LESSON PLANBook Care with Mr. Wiggle

DescriptionYour name: Miriam LarsonCooperating teacher-librarian: Peggy BurtonGrade level: KindergartenLength/number of lessons: 1 time, 30 min (no check-out)

Purpose (“why” of the lesson; where and how does it fit in the curriculum?)

Students will learn that taking care of books is the first step in becoming a good reader.

Learning Outcome(s)/Learning Target (what will students be able to do/know by the end of the lesson?) Start with “Students will… “

Students will identify situations to avoid (like eating while reading a book) and be able to explain what not to do to others. They will also be able to make the comparison between treating books with care and treating friends or stuffed animals with care.

Standards (state which standards your lesson(s) is planned to meet)

1. Common Core State Standards for English Language Arts & Literacy

CC.K.R.L.1 Key Ideas and Details: With prompting and support, ask and answer questions about key details in a text.

2. AASL Standards for 21st Century Learner

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

Materials (list all materials and/or equipment you will need)Needed by you: Mr Wiggle’s Book by Paula Craig and Carol Johnson, laminated

cards with examples of bad examples from Mr. Wiggle’s Book, pen/crayon, teddy bear or other stuffed animal

Needed by students

Instructional procedures (outline your lesson so another person could teach it)

Focusing event: (how will you get the students’ attention?)

Focus students with the following rhyme: Open shut them / Open shut them / Give a little clap Open shut them / Open shut them / Put them in your lap.

Introduce Teddy Bear:

I love Teddy Bear. How many of you have a stuffed animal at home? Do you love them? How do you show that you care about them? How do you treat them?

Have students describe ways they treat their teddy bears. Have several students demonstrate how to hold the bear nicely.

6/8/12 glb

Do you hold the bear by it’s ear? No, if you do, how might the bear feel? If you love it you treat it . . . (repeat words students suggested from earlier)

Input from you: (what are you teaching & how are you delivering the content?)

Read aloud Mr Wiggle’s Book. Mr Wiggle is sad because some kids did not treat his book nicely. Have students tell how Mr. Wiggle is feeling. Then have students show how Mr. Wiggle is feeling with their faces.

Guided practice: (application of knowledge by students)

Choose students who are sitting quietly to be “Teachers” to present the cards with different pictures from the story of how not to treat books.

Have Teachers stand and present their cards. Demonstrate first then have an audience member demonstrate with a book

what to do so crayon doesn’t get on the book. o If I have a crayon and I’m about to read the book, do I open it and

practice my name in it. Do I open it and try to hold both so I don’t get crayon on the book? Where might I put my crayon if I were sitting at my desk?

o Have a student demonstrate putting crayon aside, then reading the book.

Closure (how will you end the lesson?)

Since we love our books and our Teddy Bears, we want to be nice, careful, gentle with them. Will your be friendly to your books?

Differentiation (indicate at least one change you could make to the lesson to accommodate differing ability levels; identify the targeted learners for the differentiation

High ability: Would the author want you to draw on their book?Low ability: Demonstrate how to hold the teddy bear, show fewer examples for special education class.

Assessment (what questions will you ask and/or which tools will you use to determine students’ understanding?)

Informal: Are students able to remember and present different lessons from the story?

What’s next? (another related lesson, review, end of unit?)

Revisit Mr. Wiggle and good book treatment when students check out books.

6/8/12 glb