Danielle Dumoulin

EDC 360
Dr. Spinner
16 February 2023
Textual Lineage Lesson Plans & Reflection
For this project, I chose The Day You Begin Written by: Jacqueline Woodson, Illustrated
by: Rafael López. I read this book last semester in the course “Teaching the Struggling Reader”
and found it connected with students being able to explore their diversity in the classroom, and
how every persons individuality is important for us to be a close class.

Textual Lineage Lesson Plan 1

Grade level: 1st
Time Allocated: 45 minutes
Number of students: 22
Learning goals:
 Students will be able to understand and describe one or more aspect(s) of what makes
them unique.
 Students will be able to identify the key details and main point of the story.
 Students will be able to listen to the story being read to them with respectful behavior and
attentive listening skills.
Rationale:
 Reading stories for students is very important to their learning. While listening they are
working on information processing skills and hearing new vocabulary as the story
progresses. After the story, I will ask students questions regarding the book to check and
work on their comprehension. Beyond just the benefits of reading out loud to the
students, this story will help students work on social emotional skills. Students will be
able to notice that even though their peers may be similar to them, everyone is unique in
their own way. In the same way, students can note that everyone is different, and that
acceptance of their classmates/ others is important in life.
Standards:
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or
lesson.
Choice of Text:
I chose The Day You Begin by Jacqueline Woodson for first graders primarily because I think
this is a great lesson for students to learn. The book talks about individuality and acceptance of
others around them. Students can take the lesson of individuality and learn that they are special
in their own way and can’t get lost among their classmates. The level of reading is simple
language but has longer pages that can challenge students' comprehension of the story. The book
also pictures students of various skin colors, which is important for students to see in texts.
Grouping:
I will read this book out loud to the whole classroom of students. During class, they have
opportunities to read from textbooks, and individually, but do not always get to listen to stories
read to them. I want students to work on comprehension from listening to a story, rather than
reading it themselves. When reading them, students also must actively focus on the story, while
resisting distractions from their classmates. On top of listening to the story, I will have students
follow along on their Chromebook device or the screen at the front of the room. They will work
individually on the device to pay attention and answer comprehension questions as the story goes
on.
Materials:
 The Day You Begin Written by: Jacqueline Woodson, Illustrated by: Rafael López
 "All about me” printout sheet
 Google form with scanned book pages, comprehension questions, and graphic organizer
Teacher Preparation:
 Have the book read with questions prepared for during reading comprehension checks
 Have the printout sheets ready for students to use, with enough copies available
o Also have directions explicit for students so they understand what their task is
 Have Google form ready for students to fill out as we read and after read aloud
Instructional Plan:
 Student grouping:
o Before reading, students will work individually on their all about me sheet. If time
allows, students can share their work with the class, then I will read the book out
loud to the whole class. As I read there will be breaks for students to answer
comprehension questions on their device. They will also have the book scanned
on their device to follow along with the story.
 Introduction to Lesson:
o Students will each fill in the “All about me” paper given to them. I will ask them
to fill in each section with a description of themselves, while also drawing a
portrait of themselves on the front of the paper where there is space. They will
have 10-15 minutes to fill in their worksheet (if needed, they can continue to work
on this during down time).
 Introduction to book:
o Have students move from their desk to the reading/ group rug. Show students the
cover of the book and point out the ruler. Ask students “has anyone ever heard the
 phrase: measuring up to something? Or if someone said “I have to measure up to
what my parents did in school”?” After getting a few answers explain that it
means to be good enough, or as good as someone or something else. Mention to
students to keep that phrase in their mind and that there is a ruler hidden on most
of the pages to keep an eye out for.
o Also mention to students that the characters will switch often in the book, and
whose point of view we were reading. Remind students to pay attention to
illustrations to hear which character we are reading about.
 Read the book to students:
o Students will have a Google form on their Chromebook (sheet found in our
Google Classroom) with scanned pages of the book available for them. I will ask
them to follow along with me as I read, whether they want to use their finger or
curser to keep track of where we are at on the page is up to them. There will be
breaks in the book where I stop to ask comprehension questions- the questions are
below. The questions will be typed into the Google form next to the page the
question is on so I can take a pause in reading and each student can answer the
question on their own. Once everyone has selected an answer, I will ask for class
answers so students can share their thoughts.
o On page 6, stop and ask the students “What does it mean to have words curl from
your mouth?” follow up with the acknowledgement of an accent and some people
say words differently than others but that is a good thing! On this page also note
the slight character switch mentioned before the book.
o On page 12, ask “How do you think this character feels (flipping back to the
previous page) that her classmates were traveling the world while she was at
home? Give me a thumbs up/ thumbs down what do we think?”
o On page 16, ask “has anyone had a food in their lunch or during lunch time that
your friends had never seen or had before?” (Have 2 volunteers share).
o On page 18, note the ruler in the tree that the boy is leaning on.
 After reading:
o After reading the book with the class, I will have students go back to their seats or
find a spot around the room with their Chromebook. I will explain to them that on
the Google form they have been working on, there is one last section for them to
fill out. I want students to type their best ideas into the boxes, as I will be using
their forms for grades. The Google form is attached below. Once students are
completed with their sheet they need to submit their Google form and silently
read until we transition to another subject.
Assessment Plan:
My assessment plan consists of checking students' participation during reading, making sure they
are following along to the story. I will also be looking at the responses on the Google form we
work on during and after the book is read. Each student will fill out their own Google Form so I
can check in on each student’s knowledge and responses.
Differentiation:
This lesson plan was designed for all my students to promote oral fluency. As they are following
along to the book pages, students can see how a book is read with flowing vocabulary and
balanced pacing. Specifically, my student's number 2 and 4 are targeted in this lesson, as they
struggle with oral reading skills. While following along, I may ask them to whisper along with
me so they can work on their reading fluency skills. These students struggle with longer
passages, and this book specifically has various lengths of passages. If they are following along
and keeping up with the smaller passages, the longer pages with more text may stretch their
abilities and strengthen their reading stamina.

Textual Lineage Lesson Plan 2

Grade level: 1st
Time Allocated: 45 minutes
Number of students: 22
Learning goals:
 Students will be able to express their ideas verbally in a clear manner.
 Identify and communicate with family or community members to gain information about
themselves and others.
Rationale:
 Students being able to interview another person gives them socialization practice with
speaking and listening skills. While asking questions and recording the answer, writing
skills are also being practiced through auditory processing. Once students present their
interview findings and information, they are encouraged to practice their public speaking
skills. Talking in front of an audience is never easy, so starting in a low-risk situation as
early as 1st grade can promote confidence in students when speaking in front of others.
Standards:
CCSS.ELA-LITERACY.FS.1.4. C
Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
CCSS.ELA-LITERACY.FS.1.6.
With guidance and support from adults, use a variety of digital tools to produce and publish
writing, including in collaboration with peers.
Choice of Text:
I chose The Day You Begin by Jacqueline Woodson for first graders primarily because I think
this is a great lesson for students to learn. The book talks about individuality and acceptance of
others around them. Students can take the lesson of individuality and learn that they are special
in their own way and can’t get lost among their classmates. The book also pictures students of
various skin colors, which is important for students to see in texts.
Grouping:
I will start off by explaining the tasks to students in a whole group setting. We will then
transition to an individual brainstorming session. Afterwards we will share a few questions each
to the whole class or in small groups. When students talk to their family/ community members it
will be individual, as well as presenting to the class will be individual. After the presentations
students will give feedback as a group.
Materials:
 Chromebooks for each student to work on
 Smartboard/ projector to present student work
Teacher Preparation:
 Have possible questions printed for students to ask their family/ community.
 Have directions explicitly written in Google Classroom so families/ community members
can help the student with the task.
 Have Google classroom ready with empty presentation and documents so students can fill
in slides with their information.
 Have small groups created for sharing ideas.
Instructional Plan:
 Introduction to Lesson:
o Remind students that we read the book “The Day You Begin”. Ask students if
anyone remembers the main idea or why we read the story. Get response and tell
students that “everyone is special in their own way and every person in the world
is important no matter how different we may be from them. For this project, we
will be writing about our own family/ people that are important to us. When we
do this as a class we can learn more about our classmates and what makes them
unique!”
 Brainstorming Session:
o Have students open their Google Classroom to the document created for the
“Storybook project”.
o Tell students to pick someone (or multiple) people in their life that they will see
tonight. Check to see if everyone has a person chosen and have them type that
person's name into the document. “You will be asking this person 5 questions to
get to know them and your family/ community better. You may already know the
answers to these questions, but we will be sharing what makes you and your
family unique with the class, so feel free to write those questions down anyways.”
o Give students paper with pre-made questions and read each question to students.
“As I read through the questions, I want you to star any question you may want to
ask the person you chose. After I read the questions, we will be typing the
questions you choose into your Google Document.”
o Give students time to copy their questions into their document
 Sharing Time:
o Have students move transition into their small groups which will be shown on the
front smartboard. Ask them to talk one at a time about who they chose to
 interview and why they chose that person. After this, have students talk about the
questions they chose to ask their person. Invite students to come up with any other
questions that would be good to ask.
 Closure to the day:
o Students will move back to their seats. Have a few students share any questions
they may have come up with for their interview. Tell students that I will send
home a reminder that they need to interview a member of their family or
community. The instructions will also be on Google Classroom. Once students
ask a question, they need to write down the answer in one or two sentences (Or
simple words that answer the question if needed- we can write the sentences at
school). Pictures for the answers would also be helpful if the family member has
any to match their answer. For example, if the question was about pets, I would
send a picture of my dog and cats in.
 Following this lesson/ day:
o Students will interview the person they chose and write sentences on their Google
Doc pairing with the question. In school we will work on creating a slide show,
running document, or YouTube recording to present their work to the class.
Students will then present one by one to the class (if their presentation is a video
recording, we will play it on the smartboard). Afterwards, students will give
positive feedback to one another about the presentation they gave. This project
will possibly take 1-2 weeks.
Assessment Plan:
My assessment plan consists of checking students' participation during their brainstorming
session, as well as group sharing time. After the lesson, I will check on students' questions
prepared for their family and community members. These questions should be complete
sentences as I gave them the questions to copy down.
Differentiation:
This lesson plan was focused on students number 2 and 4. These students struggle with oral
reading fluency. Having students write down their interview answers and read the sentences back
out loud can benefit their fluency practice. Familiarization with words can also support their
confidence while reading, as they know the material they are reading. This lesson can also be
differentiated for students 1 and 4 because these students are much stronger giving oral answers
than written answers. Allowing these students to verbally tell me the answers to their interview
questions will encourage answers to be clear and direct rather than the student struggling to read
their answers from their paper.

Textual Lineage Reflection

These lessons were designed around what was missing in my textual lineage project. The
books I read in K-12 schools growing up had very little racial diversity, and I had very few
projects where I was able to bring my culture and family life into the classroom. The book The
Day You Begin by Jacqueline Woodson has lots of ethnic diversity among the children depicted
in the book. I want children to be able to see the visual of cultures coming together in a
functioning classroom. The first lesson plan is designed for students to investigate their own
interests and all about them to see where they fit in the classroom amongst their peers. I want
students to acknowledge differences in the classroom, but also understand that these differences
are what makes us unique!

The second lesson plan focuses on student diversity but involves their family and
community as well. When students can connect their learning to their experiences, they are more
likely to be engaged and put their best effort into the work. This plan allows students to show the
rest of the classroom where they came from and how exciting their own community is. Children
may not realize how different their classmate’s home life is from their own, until we openly
acknowledge that everyone's experiences are unique and completely valid. The second lesson
plan also allows students to tell their family/ community story through oral storytelling. This
type of presenting is important in a variety of communities, and I want students to also
understand the history behind oral storytelling. I designed these lesson plans to give students an
opportunity to learn about themselves and their classmates.