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Read Aloud Lesson Plan Kindergarten Autorecovered

This lesson plan template outlines a kindergarten lesson that uses the book "Skin Again" to teach students about diversity. The plan includes: 1) A rationale for addressing diversity and celebrating student differences. 2) Goals of exploring diversity and what makes each student unique. Standards include engaging with a text and answering questions. 3) Anticipatory questions about student differences to spark discussion. The book is then read and students are asked reflecting questions. 4) Students each get a paper person to color and label qualities that make them unique, which are assessed through teacher questions.

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628 views6 pages

Read Aloud Lesson Plan Kindergarten Autorecovered

This lesson plan template outlines a kindergarten lesson that uses the book "Skin Again" to teach students about diversity. The plan includes: 1) A rationale for addressing diversity and celebrating student differences. 2) Goals of exploring diversity and what makes each student unique. Standards include engaging with a text and answering questions. 3) Anticipatory questions about student differences to spark discussion. The book is then read and students are asked reflecting questions. 4) Students each get a paper person to color and label qualities that make them unique, which are assessed through teacher questions.

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api-455234421
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Indiana Wesleyan University

Elementary Education (Children’s Literature) Lesson Plan Template


CAEP 2018 K-6 Elementary Teacher Preparation Standards

Book Title and Author/Illustrator: Skin Again by: Bell Hooks, Illustrated by: Chris Raschka

LESSON RATIONALE/INJUSTICE CONFRONTED


Kindergarteners are at lower developmental level, therefore many social injustices they would not
relate to or understand such as poverty or bullying. However, the student population in the
Kindergarten class, is very diverse. I want to address diversity as something to be celebrated along
with helping students discover what is unique about them and their story.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will explore the topic of diversity and discover what qualities make them
unique.
B. Objective(s): With support, students will participate in a whole class discussion about the
main topic of the book read aloud to them and apply what they learn through a response
activity.
C. Standard(s):
a. K.RL.1 Actively engage in group reading activities with purpose and
understanding.
b. K.RL.2.1 With support, ask and answer questions about main topics and key
details in a text heard or read.
II. Management Plan- Time per lesson element, use of space, list of materials. Describe
expectations and procedures.
 Time:
o Anticipatory Set: 7 minute discussion/conversation
o Instruction:
 Read aloud and class discussion: 10 minutes
 Check for understanding: 15-20 minutes
o Closure: 5 minutes
 Use of space: Students will be at the carpet during read-aloud and class discussion, then they will
transition to their desks for the assignment and then back to the carpet for closure.
 Materials:
o “Skin Again”, by Bell Hooks
o Doc Cam/ projector
o Dry erase markers
o Crayons
o Pencils
o Person packets
 Procedures: Students will sit in their assigned seat at the carpet and desk during the lesson.
Students will raise hands to ask and answer questions.

III. Anticipatory Set:


 I will sit on a stool in the front of the classroom while the students are seated on the rug
facing me. I will call on two students to come up and stand next to me in front of their
classmates. I will then ask the students “I want you to look at (insert name ) and (insert
name). What do you notice that is different about them?” (7 minute discussion) We will
discuss the two students differences. I will then have those two students sit back down on
the carpet. “You all gave me some great answers, but the way we look and dress is not the
only thing that makes us who we are.”

IV. Purpose: “I am going to read to you the book Skin Again by Bell Hooks. Then we are going to
talk about what else makes us who we are.”

PLAN FOR INSTRUCTION


V. Adaptation to Individual Differences and Diverse Learners--
 Many of the students in my class have a low attention span (ADD or ADHD). In order to
accommodate them, I am utilizing more than lecture-based teaching.
 The students range from very low to extremely high in reading and literacy skills so, since
this is a reading and writing based assignment, I am also going to model the assignment
for my students and walk around and assist them during the assignment.

VI. Lesson Presentation (Input/Output)

 Read “Skin Again” by Bell Hooks out loud to the students.


 Then, start asking questions to prompt a grand conversation.
 What did you like about the story?
 How did the story make you feel? Why?
 “The book talks about what makes you who you are.” “Part of what makes me who I am
is that I go to church, like to draw, and I love ice cream (This provides more concrete
examples for students to grasp concept).
 Ask questions to prompt student thinking. (allow time for response. Write on the board
words that the students say. Have them help you spell some or all of them when needed.)
o Raise your hand if you also like to draw?
o Raise your hand if you love ice cream?
o So, what are some things you like to do? (have other students raise hands if they
also like to do that activity)
o (allow time for response. Write on the board words that the students say. Have
them help you spell some or all of them.)
 Closing lesson instruction statement: “We can see that some of us like the same things as
our friends and classmates, but some of us do not like the same thing, and that is okay
because that is what makes us unique.

VII. Check for understanding:

 Have paper underneath the doc cam with descriptor words that students can use for the
writing assignment.
 “Now that we have figured out what makes us unique. I am going to give you each a paper
with a person on it. You are going to color that person so that it looks like you. Then on the next
page there is a sheet where I want you to write sentences on what makes you unique. You can
use some of the words that we wrote together on the board.” (Have all the girls come up and get
a packet then have all the boys do the same.) Remind student to put their names on their paper.
Tell student to color and then look at the board for words to use and how to spell them. I will
walk around and assist students.
VIII. Review learning outcomes / Closure:
 “You have one minute left to work. Make sure your name is on your paper so that you can
finish later if needed. When you are done, come turn in your papers at the front desk. Then
come sit at the carpet.”
 When students are seated on the carpet, instruct them to turn to a partner and find out
what is something that they think makes them unique. Allow a couple minutes for
discussion. Then ask for a few people to share what their friend/classmate said.
 Then transition into next activity or brain break.

PLAN FOR ASSESSMENT

 I want students to walk away having strengthened their skill of identifying and discussing
the main idea/topic of the book.
 As students discuss the main idea and topic of the book, we will work together to construct
a list of words and phrases that express the topic of diversity. Students will then be given a
paper person and a writing sheet where they will take what they learned from our
discussion and write and draw about it on their paper. While students are doing this, I will
walk around and ask each student individually three questions:
o “What was the main topic/idea of the book I read to you?”
o “What does it mean to be unique?”
o “What are some things
o that make you unique?” (assist them if needed by asking what they like, and what
their favorite things are).

I will record their answers on a rubric that I have constructed.

Assessment Rubric:
Concerns Criteria Highlights
 Student participated in
class discussion and
responded to questions
about the main idea of
the book

 Student can express what


the main idea of the book
is out-loud

 Student can apply what


they learned in the class
discussion to themselves
by answering questions
REFLECTION AND POST-LESSON ANALYSIS
(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
Include additional self-answer questions that specifically address unique lesson content,
methodology, and assessment.
Name:

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