Katie's Kitten Lesson Plan

A sample lesson plan:

Name: Cassandra Dawn  Lesson/Unit:  Literacy Workshop  Grade Level:  3^rd

Friday, December 16, 2011  9 a.m.    3-411

Time: 30 mintues   Standards: 3.1, 3.2, 3.3, 3.7

Type of Activity: Shared Reading:  Katie’s Kitten by Robin Bernard

Materials:  big book, post-it’s, wipe board, wipe board marker, Making Predicitons sheet (me)

sharpened pencil with eraser (students)

Lesson Goals:

Students will make predictions about Katie’s Kitten.

Students will revisit their predictions about Katie’s Kitten.

Students will gauge the accuracy of their predictions about Katie’s Kitten to the events in the story.

Lesson Objectives:

Students will make predictions about Katie’s Kitten by merging background knowledge and context clues.

Students will revisit their predictions about Katie’s Kitten by rereading their own predictions.

Students will gauge the accuracy of their predictions about Katie’s Kitten to the events in the story, by comparing and contrasting their predictions with events that actually occurred in the text.

Vocabulary:   kitchen, sofa, fish tank, coat stand, basement, attic, junk, trunk, chest of drawers, beneath, spread

Instruction:

Warm-Up: 

Students will review the book features.

Introduction:

What is the name of this book?  (title)

What do you see?

What do you think the book will be about? (using context clues)

 “By”; Who is Mirra Ginsburg? (author) What does the author do? (write the words)

Pictures by Byron Barton.  What do we call the person who draws the pictures? (illustrator)

Shared Reading:

Today we are going to use what we know from our life, our background knowledge, and the clues from the pictures and the text, context clues, to make predictions, smart guesses, about what will happen in the story.

What do you know about kittens?  (activating prior knowledge)

What do you see in the picture? (use the picture strategy)

Let’s read the words.  Follow along as I read. (point as you read strategy)

What do the words tell us?  (The kitten is missing.  It’s time for bed.  The kitten was playing.)

I want you to put together what you see in the picture (gesture), with what you know from the words (point at the words) and what you know about kittens.

Now, what do you think will happen?  (Will they find the kitten?  Where?)

Use the making a prediction worksheet to write a prediction.

Stems:  I think they (will/will not) find the kitten.

I think they will find the kitten __________ (where?).

*Check in with prediction:  Where are they looking?  Did they find the kitten yet?

Connect vocabulary to picture clues.  (vocabulary building)

Follow-Up Activity:  Revisiting the predictions.

Today, we used what we know from our life, our background knowledge, and the clues from the pictures and the text, context clues, to make predictions, smart guesses, about what will happen in the story.

Now, let’s see if our predictions were correct by comparing them to what actually happened in the story….

Did Katie find her kitten?  (yes)

Let’s reread our predictions.  If you said yes, she would find her kitten, your prediction was correct.  So, let’s write that.  Whether you were correct or not does not matter; what matters is that you are using all these clues with what you know and thinking about the story.

Stem:  I said Katie (would/would not) find her kitten, so my prediction was (correct, incorrect).

Where did Katie find her kitten? (under the bed, asleep)

Let’s reread that part of our prediction.  If you said she would find her kitten under the bed, your prediction was correct.  So, let’s write that.

Stem:  I said Katie (would/would not) find her kitten __________, so my part of prediction was (correct, incorrect).

Now, I’m going to show you something.  (Return to page 2).  Do you see any clues that they might find her under the bed.  (locate the word “bed”)

Closure:  Think about your prediction.  Whether your prediction was correct or not, what did you use to make your prediction? (picture clues, text, what I know about kittens, what I know about houses…)

Today used what we know (our background knowledge), clues from the pictures and clues from the text (context clues) to make predictions, about what will happen in the story.

Extension:  Make a prediction about their independent reading book and revisit it to see if they were correct.