Kelly Collova

Dr. McKool
ELD 308
September 24, 2013
Lesson Plan: Interactive Read Aloud
Common Core State Standards: Reading Standards for Literature K-5
Grade 4 #1,3
Objective: Students will listen to teacher reading The Sweetest Fig aloud and stop to
draw inferences and make predictions about the story.
Materials: The Sweetest Fig by Chris Van Allsburg
Lesson Sequence:
Before Reading:
o Hi boys and girls! Today I am going to read a book aloud called The
Sweetest Fig by Chris Van Allsburg. By looking at the cover of the book
what do you see? Can you make predictions about the story?

o Students make predictions and teacher will ask, Explain their predictions.

o Everyone came up with great predictions! Before I read I just want to
mention that the main character is French so there are a few words that
may not sound familiar to you and that is because the words are French
words. For example the words monsieur and francs are used a few times
throughout the book. Monsieur means mister in French and francs is the
type of money that is used in France. Also, the French phrase sacre bleu
is said once in the book and it means Oh my! in French. Chris Van
Allsburg is known for writing stories that require you to make inferences.
We talked about making inferences in reading workshop. As I read the
book aloud, I want you to make inferences about what the author is trying
to teach us in the story and to make predictions about the story too.

During Reading:
o Read book and stop at the following pages and ask students to make
predictions and inferences.

o Stop at these pages and ask the following questions:
Page 3 Why do you think the dentist is smiling as he is pulling
the old ladys tooth out? What do you think the author is telling us
about the kind of person Bibot is?

Page 6 What are figs?
Page 6 What does the woman mean exactly when she says
They can make your dreams come true? My thought outloud:
Bibot doesn't seem like a nice person since he wont give the
woman pain killers for her tooth because she didn't pay.

Page 10 Do you think Marcel likes Bibot? Why or why not?

Page 13 Why do you think this happened to Bibot?

Page 15 Make a prediction. Do you think Bibot will eat the
second fig?

Page 17 Why is Bibot trying to hypnotize himself?

Page 24 What is happening here? Why is Marcel eating the fig?
What do you think is going to happen?

Page 27 What happened here? Did Bibots dream come true?

After Reading:
o Turn and talk with a partner. I want you to infer with your partner about
what Chris Van Allsburg tried to tell us in this story.

o Give students a few minutes to make inferences with their partners.

o My response after students share and respond their inferences aloud to the
class: That's right! Chris Can Allsburg told us without telling us that
Bibot is a selfish and unkind man because he only cared about receiving
money from the woman and because he is mean to his dog, Marcel. The
figs punish Bibot and he turned into a dog because of his lack of
compassion to Marcel and the old woman. Maybe when Bibot is a dog he
will learn how to be kind to others.

Assessment
o Students will be able to make predictions and make inferences during the
read aloud and group discussion of The Sweetest Fig.





Reading Lesson Plan: Inferencing
Common Core State Standard: Reading Standards for Literature K-5, Key Ideas and
Details
Grade: 4 #3 Describe a character in depth a character, setting, or event in a story or
drama, drawing on specific details n the text.
Objective: At the end of the lesson, students will be able to describe the type of
character Monsieur Bibot is by making inferences on the information author Chris Van
Allburg gives about Bibot without clearly stating.
Materials: The Sweetest Fig by Chris Van Allsburg, pictures that go with examples,
chart paper, and markers
Procedure:
1. Lesson Introduction/Objective and purpose:
a. We read The Sweetest Fig and today boys and girls we are going
to talk more about the book. As you know from when I read you
The Sweetest Fig, author Chris Van Allsburg likes to tell us
something about a character without actually stating it directly in
the story. In other words as readers we have to read between the
lines and we have to do this by making inferences. As readers we
have to make inferences by drawing a conclusion or opinion based
on the information the author is giving us about a character.
Skillful readers always reflect on what the author is trying to say.
Today I am going to teach you a strategy for inferencing and you
will use this strategy on your own today.

2. Teach and model (Modeling the thinking):
a. I like to figure out the meaning of text or make inferences by
looking at the pictures in the book and by using my own personal
experiences. Lets look at this example together and I will show
you how I will figure out the meaning of this paragraph. The
following paragraph is written on chart paper for the students to
see. I also hold a picture that goes with the paragraph and show it
to the students.

Im sitting on the edge of my living room couch
watching the World Series. The Boston Red Sox are
versing the New York Yankees. The batter has a 3-2
count with 2 outs. The bases are loaded and its bottom
of the ninth inning. Derek Jeter is up at bat. Heres the
pitch! I clench my hands to make a fist.
The author is telling us about what the character is feeling,
however the characters feeling is not directly stated. I can figure
out how the character is feeling by first looking at the picture and
or putting myself in the characters shoes by comparing the
characters experience to my own. First I say to myself, It looks
like this girl is a big Yankees fan because in the picture she is
wearing a Yankees jersey and a Yankees hat. Now that I have
gained some information from the picture that was not given in the
text I am going to put myself in the characters shoes. I am now
going to ask myself, If I were a big Yankees fan watching the
World Series, how would I feel? I would probably be really
excited that my favorite team made it to the World Series and I
would also be really nervous because its a close game and I want
the Yankees to win. I also noticed that instead of the author stating
that the character is nervous and excited the author says that the
character is sitting on the edge of the couch and clenches her hands
into a fist. I think to myself, When someone is nervous they
typically clench their hands into a fist. I predict that the character
feels the same way in the story as I would feel. I gained this
information by looking at the clues in the picture and by putting
myself in the characters shoes. Using this strategy allowed me to
make a prediction about what the character is feeling and how the
author wanted me to know about the character.
3. Guided Practice (Example 1: Extensive Teacher Help):
a. Heres an example. The following paragraph is written on chart
paper for the students to see. I also hold a picture that goes with
the paragraph and show it to the students.

Tom walked into my house through the front door. The lights
were off and it seemed like no one was home. He heard
footsteps coming from upstairs. He stood still and just listened.

Ok lets look at this example together closely. The author is
implying what Tom is feeling. How can we figure out what this
author wants us to think about Tom? Are there any clues? Yes
there are clues. First lets look at the picture. In the picture Tom
has a worried look on his face. Now that we have some sort of
idea about what is feeling lets put ourselves in Toms shoes.
Have you ever walked into your house when no one was home and
heard a strange noise? Do you know someone who has ever
encountered this experience? Yes I have walked into my house
when no one is home and heard a strange noise from upstairs. My
best friend had also encountered the same experience. Both my
best friend and I were very frightened at first and stood still to
listen closely to the noise again to try to distinguish what the noise
could be. Since Tom looks very worried in the picture and since I
was very frightened from my own experience, I think the author
probably wants us to think Tom is very worried and afraid of what
the noise could be.

(Example 2: Less Teacher Help)
Heres another example. Lets look at this example but I wont
give you as much help this time. I am going to ask you questions to guide
your thinking. I will remind you of the strategies. First, look to see if the
picture gives you any clues. Then, relate the characters experience to an
experience of your own. Notice boys and girls that this example does not
have a picture so you have to use the second step of the inferencing
strategy, which is using your own experiences. After, use the clues to
predict where the author is going. The following paragraph is written on
chart paper for the students to see. This example does not contain a
picture so students should relate to their own experience to draw
inferences for this example.
Jen walked a bit hesitantly towards the Italian restaurant. She did
not believe the excuse her parents gave her for having to meet her at
the restaurant instead of at their house. To make matters worse, she
was a bit grumpy because she was still catching up on the sleep that
she lost during exam time. She noticed some cars that looked familiar
in the parking lot.

In this example the author does not state why Jen is meeting her parents
at the restaurant. How will we figure out what the author is implying?
Are there any clues? Were you ever in a similar situation? If so, can you
predict what will happen? Turn and talk with your partner. I will give
you two minutes to share your inferences with a partner and then I will ask
you to share your thinking and inferences with the class.

4. Independent Practice (Example 3: No teacher Help):
a. Now lets look at an example from The Sweetest Fig. This part of
the story is right after Monsieur Bibot pulled the old womans
tooth out. The following excerpt is written on chart paper for the
students to see. I also display the page in the book of this part so
that students can see the picture that goes with this part.

The old woman was very grateful. I cant pay you in money,
but I have something much better. She took two figs from her
pocket and handed them to Bibot.

Figs!? he said angrily.

These figs are very special, the woman whispered. They
can make your dreams come true. She winker at him and put
her finger on her lips.

It was clear to Bibot that the woman was crazy. He set the figs
down and took her by the arm. When she reminded him about
the pills, he said, Im sorry, only for paying customers, and
shoved her out the door.

Chris Van Allsburg does not directly say what kind of person
Monsieur Bibot is; however, he gives us hints in the story as to
what kind of person he is. Use the picture and your own
experience to help make inferences about the kind of person
Monsieur Bibot is. I will give you a few minutes to infer. Be
prepared to explain to me the strategy you used and your thinking
that brought you to draw the inference. After about five minutes,
call on students to share the inferences they made about Monsieur
Bibot.

5. Assessment (How will you know the lesson has been successful?
a. At the end of the lesson, students will be able to demonstrate
inferring and describe their reasoning about the kind of person
Monsieur Bibot is by using the inferring strategy that was taught.
















Writing Lesson Plan
Common Core State Standards: Writing Standards for Literature K-5, Text Types and
Purposes
Grade: 4 #2 Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
Objective: Students will learn the elements of a fable and will write their own short
story fable.
Materials: The Sweetest Fig by Chris Van Allsburg, white board, student notebooks and
pencils.
Lesson Sequence:
1. Lesson Introduction/Objective and purpose:
a. Ok boys and girls, after reading The Sweetest Fig we learned that
Monsieur Bibot learned that he is a selfish man since he only cared
about receiving money from the woman and because he is mean to
Marcel. The figs punish Bibot and he turned into a dog because of
his lack of compassion to Marcel and the old woman. The figs
taught Bibot to be nice to others. Hopefully when Bibot is a dog
he will see how badly he treats others and will learn to be more
kind. Today writers I want you to write a short story that teaches a
lesson.

2. Teach and Model (Modeling the thinking):
a. A story that teaches a lesson or moral is called a fable. Today I
am going to teach you the elements that are required in this kind of
short story. First before I start writing I want to determine what
kind of lesson I want my main character to learn. For example, the
lesson could be friendship. Second, I want to brainstorm the plot
of the story and the characters I want to include in the story. Third,
I want to begin writing the intro to the story. Next I want to think
about what will be an important figure in the lesson being learned.
For example, the figs were a key figure in The Sweetest Fig.
Finally, I want to determine how will the lesson be taught to the
character. Teacher will write steps out on the board.

3. Guided Practice (Example 1: Extensive Teacher Help)
a. First I want to focus on what lesson I want to be taught. Teacher
will brainstorm ideas on the board with students. Students will
copy the ideas into their notebook. After a good number of ideas
are on the board, the class will stop brainstorming together. Ok
boys and girls now I want you to decide to yourself what lesson
you want to pick for your story. I want you to go back to your seats
and begin to come up with a plot and characters for your story. I
will walk around to see how you are doing. Students leave the
rug and go back to their seats.

(Example 2: Less Teacher Help)
Students will begin to brainstorm the plot of their story with
characters in their notebooks. I will conference with students and
they will describe to me what plat they are thinking of doing and I
once I approve they will begin to write the intro to their story.

4. Independent Practice (Example 3: No Teacher Help)
a. Boys and girls after hearing all of your great ideas for the plots of
your stories I want you to start thinking about the problem that the
main character faces and how the lesson will be taught to the main
character. Some things to think about when writing how the lesson
will be taught is to decide if you want the character to learn a
lesson by an object like Bibot did with the figs or if you want to
character to learn the lesson by self reflection. I think everyone is
off to a great start! I look forward to reading the first drafts of
your stories. We will edit these stories all week in writing
workshop until the stories are finished.
5. Assessment
a. Students will be able to write a short story that teaches the main
character a lesson.