Name: Alexis Nagley Grade: Kindergarten Subject/Topic/Activity: Read aloud Standards: K.SL.

6, Speak audibly and express thoughts, feelings and ideas clearly K.SL.2, with prompting and support, retell familiar story, including key details K.RL.1, with prompting and support, ask and answer questions about key details in a text KRIT.5 Identify the front cover, back cover and title page of the book. Objective: Students will be able to work in pairs to make text-to-self connections through role playing. Students will be able to do this by using the questions asked while reading the story. Materials: Little trinkets for children to use when reenacting Story: Ruthie and the (Not So) Teeny Tiny Lie By: Laura Rankin

Procedure: 1. 2. 3. Bring Children to the story rug by the tables where they are sitting. Pair students up in groups of two for their turn and talk. Introduce book by title and author a. ask students have you been in a situation where you have lied or knew someone who has lied to someone? b. call on students who raise their hands 4. Start reading the book.

5. Stop on the beach page and after reading; ask students Can anyone make a connection to Ruthie here? For example, have you been to the beach like Ruthie or ever found treasures like Ruthie has in the book? a. Call on a couple of students who raise their hands 6. Start reading again

7. Stop reading when the boy and Ruthie are fighting over the camera. Tell students With your turn and talk partner talk about if it was right that Ruthie told the boy the tiny camera was hers even though it really was not. 8. Start reading again

9. Stop after Ruthies bedtime and tell students with your turn and talks partner why do you think Ruthie could not eat dinner and almost cried when she went to bed? a. 10. After students had a chance to talk to each other talk about it as a class. Finish the story.

a. ask students Do you think at the end of the book Ruthie did the right thing by telling her teacher the truth? b. answer a couple of students who raised their hands. c. also ask students What could Ruthie have done in the beginning of the story lying about the small camera? (This question will lead into what the assessment is about) 11. Explain to students the assessment activity and that they are going to work on it with their turn and talk partner. 12. 13. Students will go back to their desk by their birthday month. Work on the assessment.

Assessment: Students will each get a trinket passed out by the teacher and with their turn and talk partner discuss what they should do if they find something that is not theirs. Students will come up and react and show their classmates what Ruthie could have done. Besides role-playing, I will also be assessing students when asking various questions throughout the book and allowing them to turn and talk to their partners. These assessments show me if students comprehended the story and also allow students think about what could be done if they were in the same situation.

Management Issues/Transitions: Having students come to the rug by table and having them go back to desk by birthday month. Establishing the talk and turn partners at the beginning of class.

Differentiation: Having students talk in small groups and with the whole class. Asking students various comprehension questions throughout the story. Role playing will support various levels of ability. Students who excel will come up with more complex solutions while weaker students will have the help of the ideas that were generated when the class talked about it as a whole. This lesson helps a wide variety of learners. Students who are creative and kinesthetic learners will be able to show their strengths through the role playing. Logistic learners can show their strength when I ask comprehension questions while reading the story. Reflection: Overall I thought my lesson plan went well. The students seemed to really enjoy the book and were eager to answer questions and talk to their turn and talk partner. My objectives for this lesson were not fully met. My students were able to make text-to-self connection but because of time restraints it was not through role playing. As a class I asked them questions like what Ruthie did was right? I also asked them with their turn and talk partners to think of what they would do if they found something that wasnt theirs. This would allow me to see if they were able to relate it to a real life situation. And for me to see if they understand the moral of the story.