LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Lauren McDaniel
First Grade
Wilson Elementary School
I. TITLE OF LESSON Read Aloud on Spoon by: Amy Krouse Rosenthal
II. CONTEXT OF LESSON
I believe that read-alouds are important because it can help children to be able to further their knowledge
about something factual. It can also help children practice their comprehension skills. I think that it is
important that children are able to read a story and comprehend its meaning and message. I think that readalouds can help a child learn new vocabulary. It is very important to keep a childs vocabulary rich and
strong, and I believe that read-alouds are the perfect way to do that. I have noticed many times in my
practicum how much the students love read-alouds and the activities that follow. I chose the book that I did
because I believe that the students will be excited to listen to a story that is make believe, but that also
teaches a valuable lesson.
III. LEARNING OBJECTIVES
Understand: The students will be able to identify that the story is make believe. The students will also be
able to understand that everyone has special and useful talents to share. The students will be able to
understand what the authors purpose was in writing this book.
Know: Students will know that the character of the spoon in the book has special talents that are different
form the forks, knives, and chopsticks.
Do: Students will know the different feelings of all of the characters and how their own feelings and talents
relate to the story.
IV. COLLECTION OF ASSESSMENT DATA
Children will answer the question: What talents do you have that make you special? What is the authors
purpose?
They will write sentences describing their talents on a spoon cut out of their own, and they will draw pictures
to accompany their sentences. They will also fill out a sheet that discusses the authors purpose.
I will copy examples from a lower, average, and advanced reader.
I will discuss these examples in my reflection.
V. RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS
(Preschool)
Reading
1.9 The student will read and demonstrate comprehension of a variety of fictional texts.

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a) Preview the selection.

b) Set a purpose for reading.
c) Relate previous experiences to what is read.
d) Make predictions about content.
e) Ask and answer who, what, when, where, why, and how questions about what is read.
f) Identify characters, setting, and important events.
g) Retell stories and events, using beginning, middle, and end.
h) Identify the topic or main idea.

1.13 The student will write to communicate ideas for a variety of purposes.
1. a) Generate ideas
2. b) Focus on one topic
3. c) Revise by adding descriptive words when writing about people, places, things, and events.
4. d) Use complete sentences in final copies.
5. e) Begin each sentence with a capital letter and use ending punctuation in final copies.
6. f) Use correct spelling for commonly used sights words and phonetically regular words in final
copies.
7. g) Share writing with others.
VI. MATERIALS NEEDED
Spoon by: Amy Krouse Rosenthal
A vocabulary worksheet that will introduce the students to the new words.
For activity: large spoon cut outs, markers, and crayons
Prepared worksheet for the students to fill out the information about the authors purpose.
VII. PROCEDURE
A. PREPARATION OF THE LEARNING ENVIRONMENT
I will make sure that all of the materials that are needed for the activity are already passed out on their desks
before the read-aloud starts. This will help me to make sure that I dont lose valuable time for the actual
activity.
I will have the new vocabulary words each on a worksheet written out, to use when we come across that
word.
B. INTRODUCTION AND ORGANIZATION
Begin discussion: Ask: What do you think that this book is going to be about based on the cover?
After page with Spoons family: Ask the students what they think of Spoons family?
After page with the bowl of cereal: Ask the students what they think it means when someone is
feeling blue?

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After page of the knife: Ask the students why the spoon thinks that the knife is so cool? Ask them
what the word spiffy means?
After page with the fork: Ask the students why the spoon thinks that the fork is so cool?
After the page with the chopsticks: Ask the students what chopsticks are? Ask the students why the
spoon thinks the chopsticks are so cool?
After the page with cup of tea: Ask the students why the spoons mom tells him that he is so special?
After the page with spoon sleeping: Ask the students why the spoon is finally happy?
After the end of the book ask the student what they learned about the importance of knowing your
talents and how special you are?
C. IMPLEMENTATION
We will make a craft that reminds us about how each student is special in their own way and how their
talents are all special. We will then fill out an authors purpose worksheet to further cement our
knowledge. I will explain the activity and then we will begin.
First cut out your spoon.
Write a couple of sentences or words on their spoon that describe their talents and why they are special
to them. Draw pictures to represent the sentences or the words that are already on the spoon.
Fill out the authors purpose worksheet by filling out the title and author of the book. Fill out what the
purpose of the book is and an example of how they know that this is the authors purpose.
D. CLOSURE
The students will share their spoons and their authors purposes worksheets in order to cement what
they learned during the read-aloud.
E. CLEAN-UP
I will need to make sure that all of the trash is thrown away and the supplies are put away. I will then
make sure that the students are ready to line up at the door to go back to their homeroom.
VIII. DIFFERENTIATION
For differentiation, I will be having the students who dont write sentences as well write just the
words on their spoon or a very basic sentence. I believe that this will help the lower students feel comfortable
with the activity, and I believe that they will feel like they can succeed. There are some students in my class
who have trouble focusing and listening to directions. For those students I will make sure that if they need
the directions repeated that they would get to hear them again. I will make sure I am constantly walking by
these students during the activity so that they know that I am there to help, but I also want them to know that
I will be disciplining them if I need to. For the students who are showing me that they can do their activity

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without having to be reminded of the classroom rules I will be giving them bee bucks, which is there school
wide behavior/reward system. I think that this will encourage the students who arent doing what they are
supposed to be doing to change their behaviors in order to earn a bee buck. I dont have any ELL students so
I wont have to worry about differentiating with that.
IX. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Opening of the Lesson:
Some students may not want to answer the question that I pose at the beginning. If this happens I will just
encourage the students who are quieter to talk even if the more outgoing students want to keep answering. If
there are students who are sitting next to each other and wont listen I will have those students move apart so
that they arent continuing to talk.
Lesson:
I should be prepared that the students wont be able to answer the questions that I am asking. If this happens
I need to give them some examples of answers that I think could be correct in order to help facilitate the
discussion. If the students are trying to talk out of turn I will remind the students of the rules in the classroom
that they need to raise their hands and wait their turns. If the students dont remember what the vocabulary
words mean I will stop the lesson and remind them of what the vocabulary words mean.
Closing of the Lesson:
Students may have trouble cutting out the spoon. If that happens I will help guide their hands in order to cut
out the spoon. If the students are having trouble spelling the words I will help them sound out the words so
that they spell them and write them down. The students might have trouble filling out the authors purpose
worksheet by himself or herself. If I notice that the majority of the students are having trouble then we will
fill out the worksheet together.
Behavior:
Throughout my lesson I need to make sure that the students are listening and not being distracted easily. I
will make sure that I am moving the students to different spots if they are talking to their neighbors. I will
make sure that I am rewarding the students who are listening and following directions by saying that I like
how so and so is sitting and listening and giving them a bee buck.
X. REFLECTION

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