AUSL/NLULessonPlanTemplate

Name:Bethany
Crocker
Time:12:15pm12:40pm
Subject/Topic:Literacy/Shared
Reading
Date:4/8/14Tuesday

Objective
CCSS:
RL.K.1Withpromptingandsupport,askandanswerquestionsaboutkeydetailsinatext
RL.K.3Withpromptingandsupport,identifycharacters,settings,andmajoreventsinastory.
SK.K.2Confirmunderstandingofatextreadaloudorinformationpresentedorallyorthroughothermediabyaskingandanswering
questionsaboutkeydetailsandrequestingclarificationifsomethingisnotunderstood.
Objective(SWBAT):
Useevidencefromthetexttoidentify,analyze,anddiscusstheprobleminthepoem,TheSecret,byNikkiGrimes.
Usewritinganddrawingtoillustratetheprobleminthepoem.
Assessment/ExitTicket:
Studentswillcompleteanexitticketinwhichtheyanswerthequestion,Whatistheprobleminthispoem?Whatevidencefromthe
textsupportsyourthinking?
Vocabulary/KeyConcepts/WordWall:
Vocabulary:Problem
KeyWord:Secret
Possiblyunfamiliarwordtoreview:Pigeons
Materials/Technology:
BookMeetDanitraBrownbyNikkiGrimes(abookofpoems)
AnchorChartofpoem
EagleEyeReadingStrategyPoster
WritingResponseSheet2sheets,differentiatedbasedonreadingproficiency
Modifications/Accommodations:
Accommodation:Displayillustrationofcharacter(visualpicture)nexttotheanchorchart
Modification:AskSavannahayesornoquestionWasisagoodideatotellherfriendssecret?
Differentiation:Identifiedstudentswillhavethetextfromthepoemontheirresponsesheettouseastheywriteabouttheproblemin
thetext.Thiswillsupportthehigherproficiencystudentswithusingtextualevidenceintheirresponse.Identifiedstudentswillnothave
thetextasthiswouldhindertheirfocusonthinkingoforiginalideas(theywouldsimplycopythetextratherthanwritetheirown
thinking).

ConnectiontoPriorKnowledge12:1512:17

Wejusthadanassemblyonsecrets.Itisokaytokeepasecretforafriendifitisaboutsomethingthatwillnothurtsomeonesfeelingsor
body.Today,wewillreadabouttwofriendswhohaveasecretthatisokaytokeep.

Opening12:1712:18

ThetitleofthispoemiscalledTheSecret.ThispoemisaboutDanitraandherfriendZuri.LetsuseourreadingstrategyofEagleEyeto
observetheillustration.BasedonthispictureofDanitra,doyouthinkthatsheisgoingtohaveaprobleminthispoem?

Teachercoldcallsononestudenttoshareifs/hethinksDanitrawillhaveaproblemandfollowsupwith,Howdoyouknow?Studentshares
thinkingreferringtokeydetailsintheillustrationthathelpedhim/herthinkthis.

Middle(IWY)
IDoDirectInstruction(5minutelimit)
WeDoGuidedPractice
YouDoIndependentApplicationbystudents

Teacherwill... Studentwill... CFU

Ido(5minutelimit):12:1812:19
Readers,nowthatwehaveusedourEagleEyetohelpusthinkabout
whetherDanitramighthaveaprobleminthispoem,letsreadthetextto
learnmoreaboutDanitraandherfriendZuriandfindoutwhatherproblem
was.
Ido(board=paper):
Studentsaresittinginrugpositionactively
listening.
Teacher
observations
asstudents
choralread
Wedo(guidedpractice):12:1912:22
FirstIread,thenyouread.Wewillechoreadtheentirepoem.

TheSecret
Danitrasscaredofpigeons./Ipromisednottotell,/
thenIopenedmybigmouth/andoutthesecretfell./
Itriedtoshoveitrightbackin,/thoughitwasmuchtoolate./
ItoldherIwassorry,/butDanitradidntwait./
Whatkindoffriendareyou?/sheyelledbeforeshestompedaway./
Shewouldnthardlysayawordtome/thewholenextday./
Shefinallyforgaveme,butnotuntilIswore/
tonever,evergiveawayasecretanymore.

12:2212:28
Readers,wejustreadthispoemaboutDanitrassecret.Thinkaboutthe
problemDanitrahadinthispoem.(Waittime).WhenIsayGo,turnand
talktoyourpartnerabouttheproblemDanitrahad.Youwillsay,The
probleminthepoemis...beforeyousayyouranswer.Go!

Iwillcirculatewithadatatrackerandrecordmyobservationsbasedon
studentsresponses.Iwillalsoaskfollowupquestionstoextendthinking
asIuseOvertheShouldertocheckforunderstanding.

TurnandTalkquestion:Whatistheprobleminthispoem?

TransitionoutofTurnandTalk.TootsieRoll,Lollipop!Wevebeen
talking,nowletsstop.

ColdCall3studentsusingnamesticks.Afterastudentshareshis/her
thinking,usequestioningtofollowupandextendthinking.
Whatevidencefromthetextsupportsyourthinking?
Examplesofstudentanswers:Thegirltoldsomebody
DanitrassecretthatsheisscaredofpigeonsIknowthis
becauseshesaidsheopenedherbigmouthandoutthe
secretfell.
Anotherexample:Danitraismadatherfriendbecauseshe
toldhersecret.IknowthisbecauseDanitrasaid,Whatkind
Wedo(guidedpractice):
StudentswillrepeataftermeasIread.

Studentsaresittinginrugpositionactively
listening,readingandansweringquestions
whenpromptedbyteacher.

Studentswillturntotheirpartnertodiscussthe
probleminthestory.

Threestudentswillsharetheiranswers.

Calland
Response

ThinkPair
Sharewith
Overthe
Shoulderand
Questioning

Ask,Ask,
Ask

offriendareyou?orthepoemsaidsheyelledbeforeshe
stompedaway
Exampleofstudentincorrectresponse:Itoldasecrettomy
friend.Teacherresponse.Inthisstory,Danitratolda
secret.Whatproblemdidshehavewhenshetoldasecret?
Exampleofastudentmisconception:Danitraisafraidof
pigeons.Teacherresponse:Youreright.Danitraisafraid
ofpigeons.Butinthispoem,shetoldsomeonethatsecret
andhadaproblemaftershetoldthatsecret.Whatproblem
didshehave?

Youdo(@Bats):12:2812:33

Studentswillcompletearesponsesheetinwhichtheywillanswerthe
question,Whatistheprobleminthispoem?Useevidencefromthetext
toshowhowyouknow:(W)Studentprovidesaclearansweranduses
strongtextevidence.
(P)Studentsthinkingisunclearbuttextevidenceispresent.
(B)Studentprovidesnotextevidence.
Youdo(@Bats):

Studentswillworkindependentlyonaresponse
sheet,answeringthequestion,Whatisthe
probleminthispoem?Useevidencefromthe
texttoshowhowyouknow.
ExitTicket

Response
Sheet

EndSummarize&reviewcontent.12:3312:35

Iwillshareonestudentsresponsewiththeclass(moreiftime).