Capital City Lesson Plan

Adapted for PreK

Topic of the
Lesson
Learning
Target(s)

Read Aloud: Over and Under the Snow by Kate Messner, illustrated by
Christopher Silas Neal

Questions
to
Consider:
GOLD
Objectives:

Group
Setting:
Materials:

1. How do students engage in discussion about book?

2. What details/words from story do students recall?
3. How long are students able to attend to the read aloud?
8a Comprehends language
9a Uses an expanded expressive vocabulary
18a Interacts during read alouds and book conversations
11a. Attends and engages
12b. Makes connections
23. Uses scientific Inquiry skills
The read aloud will occur with the whole group on our meeting carpet.

Activity:

I can demonstrate my understanding of positional phrases over

and under
I can discuss what some animals do in the winter
I can be part of a discussion
I can ask questions about what I wonder

Modified text with pages paper-clipped together to make text an

appropriate length for one read
Pictures of different animals, enlarged to show detail

First Read Aloud- This read will occur on the meeting carpet during
closing circle. The first read will provide context and introduce the
students to the story. It will also introduce/deepen students
understanding of the concepts of over and under.
Introduction: This afternoon, were going to read a story about a little
girl and her dad who are traveling through the forest in the wintertime.
Theyre traveling on something called skis- have any of you ever been
skiing? Skis are long, skinny things that you can strap to your feet to
help you glide over the snow. They are kind of like sleds, but you wear
two of them on your feet. [Show illustration to help students
understand. Consider having several different pictures printed from the
internet of skis/skiers]
As the little girl and her dad travel through the forest, they see and hear
some animals. Were going to read to find out a little more about these
animals and how they survive in the very cold winter.
Read text and highlight: Read the story. Stop at under the snow is a
whole secret kingdom, where the smallest forest animals stay safe and
warm.

See, there are some animals who are UNDER the snow. Take your arm
and hold it like this, pretending that it is the snow. Now, take your hand
and show the animals who are under the snow, like this. Now try over
the snow. Great! As we read, when you hear those words over and
under, I want you to show me with your hand where the animals are.
Continue reading modified text, emphasizing positional phrases over
and under.
Concluding experience: Who can remind us some of the things the little
girl and her dad saw over (use gesture to support) the snow? Who can
remind us of some of the animals the little girl and her dad noticed
under (use gesture to support) the snow? [Take two student responses;
consider two-choice answers for students who need support]
Second Read AloudIntroduction: Today, we are going to read Over and Under the Snow by
Kate Messner again.
Read text and highlight: Read modified version of the text again, using
over/under gestures to help solidify concepts.
Concluding experience: In this story, we read about a lot of different
animals and how they live during the winter in the forest.
What animals did you notice in the forest?
As students call out responses, tape pictures of animals to chart paper.
Some of these animals lived over the snow, and some lived under the
snow. Lets talk about the ones who lived under the snow. Why do you
think they lived under the snow? [Think, pair, share. Take 3-5 student
responses. Feedback loops around why they live under the snowWhy
is it important to store food under the snow? Why does living under the
snow keep animals warm? Why is it safer to live underneath the snow?]
Were going to read this book one more time. Next time, were going to
learn more about life underneath the snow.
Third Read AloudIntroduction: We have read this book a few times before. Can anyone
remind us of the title?
At the end of this book, the little girl skis back to her warm house and
snuggles under (use gesture to reinforce) her covers. There are still lots
of animals in the forest who do not have warm houses like the one the
little girl has. Where do they live instead? Yes, under the snow. Under
the snow they have all that they need. Today, were going to talk a little
more about what life is like under the snow.

The little girls dad says that there is a secret kingdom under the
snow. And there really is! It is called the subnivean zone. Can you say
that? Subnivean is just a fancy word that means under the snow.
What animals did we notice in this book? [Use pictures from chart
created previous day to prompt students. Give information below and
ask students why questions for a FEW of the facts given. Ask simple
check for understanding questions after reviewing each animal.]
Animals from the book to review:
Red Squirrel: Hide underneath the snow for protection, store food
underground. When they get hungry, they use their noses to find the
food based on the smell!
Bullfrogs: HIBERNATE, just like in Bear Has A Story To Tell. They bury
themselves in mud at the bottom of ponds in the winter. The mud helps
keep them warm, even when it is very cold outside!
Red foxes: Dont live under the snow. During the winter, red foxes eat
small animals like mice, voles, and shrews. IN order to find them, the fox
listens underneath the snow. When the fox hears a little animal
underneath the snow, it jumps with its whole body, trapping the small
animal underneath it.
Chipmunks: Dig burrows in the earth and live there in the winter time.
The chipmunks house usually has different rooms- one room is for
sleeping, one room is where it keeps its food, and one room has doors to
get in and out of the burrow.
Black bears: Hibernate. Before going to sleep for the winter, black bears
eat A LOT of food. Sleep in caves, not under the snow.
Bumblebees: Queen bumblebee hibernates underneath the soil or under
a layer of leaves. If it gets too cold, the queens body will let off a special
coating to keep her warm.
Assessment
:

Take anecdotes of students ability to engage in the read aloud,

define key vocabulary, engage with over/under vocabulary, and
answer questions posed.

Differentiat
ion Options

Preview the book in small groups (look at the pictures, preview

vocab and gestures in home language if possible)
Give students two-choice questions if they struggle answering
open-ended questions (What did they see under the snow? Did
they see an owl? Or a vole?)
Use enlarged pictures to enhance animals who live underneath the
snow; allow time for students to manipulate pictures. During
centers/in small groups?

Extensions

Journals: What do animals do in the wintertime?

Blocks: Tape snow prints and tracks to blocks; wrap other blocks
with white paper
Art: Pictures of snowy days, white paint, blue or black paper,
animals, snow track stampers
Writing: Snowy day pictures and vocabulary for stories and
writing; Animal vocabulary
Library: Create pieces for storyboards; adhere a bit of felt to back
of animal print-out, encourage students to retell story and/or
create their own about the subnivean zone
Sensory: Add fresh snow or artificial snow to the table; add small
animals; encourage students to talk about animals who live over
and under the snow.