Haley

Lesson Kindergarten: Reading- When Sophie Gets Teacher:

Reynolds
Title/Focus Angry- Really, Really Angry by Molly Bang Date:

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General 1. (#2 ELA) The child listens, speaks, reads, writes, views and
Learning represents to comprehend and respond personally and critically
Outcomes: to oral, print and other media texts.
2. (K.2 Citizenship and Identity) Students will demonstrate an
understanding and appreciation of the characteristics and
interests that unite members of communities and groups.
Specific 1. Uses prior knowledge (#2 ELA)
Learning 2. Uses comprehension strategies (#2 ELA)
Outcomes:
3. Knowledge and Understanding (K.2.5)

LEARNING OBJECTIVES
1. At the end of the lesson, students will be able to relate aspects of oral, print and
other media texts to personal feelings and experiences.
2. Students will be able to discuss the actions of the main character, and whether
those actions demonstrate her superpower.
3. Students will be practicing reflecting and exploring different ways in which
people create a climate of cooperation.
MATERIALS & EQUIPMENT
Alberta Program of Studies Kindergarten (Early Literacy)
Book- When Sophie Gets Angry, Really, Really Angry
PREPARATION & LOGISTICAL CONSIDERATION
Have the book ready by the board
Have students sitting quietly before at the carpet
ASSESSMENTS
Observations: The students effort and participation in the
reading
How the students express their knowledge of the
story they are reading
Whether the students are able to connect the
story to what they know about emotions and
superpowers
If the students are paying attention to the
reading, and if not, why?
Essential Question: What are other ways Sophie could have dealt
with her anger?
Products/Performances: Students will discuss how a certain situation
made Sophie feel
Students will discuss different opinions and ideas
on how Sophie could have handled her anger in

Introduction
Attention Grabber:
A Superpower or not a
superpower
Transition to Body
How Did Sophies Sister make
her feel?
How did Sophie feel when
she fell over the truck?
What could of Sophie done,
instead of kick and scream?
Is running away a
superpower?
Closure
Assessment
another way
Students will predict what happens next in the
story
Students may read the pictures or the words to
describe what is happening in the story
PROCEDURE
Time
Wait until all students are sitting on the
carpet and are present within the
classroom and quiet.
2
Tell the students the book will be about
mins
Sophie, and to think during the story
whether she is using her superpowers or
not
Read the title of the book to the students,
2
and discuss how it will be about
mins
Sophie
Body Time
When Sophies sister grabbed her gorilla,
2
ask the students how Sophie felt after
mins
that.
Ask the students how Sophie felt after 2
falling over the truck. mins
Ask students their opinion and ideas
2
over what Sophie could have done when
mins
she was angry?
Ask the students whether running away
is a superpower
3 min
What should Sophie of done instead of
run away?
Going throughout the book, continue to
ask the students questions about some
pictures that may strike their interest 5-7
This way creating discussion mins
End the book by thanking them for
using their superpowers to
By having the students orally explain
their reasoning behind how Sophie could
have handled her anger, shows the
students problem solving skills and
attentive listening and participation.
Formatively assessing whether students
are able to make the difference between
what a super power is and what a super
 power is not.

Adaptation For students that may have trouble

understanding some of the questions, keep in
mind how to change up your vocabulary for
some of the students to understand.

Rationale
How does this individual By giving students the opportunity to demonstrate how
lesson scaffold learning they read and understand a story, they are gaining
opportunities for confidence in their abilities on reading and writing. By
students? demonstrating to them that there are three ways to read,
the teacher is not limiting students in how they can
express their ability to read; moreover, giving many
opportunities for the students to demonstrate their
understanding of the book they are reading. This book and
the questions asked target the students understanding over
what a superpower is, what types of emotions are
expressed by the characters, why, and how we can handle
our emotions in a positive way.

Did I ask the why and how in each question?

Questions Are the students learning the truth in this book?
Am I explaining what Sophie is doing in the right way?
Are the students engaged?

This lesson assumes that students should have a basic

What assumptions does knowledge behind
this lesson make about Basic knowledge about colors and emotions that
what students already could be represented in the picture they are
know? reading
Basic knowledge behind reading and what a reader
is
 In what ways is this
lesson connected to the
next lesson?
This lesson is connected to the next lesson, as we are
working on making superheroes. These superheroes stand
for what the students believe their superpower stands for
in the classroom. A book will be read to the students
based on superpowers, where they will have to create
their own superhero, draw their superpower, and write
what their superpower is. This way the students in this
lesson will be practicing their reading.