Room On The Broom Read Aloud Lesson 6z3e5q

Lesson Plan Template Lesson Plan Title I can Understand a Story Based on Plot Brief Description/Abstract Starting with “a witch and a broom” and ending with “a witch, and a cat, and a dog, and a bird, and a frog, and a brand-new broom”; children will gain the understanding of story structure. Overview All stories have a beginning, work their way to the middle, and lastly end with a closing. Using this information, the children will be read a story and asked to point out the key events of the story. They will then sequence those events and work on their key vocabulary . Kids will then get to practice by sequencing the events individually and finally work on writing their own story of events using vocabulary practiced. Grade Band K-2 Lesson Plan Type Standard Lesson Estimated Lesson Time 50 minutes Featured Resources - Event Cards Printouts -Room on the Broom Sequencing sheet Materials & Technology • Room and the Broom by Julia Donaldson (Puffin Books, 2003) • Event sequencing cards • Chart paper and markers • Writing paper From Theory to Practice “To do well in school task and to enjoy reading in general, children should know about critical features of stories, such as characterization, time sequence, and the way in which stories are put together (for example, that a story has a beginning, a middle, and an end). Knowing about important features of stories helps children to understand and the content of narratives better.” Spiegel, D., & Fitzgerald, J. (1986). Improving Reading Comprehension through Instruction about Story Parts. The Reading Teacher, 39(7), 676-682. Retrieved from http://www.jstor.org/stable/20199190

Standards 7.1 Retell the sequence of major events using key details; determine the theme in a text heard or read. Websites NONE Preparation 1. Read Room on the Broom to find the key events throughout the book. 2. Make whole group picture cards with characters from the book to sequence. 3. Write out questions to ask periodically throughout the read aloud.

Instructional Plan Student Objectives Students will • Comprehend a story by understanding its structure. • Learn to sequence a story with correct vocabulary. (First, after, then, next, last) • Use key events to retell a story. • Practice writing their own story using the key sequencing . Session Introduction and Activities Session One: Read Aloud (15 minutes) 1. Introduce Room on the Broom by Julia Donaldson to the students by showing them the book and reading them the title. 2. Ask students to share with their shoulder partner what they believe the story will be about. Call on one or two partners to share their thoughts. 3. Remind students to pay attention to the order of events before starting to read. 4. When reading have them make the sound of words that signify main events (witch, cat, dog, bird, frog, monster, dragon). 4. Stop periodically to ask student what they think will happen next in the story. 5. Call students to the front and give them a picture card to hold. Include the whole class in a discussion to properly sequence the students in the order they occur in the book. 6. Retell the story using sequencing vocabulary and the major events with the picture cards. Session Two: Individual Work (20 minutes) 1. Have students work quietly in their desk writing a story on a specific topic they choose. 2. Instruct them to think about their story having a sequence of events like the class has been talking about. 3. Have them illustrate pictures to go along with their story. Session Three: Partner Work (15 minutes) *be sure partners are not working on the story they created. 1. Split the class into pairs around the room. 2. Give each pair a copy of one of the stories a classmate wrote. (go through the stories and pick the ones that would best fit the activity you are working on) 3. Have the pair read the story and talk about the sequencing of events using the correct vocabulary. 4. If there is a pair willing to share their retelling using the proper vocabulary they may. 5. Close discussion with reminding students of sequencing vocabulary and how they can retell a story using the key events. Extensions • If time permits, allow students to write their own story using sequencing vocabulary and draw pictures to go along with their sequencing. Student Assessment/Reflections • Use informal observation to assess students’ ability to sequencing in the discussion in Session One.

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Assess how well students comprehend sequencing in Session Two with their correct placement of events. • Discuss with each group about their stories in Session Three and observe their ability to use the proper vocabulary. Related Resources NONE References https://www.jstor.org/stable/20199190?seq=1#metadata_info_tab_contents