Read Aloud Lesson Plan

I. Subject Content Area:
Reading/ Language Arts/Comprehension
II. Course of Study:
1) Demonstrate reading vocabulary knowledge, including recognition of multiple meaning words.
2) Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading material in a variety of genres.
3) Recognize the use and effect of literacy elements and devices, including setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats including tables and charts.
4) Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials.
10) Demonstrate knowledge of grammar and usage concepts, including
subject-verb agreement with a compound subject; present, past, and
future verb tenses; forms of adjectives; forms of nouns; and subject,
object, and possessive pronouns.
III. Concepts:
Vocabulary; specifically the following words, anatomy, convulsion, deformed, hideous, laboratory, miserable, and revenge. Use the Comprehension strategy of Making Predictions.
IV. Behavioral Objectives:
• The student will be able to analyze words and break them down to find meaning of those words in a sentence.
• The student will be able to explain in their own words how the author has stated an intended purpose with his/her use of adjectives.
• The student will be able to make predictions of future text based on previously read paragraphs.
• The student will be able to describe read text to the teacher summarizing previously read paragraphs.
• The students will be able to changes key vocabulary in the text to synonyms.
V. Evaluation:
Teacher will listen to student responses based on questions from the text for accuracy and understanding. The teacher will evaluate student predictions based on prior knowledge of text. Finally, the teacher will listen to created synonyms from students based on the reading, and check for accuracy and understanding.
VI. Materials:
• Copy of the book Frankenstein, by Mary Shelley and adapted by Diana Stewart
• SmartBoard
• Pencils and Paper
• Writing Journal
• Movie of Frankenstein
• Sentence Strips for new vocabulary terms for the Word Wall
• Marker
• Equity Sticks
VII. Teaching/Learning Procedures:
1) Motivation: Due to Halloween approaching, teacher will ask students who like scary stories based on Halloween characters? Explain that today I am going to read the story Frankenstein.
2) Instructional Procedures:
• This will be read over the course of three to four days based on time constraints and scheduling. Teacher will choose appropriate places to stop, based on student discussion and understanding. Based on CT’s choice of selected material.
• Day 1
• Prologue and Chapter 1 and 2
• The teacher will introduce the book Frankenstein, and discuss the front cover.
• The teacher will then flip to the opening page and discuss the author and the adapted author.
• The teacher will ask students what it means for the text to be adapted.
• Students will respond that the book will be changed or altered in some way.
• Teacher will explain that yes the book has been changed and in this case the story has been shortened.
• The teacher will then turn to the first page and show that there is a Prologue and Epilogue.
• The teacher will ask for student responses.
• Students will respond that is something written before the story to explain the upcoming story.
• Teacher will begin reading the Prologue.
• The teacher will stop and ask students to write down their predictions, in their journals, based on the Prologue about the book.
• Teacher will ask students to briefly write what they think will happen in one or two sentences.
• Teacher will ask one student, picked from the equity sticks, to describe their prediction.
• Student responds.
• Teacher will then pick a student to describe Victor Frankenstein.
• Teacher will pick one student to respond.
• Teacher will continue to read, chapter one.
• Teacher will stop at previously marked spots and ask students to respond by describing the feelings of the monster.
• Teacher will allow students to respond.
• Teacher will then point out certain vocabulary (underlined in the text), and ask students to define the words, and come up with their own synonyms.
• Teacher will then ask students if their predictions have come true.
• Students will respond.
• Teacher will then ask students to make new predictions based on the reading.
• Students will write down the new predictions based on the previously read text.
• Teacher will then proceed to the next chapter showing pictures when available.
• Day 2; Chapter 3
• Begin by recapping the previous days reading. Ask students to take out the journals and look at yesterday’s written predictions.
• Ask students if they still feel the same way or if they want to change their predictions.
• Allow students a few minutes to change predictions if necessary or continue to read if no student wants to change.
• Teacher will begin reading the next chapter.
• Teacher will pause half way.
• Teacher will ask students to describe what was just read.
• Students will respond with brief descriptions.
• Teacher will then point out underlined vocabulary.
• Teacher will briefly discuss the vocabulary; it’s definition and context.
• Teacher will continue to read and finish the chapter.
• Teacher will ask students to analyze their predictions and turn and talk with their buddy to see if their predictions came true, and to write new predictions based on today’s reading.
• Teacher will allow ten minutes for talk time.
• Teacher will then ask for a few predictions and have students share by picking out equity sticks.
• Students respond.
• Teacher will then discuss adjectives (previously learned) and ask students to describe the text in their own words using synonyms form the written text.
• Teacher will ask students to make new predictions in their journal.
• Day 3, Chapter 4 and Epilogue
• Teacher will recap the previous days reading.
• Allow students to reread their predictions and give them an opportunity to change/adapt their predictions.
• Teacher will begin reading and pause at previously marked spots and discuss the author’s use of adjectives and the author’s purpose.
• Discuss the idea of mental images, and how the uses of adjectives help create mental images.
• Teacher will continue to read.
• Teacher will stop at the end of chapter 4 and ask students (using equity sticks) to describe what was read in their own words.
• Students will respond.
• Teacher will then show the Epilogue to the students.
• Teacher will briefly discuss the purpose of the Epilogue with the students and ask one for a definition.
• Student responds with a definition of an Epilogue, a closure of a story.
• Teacher will read the Epilogue and finish the story.
• The teacher will then ask students to turn to their buddy and discuss the predictions that they have made.
• Teacher will choose students to respond (using equity sticks) and have them discuss their predictions.
• Teacher will then remind students that tomorrow we are going to watch the movie Frankenstein.
3) Closure: Teacher will ask students to get out their journal, and pick one character from the story and describe what he/she could have done differently that might change the ending of the story. Show the students the movie on the fourth day.
4) Relevance: Students will be told that in writing it is very important to use adjectives to describe what they are discussing. This way the reader can create a mental image, which helps with comprehension. Furthermore, explain that making predictions help when reading a story to allow the reader to maintain focus and comprehend a story easier with an active involvement in the story.
VIII. Supplemental Activities:
• Early Finishers: Whole group, there will be no early finishers.
• Enrichment:
Day 1: Students will expand on their predictions with more detail
Day 2: Students will continue writing in their journals describing characters.
Day 3: Students will finish writing in their journals about different endings if the characters actions had been different.
Remediation: Discuss vocabulary, retelling, and adjectives in small group to assure student understanding.

Personal Reflection:
I enjoyed working with the kids over a period of four days. The children enjoyed the selection the cooperating teacher and I had chosen. I do admit that I can work on my theatrics when reading. I did try to stress the more suspenseful parts of the story, however I need to work on the “voices” and other aspects of reading aloud. I feel that I handled discipline during the reading quite well. I could call the students names in between reading without skipping a line in the story. This kept the children on their toes. Overall, I feel I quite good about this lesson, and the my cooperating teacher went over many different things after my reading that can only help me in the future.

I read this story to the kids for a week, and following that we watched the video. As I read I continually asked questions, and it was very fun hearing the childrens' predictions as we went along. They would constantly change their prediction after each chapter. The picture below is of the cover of the book I read.