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Lesson Plan Kindergarten 30-40 minute lesson

Goals/Objectives Students will be able to: Recognize and identify the setting, events, and characters in the story Describe the setting in broad and specific terms o Comparing and building off of their background knowledge about farms Identify the characters as antagonist and protagonist Make predictions about what events will happen next Understand the events as a sequence Compare and draw connections to other stories read o Setting o Characters (protagonist/antagonist) o Events o Tricky plots
11/11/11 3:42 PM Comment [1]: This is a lot of goals. Can you highlight one or two that you see as the most important ones for this lesson? 11/11/11 3:42 PM Comment [2]: Please include one or two state or common core standards that this lesson addresses.

Standards Materials and Preparation The Hungry Forx and the Foxy Duck written by Kathleen Leverich illustrated by Paul Galdone Writing Paper Drawing Paper Pencils and Erasers for each child Color pencils

Classroom arrangement and management issues The class will be seated at the reading carpet facing the instructor and each student to be able to have a clear view of the book. The students will be close to one another so they are able to speak and predict about the story.

Plan Hook: Begin with a discussion about our field trip to the farm and what specific elements are necessary on a farm Discuss what we have found out about fairy tales and list some of the characters we have read about.
11/11/11 3:42 PM Comment [3]: To make this part more engaging, you could have a bag with objects or pictures of items that are found on farms. When a child says an item that you have in your bag you can pull it out. Or have students pick items from the bag and say what they are if they are found on farms or not. 11/15/11 8:49 PM Comment [4]: For this section you may want to have some of the fairy tales that you have read as a class available for the students. So that you could hold up a book and say who remembers the characters in this story. As you will refer to this list during the discussion you may also want to have photocopied pictures of these characters and posted them next to their names. 11/11/11 3:42 PM Comment [5]: Do your students know and use these terms to describe the characters? If not you will want to explicitly introduce this vocabulary. 11/11/11 3:42 PM Comment [6]: Great questions and I really like how carefully you have planned out this section. 11/11/11 3:42 PM
Comment [7]: To make this part more open ended you could also say. What do you think Fox and Duck are doing? Followed by how do you know?

Body: Analyze the cover o Who are the characters on the cover? o Who do you think they are? What do they look like? o Who looks like the protagonist or antagonist? What should we look for to find out if our prediction is correct? o Where does this story look like it takes place? o Author and Illustrator- means what? Reading the story o By third full page pause to discuss the setting o What do they see around the duck? o What has the story told us to know where it takes place? o First page that the Fox appears- How do we know that the Fox and Duck are having a conversation? o When the Duck asks for a table- STOP reading and have the students make a prediction to the whole group.

11/11/11 3:42 PM Comment [8]: This sounds like a great place to make a prediction.

o When the duck asks for cups and plates- STOP reading and have them think-pair-share and then discuss in the group. o When the duck asks for a table cloth- STOP and discuss what the duck is doing- what is the purpose- why is she doing that? Finish the end of the Story o What happened? What were the events that took place? o Who can tell me why that happened when the Fox waved the red blanket in the air? Discuss who the characters were- who was the protagonist and antagonist o Why/How do we know that they are those characters Draw connections to the other Characters in the other read aloud books o Who was the Fox like? Why o Who was the duck like? Why o What did the duck do? Closure: Have the students choose their favorite event in the story and write it down and draw a picture to match.
11/11/11 3:42 PM Comment [12]: This sounds like a nice way to close the lesson. If you have time it could be nice for them to share their pictures and stories. 11/15/11 8:57 PM Comment [13]: You definitely want to capture this information, so that you can accurately assess their understanding of this lesson. You might want to create a checklist to record what each child is able to identify and/or tape record or video tape in addition to having the observer(s) record students responses. 11/15/11 8:58 PM
Comment [14]: Their writing and drawing will provide good data to gage their understandings. Make sure to ask students questions about their work to further your understanding their responses and meaning making.

11/11/11 3:42 PM Comment [9]: Great questions.

11/15/11 8:55 PM
Comment [10]: You could also have pictures of the main events in the story (or props) to scaffold their understanding as well as foster a discussion of the sequence of events.

11/11/11 3:42 PM
Comment [11]: Having a actual red blanket could make this part come alive for students.

Assessment of the goals/objectives listed above Students are using logical and appropriate strategies Students are able to identity the setting, characters, and events o Can be assessed by the students ability to discus what they heard Students are able to accurately write their favorite event in the story o Can be assessed by the handout.

Anticipating Students responses and your possible responses One potential issue that could come up is that the students may describe the setting with a very broad and large picture nature, or a farm and some students may describe the setting with a very narrow and small picture saying a pond. I want the students to think about both aspects and grasp what descriptive words can be used to describe setting. Another potential issue is that students may not see the connections between the different characters and settings that were discussed in other stories. If this is the case I will have them on hand to refer to. Throughout a class discussion I hope that other students can help clarify the connections.

11/11/11 3:42 PM Comment [15]: Good point. Have you thought about ways to help them be more descriptive. 11/11/11 3:42 PM Comment [16]: Wonderful idea.

Accommodations For students who find this material too difficult, we will discuss what their favorite part was, have them draw the picture and try to write as much as they can. Then we will scribe what their favorite part was. For students who find this material too easy, we could ask them to write more than one sentence that describes their favorite event.

11/15/11 8:59 PM
Comment [17]: Nice accommodations.