USF Elementary Education Lesson Plan Template: Read Aloud
Name: ___Angelica Garcia____________
Standard - What standard is this
lesson working to develop?
Purpose/Objective - What skill(s) are
you developing in this lesson? What
do you want students to practice, or
be able to do?
Book Selection & Rationale – What
book have you selected for this read
aloud? Why have you selected this
book (how does it support your
objective/purpose)? Will you be
reading the whole book (why/why
not)?
Evaluation Plan/After Reading
Activity
Describe the after-
reading/assessment activity
students will complete and how it
shows if they have mastered your
objective.
*Include a copy of any materials
(e.g. handouts, organizers, etc.)
that you are giving to students.
Grade Level Being Taught: __2nd__ Date of Lesson: __04/12/18_________
LAFS.K12.R.1.2- Determine central ideas or themes of a text and analyze their development; summarize the
key supporting details and ideas.
 Objective- Students will be able to identify and focus on different characters development
throughout the story.
 Purpose- To plan and implement a read- aloud that leads a community building activity.
 Book- One by Kathryn Otoshi
- I had chosen this book for my read- aloud because it has an abstract way that communicates
multiple character developments throughout social encounters that are common in everyday
classrooms and how to overcome them as a community.
 I will be reading the whole book for the students to be able to identify and later discuss how the
characters had overcame the conflict in the story.
 Students will receive an “Everyone Can Count” worksheet.
-
The purpose of the worksheet is for students to reflect and answer the following statements;
1. I know I count because…
2. I can help others count by…
3. We can include others by…
4. We can take a stand by…
 Students will work with their “fishy- faced friends”, in partner work, to fill out their papers.
- When partners are finished with their worksheet, the class with gather on the carpet to
participate in filling out a collaborative “Everyone Can Count” poster.
 Students will show they mastered the objective when they are actively participating in the class
discussion, exemplifying their understanding of the characters development to take a stand for
themselves and others throughout the story adding their own reflections they created on their
worksheets.
*****Hand- out included*****
 [Type text] [Type text] [Type text]

Step-by-Step Plan  Begin by calling the students to the carpet.

Teacher: “Holy Moly”
1. Describe how you will preview the Students: “Guacamole”
book and set-up the read aloud. Teacher: “I need everyone to tip-toe over to the carpet and huddle up for story time”

 Introduce the
objective/purpose of the lesson
(the skill being developed)
2. Describe the teacher talk you will
engage in during the read aloud
(questions, modeling etc) Make sure
they are related to your
objective/purpose.
 How will you lead students
into the assessment (i.e. after
reading activity)?
 Once students have reached the carpet in a group I will begin previewing the book.
Teacher: “Today I will be reading the book “One” by Kathryn Otoshi”
Teacher: “Has anyone read this book before?”
Students: *RESPOND IF THEY HAVE OR HAVEN’T*
- IF THEY HAVE I WILL ASK THE STUDENT(S) OF ANY BACKGROUND KNOWLEDGE OF THE BOOK.
- IF THEY HAVE NOT WE WILL BEGIN READING THE BOOK.
Teacher: “We will be reading this book today with the focus of thinking about feelings. Feelings that
may be yours, your friends, or even a strangers’. While I read, I would like you to think about the characters
feelings and keep them tucked in your brain to share later”

3. Describe how you will manage the *TEACHER READS THE WHOLE BOOK*
class during the read aloud:
 Finishing the read- aloud I will be asking reflecting questions to see where the students
 How will you review
understanding is of the development and main idea of the story.
expectations for read-alouds?
 How will you get students
Teacher- “What do we think the story is about?”
attention as needed to give
“How do we think the color blue felt?”
directions?
Relevant psychological
In my research and “What role do you think the color red played”
 EdPsych Modules
What positive textbook,
behaviors will I will put into account the age of my students after learning
course readings
about used “When
when spans. In younger children it is harder for them
attention the number ONE came
to manage into the story, what did he help the other colors do?”
their selective
you reinforce?
planning for attention,
this lesson
Howignoring additional stimuli. I put this in action by selecting the book on choosing a
will you redirect
Students- *respond in class discussion*
more abstract
students and less lengthy story. Therefore, hopefully eliminating more of the distractions in
as needed?
the huddle such as friends, shoe laces, and any other stimuli.
 After reviewing the book, I will introduce the worksheet and the worksheet statements, asking if
there are any questions with how to complete the worksheet.
 Students will then be released from the carpet to find a place in the room to work with their fishy-
face friends, as I will be actively floating assisting any students that need help.
 When partners are completed with their worksheets, I will use the attention getter to get all eyes
References: and ears on me to instruct the group to tip-toe and huddle in front of the poster with their papers.
Meeting your students’
Durwin, C. C.,needs as
Reese-Weber, M. (2018) EdPsych Modules. Thousand Oaks, CA: Sage
people and as learners.
 USF Elementary Education Lesson Plan Template: Read Aloud
Name: ___Angelica Garcia____________ Grade Level Being Taught: __2nd__ Date of Lesson: __04/12/18_________