Will You Be Mine?

Guided Reading Lesson Plan

Before Reading the Lesson:
1. Review parts of the guided reading lesson.
2. Locate and read the book, Will You Be Mine?. Note that there are two copies of the book:
the larger, colorful book is the teacher copy and the smaller, black and white booklets are
for the students. Be sure to copy and put together enough student books so each child can
have their own. Pigeon is very excited that Valentines Day is just around the corner. He
asks each of his animal friends if they want to be his valentine. Pigeon is sadden to learn
that none of his friends want to, but his friends give him a big surprise at the end of the
story that leave him feeling loved.
3. Give each student a copy of Will You Be Mine?, located at the end of the lesson. Have
them do a picture walk to predict what the story is about. (Ask ELLs to describe and/or
tell what they can; if students are just becoming fluent in English, pair them with an
English-speaking partner.) Note the Alaska standard (EED) focus for the lesson below.
Reading the Lesson
1. Makes notes about the questions you want to discuss.
After Reading the Lesson
1. Meet with a colleague to discuss the lesson.
2. Identify ways to change and/or improve or enhance the lesson.
3. Identify ways to modify the lesson for ELL learners or those who struggle with guided
listening.
4. Identify ways to modify the lesson for advanced students.
Lesson Format
Approximate grade level: First to second grade
Common Core Standards for Alaska, Kenai Peninsula Borough School District (KPBSD):
Reading Standards for Literature K-5
KPBSD 1.1.1

Student will read regularly spelled two-syllable words using decoding sounds
including diphthongs.

KPBSD 1.2.1

Student will answer questions about information explicitly stated in the text.

Student will identify real-life connections between words and their use.
Student will describe how words and phrases e.g., regular beats, alliterations,

KPBSD

rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Support for English Language Learners (ELL): Since the reading lesson is done as a large
group and has repeated rhythm lines, all ELLs can participate. If students are just becoming
fluent in English, pair them with an English speaking partner. Lesson notes indicate activities
that might be needed to support these learners.
Introduce the Text

Show students the cover of the book. Tell the students that this book is about Pigeon and

his quest to find a valentine for Valentines day. Ask them to describe what a quest is.
After instructing the students to do a quick picture walk, ask them to predict what the
book will be about. (Ask ELLs to describe what they can; if students are just becoming

fluent in English, pair them with an English-speaking partner.)

Ask students why they think Pigeon is looking forward to Valentines Day. What is their

favorite holiday? Why?

Modeling prediction. Tell students that you are going to show them how to think about
what is likely to be in the story by using the prediction strategy. For example:
o Teacher models: I see on the cover of the book a lot of hearts and Pigeon looks
very happy. I predict that he cant wait for the holiday to come, but I also saw
during my picture walk that Pigeon was crying. I predict that he is sad because no

one wanted to be his valentine.

Ask several students to make predictions. Record predictions for later use.
Tell students they are going to read the story aloud as a group, you will help them decode

the words and figure out what some of the words mean.
Remind students that after reading the story, you will help them answer the questions and
complete the concept map at the end.

State that as they read they should think about what Pigeon is feeling as he talks to his
friends. How would it make them feel if they were in that situation? Repeat to them that
they should keep their predictions in mind as they listen.

Read and Respond to the Text

As a group, read aloud the text in its entirety. Be sure to point out that the repetitive line

on each page are a pattern and can be said in a sing-song manner.

As you read, pause and check for understanding. Is there a word that needs to be clearly
defined so that the students can comprehend the text better? Are they using inference
when they come to a question mark or exclamation point? What two words make up the

contractions?
After reading, review all predictions. Discuss whether they were verified or not.
Summarize the story using the questions and concept map at the end of their booklets.
Encourage them to write their information on the lines provided and to fill in the hearts
on the concept map.

Extend the Text

Using the completed questions and concept map as a prompt, demonstrate how you

would retell the story in your own words based on the book they just read.
Tell students they are going to Think/Pair/Share to retell the story. (Ask ELLs to retell
what they can; if students are just becoming fluent in English, have them work with an

English-speaking partner.)
If a couple of students are finished ahead of the others, they can color their booklets
while they wait for the rest of the class to finish.