Lesson Plan Outline

							                                                                                                     Shared Literature – I Have a Pet
                                                          Lesson Plan Outline
                                                       Education Division
                                                       Mercyhurst College
Pre-service Teacher: Leigh Anne Kraemer                                 Date: 10-6-4
Age/ grade level: Kindergarten                                          Time: 9:25 - :9:35
Cooperating Teacher: Mrs. Pittock                                       School: Lincoln Elementary


TYPE: Whole group

CONCEPT: Shared Literature – I Have a Pet

STANDARDS:
 Lincoln Elementary Kindergarten Reading Curriculum Map (Fall)
    Pre-reading Skills: Predict story details using picture walk and clues.
    Oral Comprehension: Make predictions based on current story details and personal experiences.
    Reading/Analyzing, Interpreting Literature: Listen to various selections of literature.
 Pennsylvania Early Childhood Learning Continuum Reading (Pre-K – K)
    1.1Learning to Read Independently: A. Identify the purpose of a specific text. D. Use self-monitoring comprehension
     strategies. F. Recall new vocabulary in listening and visual contexts.
    1.3 Reading, Analyzing and Interpreting Literature: A. Respond to and discuss a variety of literature through read alouds and
     shared reading.

OBJECTIVES:
 Given a preview of the story I Have a Pet, students will make predictions by picture-walking.
 Given an oral reading of I Have a Pet, students will identify nonfiction elements of the story.

ASSESSMENT TECHNIQUES:
 The teacher will informally assess students based on their willingness to participate, contribution to class discussions, accuracy of
   responses, and evidence of strategy use.

MATERIALS NEEDED: I Have a Pet

PROCEDURE:
1. Anticipatory Set:
    The teacher will tell the students, “I have a few pets. I have a dog named Minnie, and I have lots of pet fish. Do any of you
       have pets that you take care of?” Briefly discuss.
2. Activating Prior Knowledge:
    The teacher will review picture walking with the students. As the teacher leads students through the picture walk, she will ask
       students to make predictions about the story based on the pictures. Guiding Questions: “What do you see going on in this
       picture? How do you think the characters are feeling? What do you think will happen next? Have you ever been through
       something like this before? How did you react?”
3. Presentation:
    The teacher will read I Have a Pet to the students. After the story, she will ask students, “Could this story really happen to
       you? What in this story could happen every day? Is there anything in this book that makes it like real life? Can you relate to
       the people in this story? Did you learn anything important about pets?”
4. Closure:
    The teacher will say to the students, “Stories can have lots of information in them. Often, we can understand what is going on
       in a story because we know that it could happen in to us. This makes stories realistic. Some books also contain information.
       We can use information about pets from this story today. Books can be for fun, but they also can help us learn!”

BACK-UP ACTIVITIES: None. Students will move on to next activity regardless of time.
                                                                          Shared Literature – I Have a Pet
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