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Three

Billy Goats Fluff

Date Taught: 29 March 2017


Subject/Grade/Lesson Length: Reading/ Writing, Kindergarten, 30 Minutes

KCCS Standard(s) RL.K.10 Actively engage in group reading activities with


purpose and understanding.
RF.K.1 Demonstrate understanding of the organization and
basic features of print. (a, b, c, d)
W.K.1 Use a combination of drawing, dictating, and writing
to compose opinion pieces in which they tell a reader the
topic or the name of the book they are writing about and
state an opinion or preference about the topic or book (e.g.,
My favorite book is . . .).
SL.K.1a Follow agreed-upon rules for discussions (e.g.,
listening to others and taking turns speaking about the topics
and texts under discussion).

Lesson Goal Students will state their opinion and explain why.

Lesson Objective (Blooms Level) Students will their favorite part of the story and explain why
they liked it.

Essential Question(s) What was this story about?


What was your favorite part and why?

New & Familiar Vocabulary Leaped, trembled, quaking

Assessment and Criteria (What evidence 5 Point Rubric on writing/ drawing


will you use to see how fully students 1 Point = Name
met your objective?) 1 Point = Picture
3 Points = Statement
1 Point - Stated their favorite part
1 Point - Explained why it was their favorite
1 Point - Used grade-appropriate
punctuation and handwriting abilities
(legibility, phonics, etc.).

Setting/Materials/Technology Three Billy Goats Fluff Book (Hard Copy)


Three Billy Goats Fluff Book (Google Drive)
Backup Youtube Videos
(https://www.youtube.com/watch?v=-h0H_gKLeF4,
https://www.youtube.com/watch?v=JCix0jVos9A) of story
being told.
Worksheet

Resources (books, articles, video links, N/A


etc.)

Evidence of Cross Curricular Science (Understanding different types of animals)


Connections Math (Counting)
Adaptations: What could you adapt or Attentiveness Issues: Teachers will provide extra support to
modify to help students with learning these students to be redirected individually so that they
disabilities, students with learning wont distract their peers. Teachers will be mindful of the
exceptionalities, &/or ELL students with amount of time students are sitting still and allow for
this lesson? (Ex: guided notes, movement opportunities. Teachers will implement pre-
extended time, fewer questions, fewer established behavior modification systems (i.e., chairs, STAR
distractors, alternate setting, etc.) Refer charts, etc.).
to Entry 2 for this section. Learning Disabilities: Teachers will provide extra 1:1 support
while analyzing the story and when writing about their
opinion(s).
Exceptional Learners: Students will be given opportunities to
teach their peers for reinforcement of knowledge. Students
will be given opportunities to talk about their least favorite
part on the back of their paper when they finish with the
assignment.
English Language Learners: Teachers will provide extra
supports to develop the target language (images,
descriptions, etc.). Teachers will also provide supports in L1 to
create connections between the two languages (i.e., Billy
Goat [ENG] Cabra Macho [ESP] Chvre [FREN], etc.).

Modalities: What modalities did you Visual: Students can see the storybook, pictures, and
utilize in this lesson? How? worksheets. They create their own visual model of their
favorite scene.
Auditory: Students will hear the story and listen to
instructions. Students can talk to teachers in order to explain
their ideas and reasoning so that it can be put into words on
paper.
Kinesthetic: Students will create their own visual model of
their favorite scene.
Tactile: Students will create their own visual model of their
favorite scene.

Strategies: What instructional strategies Read Aloud


did you utilize in this lesson? (Ex: Groupthink
graphic organizer, cooperative learning, Graphic Organizers
discussion, technology integration, etc.) Visual Representations
Table Work (Opinion Statements)

Est. Lesson Procedures/Activities


Time Write out detailed lesson procedures. Be sure to include 4-5 important questions
30 you will ask during the lesson and the expected student responses. Your plan
Mins. should be detailed enough for another teacher to teach it without having to ask
you any questions. (Bullets are permissible)

Beginning 10 Read Aloud Teachers: Mary Grace & Tyler (Seth will sit with the students on the
(Engage) carpet for crowd control)

Read Aloud Teachers greet students:


Good morning learners!
Hello Friends!
Hello Kindergarteners!
Welcome back from Spring Break!
Etc.

One teacher introduces the book to the students:


Today were going to read a book! This book is titled The Three Billy
Goats Fluff! Hmm, this sounds like another famous story What story do
you think that might be? (Three Billy Goats Gruff) (Activating prior
knowledge)
Ask: What is a Billy Goat? (Allow for answers) Those are all great
guesses! Farmers use this name to refer to boy goats and they call girl
goats nanny goats.
Now, this book was written by Rachael Mortimer and illustrated by Liz
Pichon. What is the difference between authors and illustrators (one
writes the words the other draws the pictures).

The other teacher:


This book is one of my favorite books and while we read it to you I want
you to listen for your favorite part and think about why it is your favorite
part. After we finish reading were going to write about our favorite part!

One teacher will read the book and the other one will interject with talking points
(which are suggestions) for the students. Make sure to allow them time to see the
illustrations.
Pages 1 & 2 - Read aloud
o Talking point: Why do you think the author wrote the words
trip-trap in BIG, BOLD words?
Pages 3 & 4 - Read Aloud
Pages 5 & 6 - Read Aloud
o Talking point: What do you think lush means? (healthy, green
grass)
o Talking point: What about the word fleeces? What are those?
(Goat fur)
Pages 7 & 8 - Read Aloud
o Talking point: Wow, eaten! Thats a pretty big punishment for
trip-trapping. Why do you think Mr. Troll did this? How is he
feeling? (Hes angry!)
o Talking point: How does little/ middle/ big Billy Goat Fluff look?
Pages 9 & 10 Read Aloud
o Talking point: Friends, look at the words that Mr. Troll says!
What do you notice about them? How does the author want us to
read them?
Pages 11 & 12 Read Aloud
o Talking point (P. 11) Do you ever wake your family up late at
night or early in the morning?
o Talking point (P. 12) What do you think Mother Goats idea
was? Well, lets see!
Pages 13 & 14 Read Aloud
o Talking point: What do you think the word trembled means?
Pages 15 & 16 Read Aloud
o Talking point: Who else likes bright yellow?!
Pages 17 & 18 Read Aloud
o Talking point: What do you think will happen when Big Billy Goat
Fluff crosses the bridge?
Pages 19 & 20 Read Aloud
Pages 21 & 22 Read Aloud
Pages 23 & 24 Read Aloud
Pages 25 & 26 Read Aloud
o Talking point: Wow, the author tells us that they became
friends! Do you think Mr. Troll could have imagined them being
friends? (Thumbs up or thumbs down to show (dis)agreement)
Page 27 Read Aloud The end!

Middle 5 Text to Self-Connection Teacher: Seth (from carpet - Mary Grace & Tyler can write
(Explain/ on the board)
Explore)
Mary Grace or Tyler: Mr. Dills, are you okay?
Seth: *Acting like hes crying* Yes, that was just so good. I just think its so cool
that they became friends at the end!

To students: Kindergarteners, lets try to recreate this awesome story together.


Who are our characters?
What was the problem?
What did they do to solve it?

Give me a thumbs up if you remember what helped him go to bed at night


Was it juice, a book, earmuffs, and oh no, what was the last part?
(blanket!). Great! Lets do a Text to Self-Connection. What helps you sleep
at night? Lets write them down on the board!
o Mary Grace & Tyler write responses on board

Thats great! What were going to do to finish this before recess is write and draw
out our favorite part and explain WHY.

*Read aloud teachers write on the board*


When we write about our favorite part, its best to write My favorite part
was __________ because __________.

What were some of your favorite parts? Lets see who can raise a quiet hand to
give us some starting ideas
Mr. Dills calls on students while Mary Grace & Tyler write 3-4 examples on
the board.

It looks like were almost ready to start writing! Remember: If you have a part you
REALLY liked that we didnt write down you can still write about it. Were going to
have you go to your tables in a minute, then well give you a piece of paper. Make
sure that (1) you write your name on it, (2) you draw a picture representing your
favorite part, and (3) write a sentence about your favorite part. Dont be afraid to
ask a teacher for help! Remember
1. Name
2. Picture
3. Sentence

And just like always, make sure that you do your best and ask for help if you need
it!

End 15 Plan A: Work on assessment piece with teacher assistance (All).


(Extend/ Plan B: Advanced learners can talk about their least favorite part on the back of the
Evaluate) paper.
Plan C: Students can use scratch paper to practice letters and numbers.

Teachers will grade assessment by collecting papers after class.

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