(That is Not a Good Idea!!

)
Materials/Equipment:
Book:

Willems, M. (2013). That Is Not a Good Idea!

New York, NY:HarperCollins.

Curriculum Integration:
Music
Writing

Social Studies
Art

TEKS Achieved:

Blooms Taxonomy:

Knowledge/Remember
Analysis
Comprehension/Understand Evaluate
Application
Create

K-19 (A) Discuss the purposes for

reading and listening to various texts

Differentiated Learning:
Auditory
Kinesthetic
Musical
Interpersonal

Visual/Spatial
Verbal/Linguistic
Intrapersonal

(e.g., to become involved in real and

imagined events, settings, actions, and
to enjoy language);

Classroom Strategies:
Hands-On
Independent Activity
Charts/Graphs/Maps
Problem Solving
Peer tutoring

Lecture
Whole-group
Pairing

K-19 (F) Make connections to own

experiences, to ideas in other texts,
and to the larger community and

Submitted by: Morgan Sprouse

Grade Level: Kindergarten

Subject/Topic: ELAR

Rationale: Students will be able to make connections between this book and previous texts written
by the same author. In addition students will recognize the authors purpose at the end of the
story.

Objectives:

TSW Discuss the authors purpose and the purposes for reading and listening to various texts.
TSW Make connections between texts.

Lesson Plan:
Introduction:
Idea

Information Giving:
Today we are continuing our author study, and reading another book by the author you were
introduced to yesterday.
(PROMPT TO RAISE HANDS!) Raise a quiet hand
if
(Can anyone remember what our new authors name is?)

We are going to talk a little bit about what Mo Willems purpose was for writing the book we
are reading today, and how we can make some text to text connections with the book we read
by him yesterday.
(PICK A STICK) Last week we read stories what author? Her
stories were to entertain the reader and the ones we read
had a certain style (circle). This week we started learning
about a new author. Do you remember his name?
(Who can tell me what the book we read yesterday was titled?)
Yesterday when we read, Dont let the Pigeon drive the bus What did we decide that the
authors purpose was for writing the story?
(Prompt students to use the language they have learned to describe
the authors purpose.)
Today we are going to be reading, That is not a good idea.
While we are reading I want you to think about all of the things youve learned about (story
elements (characters, setting, problem, solution), but also see if you can make any
connections to the story. How will this story make you think of other stories we have read?
Hmm.
Introduce the front cover, looking at the cover of our book do you see any of the same
characters that were in our book from yesterday?
What do think this story may be about?
(Encourage students to)
Note the things that are similar and different,
Make text to self connections
Give opportunitys to turn and talk

Modeling:
Begin Reading the story
(Model student response Not a good idea!!)
Finish reading the story (Pause at the end to make predictions about how the story will end).
(Remember to stop and think out loud.)

Check for Understanding:

Thumbs up if you thought the goose was going to be eaten.
What was the authors purposedid this book entertain you? Or inform you?
Text to text connections Did this book make you think of any other stories we have read?
(fox?) How about to the story we read yesterday? Unlike the stories we read by Laura N.,

todays story and yesterdays story were different. How were they different? How were
they the same?
(Implement Necessary questioning here)

Guided Practice:
Independent Practice:
Enrichment/Extension:

(This is to be what students can do that has completed the Independent Practice before
others that is connected to the lesson.)NOT BUSY WORK!

Accommodations:
1.

For children who need vocabulary clarification I will provide appropriate background
information.
2. I will provide the opportunity for students to turn and talk in order to accommodate
students who need to communicate their thoughts out loud in order to increase
comprehension.

Assessment/Evaluation (Students):
I will assess students informally through
Listening to students as the turn and talk.
Monitoring around the classroom as students work together.
Asking students to think aloud

Assessment/Evaluation (Self):
you and perceived by the students.

Self-Assessment based on your reflection on how the lesson was presented by