Interactive Storybook Reading Lesson Plan PDF

**Interactive Storybook Reading Lesson Plan** **Lead Teacher: Ana Bolanos** **Team Members: Preny Isaian, Eliabeth Morales, Nayeli Meza, Tereza Monge** **Date: 03/06/2021** +-----------------------------------+-----------------------------------+ | **Name and author of book;** |...

**Interactive Storybook Reading Lesson Plan** **Lead Teacher: Ana Bolanos** **Team Members: Preny Isaian, Eliabeth Morales, Nayeli Meza, Tereza Monge** **Date: 03/06/2021** +-----------------------------------+-----------------------------------+ | **Name and author of book;** | | | | | | **Same, Same but Different by | | | Jenny Sue** | | +===================================+===================================+ | **Number of pages 17 pages** | | +-----------------------------------+-----------------------------------+ | **Materials needed for storybook | | | reading and follow-up | | | activities** | | | | | | Hats, hair, clothes, bow ties, | | | ties and markers. | | +-----------------------------------+-----------------------------------+ | **Preschool Foundations addressed | | | in the lesson (3):** | | | | | | **Social-Emotional Development** | | | | | | 3.0 Social and Emotional | | | Understanding | | | | | | 3.1 Seek to understand people's | | | feelings and behavior, notice | | | diversity
in human | | | characteristics, and are | | | interested in how people are | | | similar and different. | | | | | | **Physical Development** | | | | | | 2.0 Locomotor Skills | | | | | | 2.4 Begin to demonstrate a | | | variety of locomotor skills, such | | | as galloping, sliding, hopping, | | | and | | | | | | leaping. | | | | | | **Language and Literacy** | | | | | | 2.0 Vocabulary | | | | | | 2.1 Understand and use accepted | | | words for objects, actions, and | | | attributes encountered frequently | | | in both real and symbolic | | | contexts. | | +-----------------------------------+-----------------------------------+ | **Goals of the lesson (3):** | | | | | | 1\. Children will identify the | | | action words from the lesson. | | | | | | 2\. Children will answer | | | questions from the lesson | | | | | | 3\. Children will demonstrate | | | action words with their bodies. | | +-----------------------------------+-----------------------------------+ | **Vocabulary taught explicitly or | | | pre-taught (at least 3 words)** | | | | | | 1.Draw | | | | | | 2.Climb | | | | | | 3.Shake | | +-----------------------------------+-----------------------------------+ | **Vocabulary taught or | | | illustrated quickly during | | | reading:** | | | | | | Ocean, tress, worlds | | +-----------------------------------+-----------------------------------+ | **Three [comments] | Page \# 1, 3, 6 | | you will make while reading:** | | | | | | 1.Look at the children painting | | | | | | 2.Look at the tree | | | | | | 3.Look at the dog | | +-----------------------------------+-----------------------------------+ | **Three [questions] | Page \# 3, 10, 11 | | you will ask while reading:** | | | | | | 1.Where is the girl? | | | | | | 2.What color is the bus? | | | | | | 3.Can you write the alphabet? | | +-----------------------------------+-----------------------------------+ | **What kinds of interactive | | | behaviors do you expect from the | | | students?** | | | | | | I expect the students to sit nice | | | and quiet and listen to the | | | reading. Also, I expect them to | | | practice the vocabulary words | | | when they express themselves. | | +-----------------------------------+-----------------------------------+ | **Accommodations/ Modifications | | | for Individual Students:** | | | | | | 1\. (Taylor) Give him picture | | | cards to communicate with | | | others. | | | | | | 2\. (Josiah) Give him an AAC | | | device to communicate with | | | others. | | | | | | 3\. (Emerson) Have a | | | individualize picture schedule | | | for him. | | +-----------------------------------+-----------------------------------+ | **Follow-up activities for the | | | classroom:** | | | | | | Drawing a picture of their home | | | and family members. | | +-----------------------------------+-----------------------------------+ **Small Group Follow-Up to Storybook Lesson Plan** **Directions** **Review your storybook lesson plan. Now you are going to write a "mini-lesson plan" for a small group activity that follows up on the storybook lesson, and gives children practice with the concepts and vocabulary from the book. Use the format below. Enlarge the text boxes as you need to.** **Mini-Lesson Plan EDSP 4141** +-----------------------------------------------------------------------+ | **Activity:** | | | | I will present a cut out of young child and tell students what he | | likes to do. Children will then receive the same cutout along with | | different options of clothing, hair, and hats to place on their | | cutout. They can also use markers to color their cutout. Children | | will then describe their person to the teacher in a group setting. I | | will also use a chart to support the concept of same vs. Different. | +=======================================================================+ | **Goals of the activity:** | | | | Children will be able to create their individual person using | | different clothing, hair, and hats provided to them. | +-----------------------------------------------------------------------+ | **Preschool Foundations for activity:** | | | | **Social-Emotional Development** | | | | 3.0 Social and Emotional Understanding | | | | 3.1 Seek to understand people's feelings and behavior, notice | | diversity in human | | | | characteristics, and are interested in how people are similar and | | different. | | | | **Language and Literacy** | | | | 2.0 Vocabulary | | | | 2.3 Understand and use simple words that describe the relations | | between objects. | | | | Physical Development | | | | **History- Social Science** | | | | **1.0 Skills for Democratic Participation.** | | | | 1.1 Identify as members of a group, participate willingly in group | | activities, and begin to understand and accept responsibility as | | group members, although assistance is required in coordinating | | personal interests with those of others. | +-----------------------------------------------------------------------+ | **Vocabulary emphasized in the activity:** | | | | - Same | | | | - Different | +-----------------------------------------------------------------------+ | **Teacher introduction (what will the teacher SAY to introduce the | | lesson?):** | | | | Hello Class, today we are going to talk about Aron (show picture of | | Aron). Aron likes to play tag, likes the color orange, and likes to | | bake cakes. Aron has two eyes, a mouth, a noise, and two ears. Can | | you show me where you noise is? Eyes? Ears? Mouth? | | | | Can anyone tell me what same body parts Aron has on his face that you | | also have on your face. (I will place a picture of the body parts on | | a chart under the words *Same).* | | | | Everyone is going to get a picture that looks the *same* as Aron, but | | you are going to make yours look *different* by adding different | | clothes, hair, accessories, or by coloring the skin. When we add | | different things, our person looks different, interesting, and fun. | +-----------------------------------------------------------------------+ | **Teacher comments during activity:** | | | | - Wow, I noticed you put hair on your person. I wonder what else | | you can add to their head. | | | | - How great that everyone's person looks different because they all | | have different clothes. | | | | - I wonder how we can make our person look silly. | | | | - There are many colorful clothes being used such as red, green, | | yellow. | | | | - Everyone's person has eyes, mouth, noise, and ears. | +-----------------------------------------------------------------------+ | **What will the teacher say to close the activity?** | | | | Now that everyone is done with their person, everyone needs to put it | | up so that your classmates can see it. Wow everyone\'s person looks | | different now! Can you tell me what different clothes, hair, or | | accessories everyone's person is wearing? (I will record answers on | | the chart under D*ifferent.)* | +-----------------------------------------------------------------------+