Lesson Plan Template: LIST 4373
Include all handouts/assessments at the end
First and Last Name Casey Howell
Course Name Literacy Learning for EC-6 Students: Reading and
Course and Section List 4373
Text Talk: Julius: The Baby of the World
Focus of Lesson (a phrase or sentence)
Objectives (3) Use Verbs from Bloom’s Taxonomy
https://mavspace.uta.edu:443/peggys/Blooms Taxonomy poster1.pdf
https://mavspace.uta.edu:443/peggys/Blooms Taxonomy poster2.pdf
The learner will….
The learner will be able to:
1) Create meaning of vocabulary words based on context clues, such as the words
before, during, and after the vocabulary word is used.
2) Answer open-ended questions to show comprehension and to provide ways to
gain meaning of text by looking at the words as a whole rather than separately.
3) Construct sentences using the six new vocabulary words introduced in the story.
Rationale for learning (why is this important and how does it tie in with your long-range
To help children gain understanding of the text through reading comprehension. The
children will learn how to access the meaning of a vocabulary word using the meaning
of print around that word. They will be able to understand the main idea of the story by
focusing more on context clues and print awareness.
Student Assessment (KWL is not acceptable to use as an assessment). Include the actual
assessment tool at the end of the lesson)
To assess the students learning, their will be a matching quiz at the end of the lesson
and also check their half sheets to make sure that they used at least four of the new six
words in a sentence correctly.
Two of those six words should be seen on their papers:
PK/Kindergarten Grade 1 Grade 2
Grade 3 Grade 4 Grade 5/6
Materials and Resources Required for Lesson
Books (Julius: The Baby of the World by Kevin Henkes)
Print materials (please include all copies of handouts or student materials at the end of
the lesson plan):
Supplies: Julius: The Baby of the World by Kevin Henkes , white board,(large and
small), and markers, half and half sheets for each child, colored pencils, pocket chart,
note cards or sentence strips
Activities and TEKS (full text of Language Arts TEKS go here)
(6) Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing. Students are expected to:
(C) determine what words mean from how they are used in a sentence, either heard or
(14) Reading/Comprehension of Informational Text/Expository Text. Students analyze,
make inferences and draw conclusions about expository text and provide evidence from
text to support their understanding. Students are expected to:
(B) identify important facts or details in text, heard or read;
(D) use text features (e.g., title, tables of contents, illustrations) to locate specific
information in text.
Introduction to the Lesson (focus, state purpose of learning to students)
Focus: I will gather all the kids for story time and say, “Today we are going to listen to a
story and try to understand the main idea of the story. This means we are going to try to
understand what the story is trying to tell us. We are also going to learn some new
vocabulary words from our story.”
Purpose: To Enhance the students reading comprehension and vocabulary.
Instruction: “I do, we do, you do” (list instruction step-by-step
including “teacher talk”. Be explicit in your instructions, modeling,
and guided practice.
Begin the lesson by reading the book, Julius: The Baby of the World by Kevin Henkes.
As you are reading the story ask the children questions to make sure they are
comprehending the story. Choose vocabulary words from the book and make sure you
cover them as you read. Before beginning, write all vocabulary words on an individual
and large dry erase board for the children to see. As you read, point to the vocabulary
word you are covering that you wrote on your personal dry erase board.
Questions to ask while reading:
Page 1: Why do you think “Lilly was the best big sister in the world” before Julius was
What kind of secrets do you think Lilly whispered to her baby brother? Do you think they
were nice things or mean things?
Page 2: Why do you think Lilly hates Julius?
How has Lilly changed since Julius has been born?
Page 6: What kinds of ideas do you think Lilly had when no one was looking?
“Those are all great ideas. It sounds to me like Lilly is not happy. It says right here, Lilly
is saying, 'I hate you. You're ugly.'
Page 12: If Lilly is the older sister, why do you think her mother says, “Lilly, let's act our
Page 13: Why do you think Lilly is screaming at the top of her lungs?
Page 19: Why do Lilly's parents keep “showering her with compliments and praise”?
How can she still be upset when her parents are being nice to her?
Page 24: How does Lilly react to her cousin Garland saying Julius is “disgusting”?
Why do you think Lilly is so upset about his comment?
Do you feel like it was fair for Lilly to be upset with Garland about what he said?
Page 27: How did Lilly's feelings towards Julius change throughout the book?
“First, Lilly loved Julius and told him secrets. Then Lilly did not like Julius at all and was
mean to him. At the end, she loved Julius.”
Why do you think Lilly has different feelings about Julius now?
After reading the text cover a couple more questions about the book with the children
then work on the new vocabulary words that you retained from the book with them.
What was the story about?
-A little girl who was jealous of her new baby brother.
Why did Lilly change her attitude towards Julius at the end of the book?
- Because she realized it was her baby brother.
- She did not want anyone to make fun of him, but her.
Can anyone tell me why they think Lilly's parents never kept telling Lilly they loved her?
-Because they wanted Lilly to know that even though she has a brother now that they
still love her.
Was Lilly happy at the end of the story? Why?
-Yes Lilly was happy because she wasn't mad at Julius anymore. She realized he was
her brother and she was his great big sister.
On the large white board, the new vocabulary words should be written there so you can
go over them with the children. Underneath each word, write a sentence using the
vocabulary word. Make sure all your words are displayed in random order on your
“Let’s start with the word insulting. Everyone say it with me, “insulting.” Can anyone tell
me what insulting means?
Pause for about 5 to 10 seconds for an answer. If no one answers or someone gave a
wrong answer then tell the child the meaning of the word.
“Insulting means saying mean things that try to hurt the other person. Remember when
Lilly yelled insulting comments into Julius' crib.”
“Can anyone give me a sentence with the word insulting in it?”
- The bully at school was insulting me.
“Does anyone see the word insulting in one of those pockets?” Can someone please
come point to the word in our pocket chart. Allow a child to come pick out the word. Ask
them to take the word out of the chart and place it on the chalk tray.
Admired is our next vocabulary word. Everyone say it with me, “admired.” Now who can
tell me what the word admired means?
- That you like someone
- They're not sure
- When you want to be like someone
Since one of the students said has the right idea make sure you tell them they did a
great job and expand on their comment. However, now is a great time to discuss context
clues. Clues that help us figure out the meaning of the word while we are reading.
“Admired means to have a high opinion of or like someone.” “But let's say I didn't know
what admired meant? Does anyone know how I could figure out what the word admired
Wait a few seconds for response then move on.
“First let's go to the page 3 where we first see the word admired. Let's read the sentence
before the word admired. 'The kissed his wet pink nose.' Now let's read the next line.
'The admired his small black eyes.' And now let's read the sentence after the sentence
with our word in it. 'And they stroked his sweet white fur.' 'So what are Lilly's parents
doing in these three sentences?'
-They are looking at Julius and thinking about how much they like him.
“Good. Can anyone tell me what Lilly's parents are admiring?”
-They are admiring his small black eyes.
“Why are they admiring his small black eyes?”
Because they like Julius' eyes.
Who can pick out the word “admired” from our pocket chart? Allow one child to come
pick the word out of the pocket chart and place it on the chalk tray.
Page 5: Stroked
What does stroked mean?
-To rub lightly
“Has your mom or dad every stroked your head? I remember my mom would tuck me in
and stroke my head then tell me goodnight when I was little.”
Can someone use stroked in a sentence for me? “I stroked my puppies soft fur.”
Now allow a child to come pick the word stroked out of the pocket chart and place it on
the chalk tray.
Page 11: Beady
“Beady means small, round, and shiny. Let's all say “Beady” together.
Will someone please use the word beady in a sentence for me? “Most animals have
beady eyes.” This word is often used when speaking about eyes because eyes are
small, round, and shiny.
Will someone come up and pick out the word “beady” on the pocket chart and show
everyone? Will you please place it on the chalk tray next to the word stroked?
“Dazzled.”Does anyone know what the word dazzled mean?
- My mom says I gave a dazzling ballet performance! Does that mean I did good?
“Yes. Dazzled means to amaze or overwhelm. So that means your mother was amazed
by your performance!”
Let's read page 12 in Julius to see why they used the word dazzled.”Lilly's parents were
dazzled when Julius babbled or gurgled.”
Do you think Lilly's parents could be amazed or overwhelmed by Julius babbling and
gurgling? Wait for someone to respond, then say “Yes. Whenever someone has a new
baby they are always amazed or overwhelmed when the baby does something new.
Has anyone ever seen this happen?”
-Yes, I see my parents do this with my baby sister. They are always looking at her and
saying 'look what she did!'
Will someone volunteer to pick out and place our word “dazzled” on the chalk tray?
Page 25: Frightened
-”Fightened.” Can everyone say “frightened” with me? I think most of us know what the
word frightened means.
Who can tell me what the word frightened means?
It means you're scared!
Yes. Frightened means to be fearful or scared. It also means to be alarmed.
Will someone use the word frightened in a sentence for me?
- I was frightened after watching the scary movie.
- My mom frightened me when I didn't see her coming around the corner.
Will someone volunteer to pick out our last vocabulary word out of the pocket chart and
place it one the chalk tray?
After all activities are over for this lesson, tape all the words on the wall so the children
can see their new vocabulary words throughout the day.
This activity is fun to do to see what they gained from your vocabulary experience. Hand
them a sheet of paper, the one that has space to draw a picture and lines to write in
words. Then, ask them to write at least six sentences with four different vocabulary
words that they just learned then draw a picture.
The Paper should look like this ↓:
I dazzled my mom in my ballet
After completing the papers, make sure to tell them to write their new vocabulary words
in their dictionary folders along with the definition. (These folders were made at the
beginning of the year to hold new vocabulary in a variety of subjects. It is a folder with
brads and notebook paper that is labeled “Dictionary” on the outside.)
Differentiation Options (modify by content, process, and/or final
Have them sit next to you during the reading of
Students with challenges in the book and vocabulary activity.
literacy When coming up with sentences work with them
one on one at your conference table.
Ask these children to conference with you when
English Language Learners they write their sentences.
(ELL) Put pictures next to the vocabulary words you
taped on the wall to trigger the meaning of the
Early finishers and/or students Pick a few more vocabulary words from Julius:
who need enrichment The Baby of the World to write and figure out the
definitions to using context clues.
Free reading time
References and Internet Resources (cite APA style)
1. Reference Library - Yahoo! Kids. (n.d.). Kids Games, Kids Movies, Kids Music, and More - Yahoo!
Kids. Retrieved February 18, 2010, from http://kids.yahoo.com/reference
Directions: Match the word with its definition
1. Enormous a. happy
2. Errands b. shaken, not sure about something
3. Bewildered c. a plan to be done at a specific time
4. Delight d. a short trip to complete a task
5. Schedule e. surprised
6. Hesitate f. something that’s really big