselves about the setting, plot, and main characters in the story, I am going to ask for your opinions as I read. 6. Stop the read aloud at Pg. 4 when the story is discussing the boy Lennie in Junies class. -By a show of hands, who thinks Lennie is a main character in the story? Can someone raise their hand and explain why or why not Lennie is a main character in the story? -Who is one of the main characters in the story so far? Why do think that? 7. Stop the read aloud again at the end of Pg. 9. -Who can tell me what the plot of this chapter is? -What do you think Junie B. Jones could have done instead of cheating off of Mays homework? Guided Practice: 8. Finish the read aloud at the end of the first chapter on Pg. 9 - Based on the predictions you all had before we read the chapter, who can share with the group if what they predicted also happened in the story. -What do you all think is going to happen to Junie B. Jones in the rest of the story after she cheated on her homework? Independent Application: 9. Have students go back to their desks, to do a small group activity. 10. For about 15 minutes, have students, in small groups; draw on separate pieces of paper the setting, plot, main characters, and behaviors of main characters. Closing: 11. After students are done drawing, have each group present their drawings to the class and explain each picture and why they picked each picture as the setting, plot, main characters, and character behaviors. Assessment: For homework, have students bring in a book. Before they read the book have them write predictions about what is going to happen. Then, have them make text-totext connections by drawing the setting, plot, main characters, and character behaviors with the stories they have brought in. - Good readers make text-to-text connections. They relate what they have learned

from one story to other stories they are reading. This is important because it helps you become a better reader and understand different elements in a story. - With what you have learned about setting, plot, and main characters, I want you to make text-to-text connections and identify all of these elements to the story you have brought in.

Differentiation: Instead of doing a small group instruction, have students work individually after the read aloud when drawing the elements of the story. In small groups have at least one student in each group who really shows he or she comprehends the instructions, those students can assist others who need more guidance. Pair groups based on level of learning, and have them choose whether they would like to draw the elements or write them.