Alexandra Jenkins

LESSON PLAN OUTLINE

JMU Elementary Education Program

I. TITLE OF LESSON Read Aloud on The Family Book by: Todd Parr

II. CONTEXT OF LESSON

Read-alouds are a crucial incorporation into a childs early years. Read aloud helps
children to build important foundation skills and can introduce new vocabulary. Reading
aloud can also model to children what reading is all about and key aspects to pay
attention to when reading and how expressive reading works. The earlier stages of the
five stages of reading development are centered around reading aloud to children while
allowing them to become aware to pictures and images. Read-alouds are a crucial
foundation to the five stages of reading development in which a child experiences.

III. LEARNING OBJECTIVES

Understand: Students will understand that all students come from different families, some
are alike and some are different.

Know: Students will learn about different types of families and be able to compare their
own family to families in the book.

Do: They will know the characteristics of various different family types and be able to
see that everyone comes from a different home life.

IV. COLLECTION OF ASSESSMENT DATA

Children will draw a picture of their family and share their picture with a friend. This
assessment allows for students to reflect on their own family as well as providing them
the opportunity to share and learn about another classmates family.

I will take pictures of various students work and include it in my reflection.

I will also incorporate some exact quotes of children as they share with a partner about
their families.

V. FOUNDATION BLOCKS (Preschool)

1. Oral Language

1. a) Listen with increasing attention to spoken language, conversations,

and texts read aloud.

2. b) Correctly identify characters, objects, and actions in a text with or

without pictures and begin to comment about each.

3. c) Make predictions about what might happen in a story.

 4. d) Use complete sentences to ask and answer questions about
experiences or about what has been read.

5. e) Use appropriate and expanding language for a variety of purposes,

e.g., ask questions, express needs, get information.

6. f) Engage in turn taking exchanges and rules

of polite conversation with adults and peers, understanding that
conversation is interactive.

7. g) Listen attentively to stories in a whole class setting.

8. h) Follow simple one- and two-step oral directions.

2. Print and Book Awareness

1. a) Identify the front and back covers of a book.

2. b) Identify the location of the title and title page of a book.

3. c) Identify where reading begins on a page (first word).

4. d) Follow text with a finger, pointing to each word as it is read from left
to right and top to bottom with assistance.

5. e) Distinguish print from pictures.

6. f) Turn pages one at a time from the front to the back of a book.

VI. MATERIALS NEEDED

The Family Book by: Todd Parr
Picture that I drew of my family
For activity: white paper, crayons & markers, a designated art table

VII. PROCEDURE

A. PREPARATION OF THE LEARNING ENVIRONMENT

I will have a space set up in the reading center where I will be sitting and carpet space
around me where children may gather to listen to the story. I will make sure that all
distractions such as stuffed animals or other books are not visible in order to help engage
students in the story.

I will have a designated table set up with coloring supplies and paper where students will
sit after listening to the story to draw a picture of their own family. I will make sure that
chairs are close to one another allowing for an easy transition into sharing with a partner
about their family.
B. INTRODUCTION AND ORGANIZATION
Start off circle time with asking children to sit in a comfortable spot where they are still
able to see the book.
Begin discussion: I will begin with asking these specific questions:
Does anyone know where to find the title of the book?
Can anyone describe to me what they see in the picture on the cover?
Can anyone predict what this book may be about?

Page 1: Have students spread their arms out for big families and have them bring their
hands together for small families this will keep them active as well as giving them
hand gestures in order to remember different characteristics.

Page 3: Have them wrap their arms around their OWN body to hug themselves following
hugging each other

Page 4: near bring hands to chest, far push hands away from chest

Page 8: have children hold up fingers for the numbers on this page (1 mom and 1 dad or 2
dads and 2 moms or just 1 parent)

Page 11: put finger over mouth for quiet

Page 14: have students flex their muscles for a representation of strong

At the end of the book: I will bring up key words that we made gestures or moves for and
see if children remember what to do. This will allow me to check their comprehension.
Now that we have learned about different families, I will have students go to the table and
draw a picture of their own family and share with a partner.

C. IMPLEMENTATION

We will move to the table set up and draw a picture or any representation of our
own family. I am going to explain what they are going to draw and make a
connection on how it relates back to the book we just read.

I will explain to them how every family is different which is why their picture may
look different then their friends picture or my picture. Tell them things that may be
included in a family like a mom, dad, brother, sister, dog, aunts, uncles, cousins, etc.

I will show them a picture of my family that I have drawn prior to class and explain
a little bit about my drawing.
 I will then encourage them to take 10 minutes to draw a picture of their family and
maybe draw things they like to do with their family allowing for more creativity
and diversity within their individual pictures.

D. CLOSURE

After you are done drawing your picture: turn to the person sitting next to you and
take turns telling them about your family and the picture you drew.

Ask them identify if their partner has anything in common with them.
-Do they both have a dog?
-Do they both have a brother?

E. CLEAN-UP

I will need to make sure that all lids are put on used markers and all coloring
utensils are put back where they belong. I will need to make sure the children put
their finished picture in their cubbies to take home at the end of the day and that the
table is wiped down of any mess that was made.

VIII. DIFFERENTIATION
For differentiation, I will have students make various hand or body movements
based on different words throughout the book. This will allow for more active students to
stay engaged and for more visual students to have a visual representation of what that
new word may mean. This will accommodate for various learning styles as well as
encourage students to stay engaged throughout the reading. By saying key words at the
end of the story and allowing for students to show me the action we did, it allows for me
to check on their comprehension and understanding of what we read. By looking at the
pictures they drew after the book it will allow me to recognize various levels of creativity
as well as artistic ability at their age.

IX. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU
DO ABOUT IT?
Opening of the Lesson:
Some students may have a lot of energy built up and may not want to come and sit down
and listen to a book. I can encourage these students to want to listen by being super
enthusiastic about what I am sharing with them in order to grasp their attention. I may
also give them certain things to look for as I am reading the book and have them put their
hand on their head when we come across that part in the book.

Lesson:
While asking questions and directing attention to various parts of each page, I should
prepare for many student to speak out about how they may have a brother too or how that
may be something they dont have in their family. I need to have an idea of how to bring
their attention back to the story by pausing until the side talk is over and then picking up
where I left off. I may also give them a cue by putting my finger on my lip when
someone is having a side conversation so I am not directly calling out a student during
my read- aloud.

Closing of the Lesson:

Students may have a variety of drawing abilities. Some students may say that a line they
drew is their dad even though it is not a clear figure of a person. I may ask students to
explain their drawings to me and underneath I can label what each aspect of the drawing
for my photo. This can help me to understand the various levels of development as well
as effort children put into their drawing.

Behavior:
Throughout the lesson, I need to be aware of behaviors or distractions that may occur
during the reading time. Pre-schoolers can have a tough time staying engaged, even for
short stories. I can ask students to look with their eyes to promote staying quiet and to
keep their hands in their lap when we are not doing a body movement to prevent them
from playing with other things or bothering other students.

I may also want to make sure all students have a personal bubble so they are able to do
certain hand movements throughout the story without bumping into each other which
may cause small injury or conflict.

During the drawing portion of the lesson I need to be aware of children wanting to use
the same color. I may want to leave out more than one of each color giving students to
ability to use the same color at the same time to prevent any arguing.

X. REFLECTION
Overall, I think that my read a loud and activity went as planned. In the
beginning, it was hard to grasp the attention of the children to come out and read the
book. The children get to choose which center they wanted to go to and only one student
chose to come outside with me. After students saw me reading the story to her, they
began to come over and wanting me to re-read the book to them. The students were
interested in the hand motions we were doing along with the words on the page. I think
that the hand motions helped to keep the children engaged in the book, if it wasnt for the
hand motions, I dont know if I would have been able to keep the attention of the students
for the whole book. At the end of the story, students jumped right into having
conversations about their families. I then began to introduce the activity to the children. I
told them they could use any coloring materials to create a picture that they would share
with the rest of us. While drawing their pictures, students were speaking out loud stating,
now Im going to draw my little brother, I drew my dad with girl hair, haha my little
brother is bigger than me. By the students comments, I knew that they were immersed
in high levels of engagement throughout this activity and were excited to continue to
create their pictures. When it came time to share, many students liked to have the
attention of others, while talking about themselves and their family. I facilitated
conversation by asking students to identify things they had in common with the presenter
and things that were different. One student stated, we both have a twin, but my twin
looks just like me and her twin looks different than her. Here, the student was
identifying that even though they both had twins there was still a difference between
them, one set of twins was fraternal and one was identical. I think a challenge that I faced
was the variance in childrens fine motor skills and the ability to create identifiable
pictures. Some students pictures were just straight lines or a bunch of over lapping lines,
but what make it interesting was that the students were able to identify, this is my mom,
this is me even though they didnt actually look like people. The other classmates didnt
question others drawings or state that it didnt look like a person, they just let the student
share and respected their final product, which I thought was very interesting. In the
beginning, I thought my lesson was only going to be taught to one student, but by the end
of centers I had final pictures from 11 different students.