LESSON PLAN OUTLINE

Early Childhood & Elementary Education Programs

Name(s):

Samantha Dunne

Initial Plan

Revised Plan

Date & time activity is to be presented: October 13, 2015

Date initial written plan is submitted to the practicum teacher and supervisor:
(MUST be at least two weeks before the activity is to be conducted)
To be completed by the practicum teacher:
I have reviewed this initial plan and approve it as written.
I have reviewed this initial plan and approve it with the recommendations noted. I expect to have a revised
plan that reflects these recommendations on the day the activity is presented.
I have reviewed this initial plan and recommend modifications as noted. I expect to have a revised plan that
reflects these recommendations one week before the activity is presented.
I received this revised plan a week in advance.
___________________________________
Signature of Teacher /Practicum Supervisor

________________
Date Received

TITLE OF ACTIVITY

The Family Book Read Aloud

CONTEXT OF ACTIVITY
Read-alouds help children to expand their vocabularies, comprehension and discussion skills; as well as help preliterate and
emergent readers understand how to read. I have done several read alouds at my job and I know how excited children get
when there is a quaility book being read to them. The curriculum in my school is discussing families and I feel that The
Family Book by Todd Parr would be interesting to my Pre-Kindergarten class because it hits on the lessons they are
learning. It is also an important book to read because it will allow them to look and discuss different family strucutres.
CONCEPTS/SKILLS

OBJECTIVES

PLAN FOR ASSESSMENT

What do you want students to

learn as a result of this activity?
OR
What skill do you want
students to demonstrate?

How will students demonstrate

understanding of the concept?
OR
How will students demonstrate
success with the stated skill?

How will you assess student learning of the concept?

OR
How will you assess student demonstration of the skill?

1: Learn about different

family structures.
2: Evaluate and illustrate
their personal family
structures.
3: Will discuss and
question different family
strucutres.

The students will listen to the

story that is about different
family structures.
The students will draw
pictures of their families.

I will ask the children before and after the story about
different family strucures. That way I will assess the previous
knowledge and post knowledge.
I will have the pictures that the children draw of their families
and will be able to take photos of them as proof.

The students will share their

family drawings to eachother
and will gain new
perspectives on their families.

I will record key conversations by the children during their

sharing time and during the time for conversation.

(Attach a copy of the data collection

instrument to this document.)
RELATED VIRGINIA STANDARDS
Foundation Blocks:
Literacy Foundation Block 1: Oral Language
-The child will develop listening and speaking skills by communicating experiences and ideas orally
A) Listen with increasing attention to spokenn language, conversations, and texts read aloud.
B) Engage in turn taking exchanges and rules of polite conversation with adults and peers,
understanding that conversation is interactive.
C) Listen attentively to stories in a while class setting
Literacy Foundation Block 5: Print and Book Awareness
- The child will demonstrate knowledge of print concepts and understand the connection between the
connection between the spoken and written word.
A) Identify the front and back covers of a book.
B) Identify the location of the tiitle and title page of a book.
C) Identify where reading begins on a page (first word).
History and Social Sciences Block 1: History/ Similarities and Differences
- The child will identify ways in which people are alike and different.
A) Recognize ways in which people are alike and different.
B) Make the connection that he/she is both a member of a family and a member of a classroom
community.
Visual Arts Foundation Block 4: Aesthetics
- The child will examine and express different vies and experiences through the visual arts.
A) Create specific works of art based on a common theme, concept, or emotion

MATERIALS NEEDED
The Family Book By: Todd Parr
White paper
Crayons
Markers
Data Collection Sheet for the activity
Bean bag with the letter "F" to hold when it is their turn to speak
Star Stickers to give out at the end for excellent behavior

PROCEDURE
Preparation of the learning environment (take a picture to include with your reflection).
I will have the read aloud during small group time, so I will have 4 to 6 students for three rotations, I will have the supplies
in a pile near me to make sure that there is no distraction during the story. I will have my data collection sheet near me
during the pre-conversation about families before the reading.

Plan for taking turns during the activity

The children will take turns talking about what they know about families by holding onto the bean bag so they know it is
their turn. They will listen by sitting in their chairs during the book reading and staying seated while they draw pictures of
their families.
Introduction of the activity to children (and families, if possible)

I will first ask "What does your family look like?" The children will each have a minute or so to share about their families.
I will then talk about the front and back of the book and discuss the title of "The Family Book", I will talk to the children
about making a certain hand motion when they see a family that looks or sounds similar to their own. I will tell the children
that after the story we will be taking time to draw what our family looks like and sharing our questions about the different
familes that we see in the story.

Implementation of the activity (specific procedure for teacher and students)

After the introduction I will ask "Is it still a family if there is only one parent? If you are raised by grandparents? If you
have a step-parent or step-sibilings?" This will show me what the children know about different family structures and their
ability to critically think about what family looks like.
Next we will read the story and I will see when the children do the hand motion for their family structure.
Next I will hand out pieces of paper and drawing materials for the children to draw a family portrait. While the children are
drawing we will talk about the different families we saw in the book.
The children will share about their families while they draw and the children will be accepting or ask questions to one
another about each others families.

Closure and cleanup

The children will put the crayons and markers back inside their boxes and leave their pictures on the table with
me to document and give back at the end of the day. After I see the three groups of children I will make sure that
all supplies go back to their places in the classroom and push all chairs in.
PLANS FOR DIFFERENTIATION
For some students I will make sure that they have a figit in their hands or the ability to sit on a cushion that helps them to
focus. I will make sure that I am using some phrases throughout the book in Spanish to help with the English Language
Learners in the class. For the children who have a harder time sharing I will make sure they are asked more direct
questions during the opening and closing conversations about families. I am prepared to scaffold their knowledge during
the pre and post conversations about family structure.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
I could lose their interest during the story, I will bring their attention back by asking questions about color, shape, and the
illustration looking like a family. I should be aware of misbehavior during the read alound and am prepared to ask the
children to "show me a bubble" or highlight a child's behavior by saying "I like how ______________ is sitting so
quietly". I also will bring star stickers to give out at the end for excellent behavior.
SUPPLEMENTAL PLANS FOR PARTNER TEAMS

A copy of the data collection instrument for this activity is attached.

This plan must be submitted to the practicum teacher AND your supervisor
TWO WEEKS prior to the activity date.