All Lesson Plans

Day 1
Comprehension Lesson Plan Template

Day: 1 Grade: Kindergarten Lesson Length: 45 minutes
Literacy and Content SOL(s):

Social Studies Standard
K.10 The student will demonstrate that being a good citizen involves
d) following rules and understanding the consequence of breaking rules;
e) practicing honesty, self-control, and kindness to others;
f) participating in decision making in the classroom; and
Literacy Standard
K.8
c) Use pictures to make predictions.
SWBAT (Students Will Be Able To):

● Students will be able to identify the purpose of rules.
● Students will be able to explain the consequences of breaking rules.
● Students will be able to express how their decisions affect others.
Title of Text(s): Strategies Incorporated: Key Vocabulary:

What if Everybody Before Reading: Think Pair ● Rules
did that? by Ellen Share
Javernick
During Reading: DLTA
After Reading: Write, Draw,

Aktie
Materials: Preparation:
● A copy of ● Make copies of the sentence frame worksheet (attached)
the book
● Sentence
frame
worksheet
Lesson Steps
Before Reading:
Students will be doing a Think, Pair, Share to start formulating ideas about why rules are
important and the consequences of breaking rules. First, we will define rules as
“statements that let us know what is and is not allowed”. We can connect this definition
to our school rule of “no running inside the building”. This rule tells us that we are not
allowed to run inside the building but it is okay to run outside at recess. Ask the students
to take a minute to think about what they already know about rules and why we follow
them. After their individual think time, have the students partner up to share their ideas.
Once students have talked with a partner, gather their attention back to the whole group.
Have students share their ideas or some of the things they discussed with their partner.
After students have started thinking about rules, introduce them to the text. Read the title
“What if Everybody did that?” and have them look at the cover picture to think to
themselves about what the book might be about. Explain to them that they are making a
prediction, or a thoughtful guess using information that they have. Have students share
their predictions about the book based on what they have seen from the title and cover.
During Reading:
For this text, it would be helpful to read the text before showing students the pictures.
This would allow them to share predictions without being influenced by what they
pictures are showing them. For example, stop on pages 3-4 in the book. Read students
the text about throwing a soda can out the window and ask them the question, “What if
everyone did that?”. Have the students make their prediction and then show them the
picture of trash littering the road. Stop again on pages 9-10. Read students the text about
raising their hand in class and ask the question “What if everyone did that?”. Have the
students think about and share predictions before showing them the picture in the book.
This strategy could be done frequently in the book as it follows the same pattern
throughout. Students could be asked several times to make predictions about the
outcomes of an action before being shown the pictures.
Also allow opportunities for students to think about their overall prediction of the text, by
asking them to think about their original prediction.
Stop on pages 11-12 and ask students to think about their original prediction.
● Is the book about what they thought it would be?
● Do they want to change their prediction?
● What do they think might happen during the rest of the story?
Stop on pages 25-26 and ask the students to revisit their original prediction again.
● Do they want to change their prediction?
● What do they think will happen to the boy at the end of the story?
Finish reading the story to the students. Have them reflect on the end of the story on
whether their prediction was right.
After Reading:
Review the main points of the story with the students.

● What did the boy in the story learn?
● What did he learn about following and breaking rules?
Now have the students think about the end of the story.
● What if everyone does good things?
Give each student a worksheet with the sentence frame “What if everybody________.”
Have the students fill in the line with an example of following a rule. You could give
them an example of a classroom rule, like raising your hand. Student will also draw a
picture of themselves following the rule they chose in the space below their sentence
frame. Ask them to include how someone else would be affected by the good action that
they are doing. For example, students could draw a picture of them cleaning up in the
classroom and their action allowing someone in the class having a clean space to work.
They could also refer to the book as a reference for ideas. Students can then Show and
Tell their pictures to the rest of the class.
Differentiation:
Since this activity is a read aloud, students of all reading levels would have the
opportunity to participate in discussions related to the book. For the after reading
activity, students are not being assessed on spelling, just in the way they express their
thoughts. They will be able to make their idea as simple or complex as they want when
filling in the sentence frame and drawing their pictures. This would allow students to
work within their ability level and in a way they are comfortable.
Assessment:
Students will be assessed on their ideas representations and the way they present them.
Student’s drawings should have an accurate image of them following a rule and include
an appropriate response of another person. Students should be able to verbally explain
their drawing to show that they have thought through their chosen action and
consequence.
NAME____________________________

Fill in the sentence:
What if everyone ______________________

Draw a picture that shows your idea:

Day 2

Content Standard: Social Studies
K.10: The student will demonstrate that being a good citizen involves
c) taking care of personal belongings and respecting what belongs to others;
Literacy Standard:
K.9: The student will demonstrate comprehension of nonfiction texts
c) Ask and answer questions about what is read.

● The students will be able to demonstrate comprehension by completing the before
and after columns of an anticipation guide based on the text that is being read to
them.
● The students will be able to answer questions during an interactive read aloud of the
book Have You Filled a Bucket Today? by Carol McCloud to demonstrate
comprehension.

Have You Filled a The teacher will follow ● Bucket Filler
Bucket Today? by Carol Before, During, and After ● Bucket Dipper
McCloud Reading Strategies.
Before: Anticipation Guide
During: Interactive Read
Aloud
After: Anticipation Guide
● Book: Have You ● Before conducting the lesson, go through the book to
Filled a Bucket become familiar with it.
Today? by Carol ● Familiarize yourself with any of the other materials, like
McCloud making sure the anticipation guide is printed and you have
● Anticipation enough copies and that crayons are available for each
Guide student.
● Crayons
Lesson Steps
Describe the steps of lesson in enough detail that another person could pick up the lesson
plan and teach it. Make sure to include an opportunity to write and talk about the text in at
least one of the phases (before, during, or after reading).
Before Reading: Anticipation Guide

● Before conducting the interactive read aloud, give each student an anticipation guide
for them to complete
○ Explain to them what an anticipation guide is and how they will use it.
○ Explain that a smiley face means they agree with the statement and that a sad
face means they disagree with the statement.
○ Then explain that they will either color in the smiley face or sad face on the
before side, based on the statement you read out loud to them.
○ Model this for the students under the document camera with the practice
anticipation guide. Read the first statement out loud and then have them
watch as you color in only one face, either the smiley or sad face.
■ Give the students a practice anticipation guide to look at.
■ Read the rest of the statements aloud and let them practice picking
either the happy or sad face.
● Remind them that they have to pick or the other, they can not
color both faces for one statement.
● Also remind them that it is ok for one statement to be a happy
face and the other to be a sad face. They do not have to color
all the same faces.
○ After letting them practice and answering any questions they may have,
move on to the real anticipation guide, that goes along with the text you will
be reading.
○ Read each statement outloud, making sure to give each student enough time
to answer.
○ After each student completes the before side, have them put their paper to the
side and move on to your interactive read aloud.
During Reading: I nteractive Read Aloud
● While reading the story out loud, stop frequently and ask questions and discuss the
events that are happening in the story.
○ Pre-planned stopping points and questions for Have You Filled a Bucket
Today? by Carol McCloud *I used pictures as stopping point guides incase
page numbers are different.*
■ “Do you have a bucket that you carry everyday?”
● Stop at the page that has the family lined up and ask this
question.
■ “What do you think the purpose of your bucket is?”
● Stop at the page that has the buckets making a rainbow and
ask this question.
■ “What does it mean to be a bucket filler and dipper?”
● Stop at the page that has the boy holding the umbrella for the
little girl and ask this question.
■ “What are some actions that could make you a bucket filler?”
● Stop at the page that has the boy holding the umbrella for the
little girl and ask this question as well.
■ “What are some actions that could make you a bucket dipper?”
● Stop at the page that has the father and son hugging and ask
this question.
■ “Do you think we should be bucket fillers everyday?”
● Ask this question after you finish reading the whole book.
After Reading: A nticipation Guide

● After completing the interactive read aloud, have students take back out their
anticipation guides.
○ Explain to them that you are going to re-read the statements and this time,
they will color in the smiley face or sad face on the after column side.
○ Read each statement out loud, making sure to give each student enough time
to answer.
○ After reading all the statements, allow the students to compare their before
and after answers.
○ Then take a few minutes to discuss the correct answers to the statements.
○ Collect the students anticipation guides at the end.
Note: If you read more than one text, adjust the phases accordingly. Visual text often is used
as a “before” or “after” support for other texts.
Differentiation:
How will you support students at all reading stages during this whole group lesson?
● Students from all readings stages will be supported in this lesson because the whole
thing will be read aloud. While the students can try and read the anticipation guide
statements themselves, the teacher will also be reading the statements out loud to the
students so that everyone can keep up.
● Also, the story will also be read aloud to the students, so they will just need to listen
in order to comprehend what the teacher is reading. This allows for students to be
exposed to more complex text and vocabulary without the pressures of being able to
read it fully yet.
Assessment:
How will your students demonstrate learning objectives?
● Observation: While conducting the interactive read aloud, will ask questions about
what is happening in the book and questions related to the book. The students will
answer the questions. Observe how the students respond to the question, listen to see
if they are answering it in a correct manner and to see if they are comprehending
what is being read to them.
● Anticipation Guide: After completing the before and after columns of the
anticipation guide, collect them from the students. You can use these to assess their
comprehension skills. If the students have the correct agree or disagree markings in
the after column, you will know that they understood and comprehended what was
read to them. If they do not have the correct agreements, then you will know that
they may need more work, practice, and support for learning comprehension.
Name:________________________
Anticipation Guide for “Have you Filled a Bucket”
—> This means you agree with the statement or that you think that the statement will
happen in the book.
—> This means you disagree with the statement or that you do not think the statement
will happen in the book.
Before Reading Statement After Reading
Everybody has an invisible

bucket that they carry with
them.
Your bucket holds good

feelings and thoughts about
yourself.
When your bucket is empty,

you feel happy.
Other people can fill your

bucket.
Being a bucket dipper means

you are saying and doing nice
things for others.
Day 3

Social Studies Standard
K.10 The student will demonstrate that being a good citizen involve
f) participating in decision making in the classroom; and
Literacy Standards
K.8
c) Use pictures to make predictions.
SWBAT (Students Will Be Able To): Be able to make and revise predictions using
pictures.

Be a Good Citizen: Before Reading: Anticipation ● Citizenship
A Book About Guide (check list)
Citizenship by Mary
Small During Reading: DLTA
After Reading: Anticipation

Guide (checklist)
● Index cards ● Make class copies of the anticipation guide (attached)
for List, ● Have index cards ready for the List, Group, Label activity
Group,
Label
● A copy of
the book
● Anticipation
guide
Lesson Steps
Before Reading: T he teacher will introduce the topic of citizenship the students. They
have talked about following rules and being a “bucket filler” and now they will be
learning about how these actions relate to citizenship. Tell the students that today you
will be reading them a book about citizenship and what they can do to be good citizens.
Before you read the book, you want students to think about what they already know about
citizenship and what they think the book might be about. Explain that students will each
be filling out an anticipation guide independently. Give each student an anticipation
guide to look at and remind them how it is used. The students used an anticipation guide
the day before, so they should be familiar with how it works. The teacher will read each
statement to the students, and they agree they will color in the smiley face. If they
disagree with the statement, the student will color in the frowny face. Remind the
students that they must choose one or the other after each statement is read. Also,
indicate to the students that they are coloring in a face in the “before reading” column.
After explaining the expectations for the anticipation guide, read each statement and have
the students color in their responses.
During Reading:
Show students the book you will be reading, Be a Good Citizen: A Book About
Citizenship by Mary Small. Have students look at the cover and think about the title.
Then ask the student to make a prediction about what they think citizenship will mean or
how they think the book will show us citizenship. Have the students share their
prediction with a partner. The teacher could write some of the predictions on the board
for the students to refer to during the story. Tell the students that they will have
opportunities to revise their predictions as the story is read.
Stop on page 2 and ask:
● Does citizenship relate to being a part of something else?
Stop on pages 8-9 and ask:
● Think about your original prediction, is citizenship what you thought it would be?
● Do you want to keep your prediction about citizenship the same or change it?
● How does what this page is saying relates to what was said at the very beginning
of the story, about living in a country?
● Does this change your prediction about citizenship or does it make it stay the
same?
● Let's look at the picture on this page more closely, what does it mean by Josh
protects the “small and weak?”
● Does this example change your prediction or keep it the same?
● We have talked about how citizenship relates to our country, but this page is
talking about something else. Is there another way that citizenship relates to
where we are that is smaller than a country?
After completing the story, have the students think back to their original prediction about
citizenship. Was their prediction accurate or different from what was shown in the story.
Have some students share their ideas, the teacher can write the revised predictions on the
board with the original ones for comparison.
After Reading: H ave students return to the anticipation guide that they filled out before
the reading. Explain to the students that they are now going to think about the statements
again since they have read the story. Read the statements to the students again, this time
making a selection in the “after reading” column. Remind the students that it is okay for
their answers to be the same or different.
Vocabulary Instruction: Remind the students that the story showed that there are many
different characteristics and places that relate to citizenship. Look back in the book with
the students, have them share different phrases or words that relate to citizenship.
Students could say voting, picking up trash, or shoveling snow, as examples from the
book. They could also use terms like helpful, nice, or sharing, to describe the actions of
citizenship. Write all of the students examples on an index card.
Once students have shared several ideas and the index cards have been created, tell
students they will be sorting them. Work with the students to have them sort the cards
into groups that make sense to them. For example, students could sort words into groups
that represent citizenship in the country, community, classroom, or all. After students
have completed the sort, have a discussion about how they grouped the words.
Differentiation:
Since this activity is a read aloud, students of all reading levels would have the
opportunity to participate in discussions related to the book. For both the before and after
reading anticipation guide, the statements are being read to the students. Students are also
being asked to represent their thoughts through the coloring of a picture, which should not
require any additional writing or reading support.
The vocabulary List, Group, and Label activity will also be done in a whole group setting.
The teacher will be writing out the thoughts of the students and guiding them through the
sorting and labeling process. With this lesson’s structure, each student will have access to
the teacher and their peers to use as support and to help guide participation in the lesson.
Assessment:
Students will be assessed in their lesson through their completion of the anticipation
guide, along with participation in the discussion and vocabulary lesson. The “after
reading” column of the anticipation guide should show appropriate responses of agreeing
or disagreeing to the statements. In some cases, the differences in the “before reading”
and “after reading” column should show growth and understanding about the topic.
Students should also be actively sharing ideas to the discussion that are accurate and
relatable to the topic. The way the sort the words should demonstrate that students have
some understanding of the characteristics of citizenship and how they can show
citizenship across different environments.

Anticipation Guide: Being a Good Citizen
Before Reading Statements After Reading
Being a good
citizen means you
are helping your
country to be the
best it can be.
Helping your
neighbor is a way
to be a good
citizen.
Leaving trash on

the ground is a way
to be a good
citizen.
Studying the
history of your
country is a way to
be a good citizen.
Hurting others is a
way to be a good
citizen.
Day 4
Literacy:
K.8
b) Relate previous experiences to what is read.
Content SOL (Social Studies):
● Connect their own experiences to what is read.

● Write a sentence describing what they learned about being a good citizen.

Be a Good Citizen: Before: Concept sort using
A Book About pictures Pictures will be provided to support
Citizenship by During: Interactive read-aloud the definition of the term citizen.
Mary Small After: Drawing and writing
Be a Good Citizen: ● The teacher will review what he or she plans on saying and
A Book About doing during the interactive read-aloud.
Citizenship by ● The teacher will make sure he or she has enough copies of the
Mary Small. concept sort for each pair of students to work on.
● The teacher will need to make sure that he or she has enough
Concept sort (one copies of paper for each student to write their sentence on.
per pair).
A paper for
students to write
their sentences on.
A pencil.
Lesson Steps
Before Reading:
● The pictures for the concept sort and the headings (“Examples of Being a Good
Citizen” and “Examples of Not Being a Good Citizen”) will have been cut by the
teacher before being given to students.
● In pairs, students will complete a concept sort of being a good citizen versus not
being a good citizen using pictures. The teacher will individually show the pictures
and headings to students under the document camera. Students will need to figure
out what is going on in the pictures themselves. The teacher will state, “Before I read
the book, Be a Good Citizen: A Book About Citizenship I want you to sort these
pictures under two headings, “Examples of Being a Good Citizen” and “Examples of
Not Being a Good Citizen” in pairs. As you sort the pictures with a neighbor, I want
you to discuss why each picture is or is not an example of being a good citizen.”
● To review the concept sort using the document camera, the teacher will discuss the
pictures with his or her students and move them under the headings, “Examples of
Being a Good Citizen” or “Examples of Not Being a Good Citizen” based on where
students sorted the pictures and why. The teacher will state, “For each picture that I
show you under the document camera, I want you to tell me if it is an example of
being a good citizen or an example of not being a good citizen and why.”
During Reading:
● The teacher will read the book with his or her students, asking questions and doing
movements to get students engaged in, and thinking about the text.
● After reading the title and showing students the front cover, the teacher will ask his
or her students, “What examples do you think we will see in this book of people
being good citizens?” Students will respond with their ideas. The teacher will
acknowledge their ideas and say, “I wonder if we will see (student example) or
(student example) in this book.” The teacher has already used students’ ideas to lead
the read-aloud.
● On the third page, the teacher will ask students, “What does it mean to speak out
against something?” Students will share their ideas with the teacher.
● Afterwards, the teacher will guide the student's responses to thinking about other
examples where good citizens need to take action. The teacher will ask students,
“What does it look like Joe is speaking out against in this picture?” Students will
respond.
● The teacher will ask a follow-up question, “What are some other situations where
you feel you should stand up for yourself or something that you believe in?” The
students will respond.
● The teacher will flip the page, read the text, and then ask students, “Can you show
me how to shovel snow?” The teacher and his or her students will stand up and act
like they are shoveling snow.
● Then, the teacher will ask the students another question, “What do you think a good
citizen would do if they saw a ton of snow in front of their home or in front of a
neighbor’s home?” The students will respond.
● The teacher will continue reading the book until he or she gets to the ninth page. On
this page, the teacher will read the text, and then ask students, “Can you show me
how to clean the floor?” The teacher and his or her students will get on their knees
and act like they are cleaning the floor.
● Then, the teacher will ask students, “What do you think a good citizen would do if
they spilled a drink?” Students will respond.
● The teacher will ask his or her students a follow-up question, “Why should we clean
up the mess we make or help someone clean up theirs?” Students will respond.
● After flipping to the next page and reading the text, the teacher will ask his or her
students, “Can you show me how to pick up trash off the ground?” The teacher and
his or her students will act as if they are picking up trash off the ground.
● Afterwards, the teacher will ask students, “What would a good citizen do if they saw
trash on the ground that belonged to them?” Students will respond.
● The teacher will ask his or her students another question, “What would a good
citizen do if they saw trash on the ground that did not belong to them?” Students will
respond.
● The teacher will continue reading the book until he or she gets to the nineteenth
page. On this page, the teacher will read the text, and then ask his or her students,
“What is Josh doing?” Students will respond.
● The teacher will ask his or her students another question, “How does your family
protect you?” Students will respond.
● The teacher will also ask student’s this question, “How do you protect your pets,
friends, or siblings?” Students will respond.
● The teacher will continue reading the rest of the book until it is finished. Once the
teacher closes the book, he or she will ask his or her students, “What does it mean to
be a good citizen?” Students will list examples from the book, the concept sort, or
from their own experiences. By reviewing the book, students will make more of a
personal and immediate connection to the text.
● To conclude what students learned about being a good citizen, the teacher will
transition to the “after reading” activity.
After Reading:
● Students will write a sentence explaining what they learned about being a good
citizen. To support their sentence, students will draw a picture of what they wrote.
The teacher will say, “Now that we have seen and discussed many situations where
you can be a good citizen, I want you to write one sentence of what you learned
about being a good citizen today. After you have written your sentence, you will
draw a picture to support what you wrote.”
Differentiation:
● Students will compare pictures of being a good citizen versus not being a good
citizen in pairs before reviewing the concept sort as a class. A discussion will result
from the concept sort, including student-led ideas on why the pictures belonged
under either heading.
● Every student will participate in the interactive read-aloud through critical discussion
and movement about being a good citizen.
● The teacher will refer to the examples shown in the book if students need more help
understanding how a good citizen behaves.
● Every student will present their own level of skill when writing their sentence.
● The teacher will aid students in looking at the alphabet word wall if they need help
writing a letter.
● Every student will comprehend the book, Be a Good Citizen: A Book About
Citizenship differently than others which will be reflected in the sentence they write.
Assessment:
● Students will turn in their sentence on what they learned about being a good citizen.
● Students will draw a picture to support what they wrote after they are done.
Examples of Being a Good Citizen Examples of Not Being a Good Citizen
Day 5

Content Standard: Social Studies
Literacy Standard: Non-Fiction
K.9: The student will demonstrate comprehension of nonfiction texts

● The students will be able to ask and answer questions during an interactive read
aloud of the video What Can A Citizen Do?: A picture book about the power of good
citizenship by Dave Eggers
● The students will be able to demonstrate comprehension by participating in a think
pair share activity with a partner, discussing a question related to the book they are
about to listen to.
● The students will be able to demonstrate comprehension by participating in and
completing an observation journal at the end of the lesson, drawing a picture to
represent what they learned.
Title of Text(s): Strategies Incorporated: The Key Vocabulary:

What Can A Citizen teacher will follow Before, ● Citizen
Do?: A picture During, and After Reading ● Citizenship
book about the Strategies. ● Society
power of good Before: Think Pair Share
citizenship by Dave During: Interactive Read
Eggers Aloud
(This is a After: Observation Journal
visual/video) *draw a picture to represent
what they learned*
● Video of ● Before conducting the lesson, go through the video to become
What Can A familiar with it.
Citizen
Do?b y Dave ● Watch the video and identify stopping points and questions to
Eggers ask for the interactive read aloud.
● Observation ● Create an observation journal worksheet for the students to
Journal use to complete the after reading portion of the lesson.
Worksheet
Lesson Steps
plan and teach it. Make sure to include an opportunity to write and talk about the text in at
least one of the phases (before, during, or after reading).
Before Reading: T hink Pair Share

● Before beginning the lesson and playing the video for the students, conduct a
think-pair-share with the students.
○ Ask them to turn to a neighbor and to discuss what they think it means to be
a good citizen.
○ Give the student 3-5 minutes to discuss and come up with ideas to share.
○ After giving them time to discuss, take 3-5 minutes and ask students to share
the answers and ideas they came up with for what it means to be a good
citizen.
○ After taking time to share, move on to the video and interactive read aloud.
During Reading: I nteractive Read Aloud *stop and pause and ask questions as the video *
● Once the think-pair-share is complete, begin playing the video What Can A Citizen
Do?: A picture book about the power of good citizenship by Dave Eggers
○ https://www.youtube.com/watch?v=wzfk5xib-DU
● While playing the video, stop and pause the video to ask the students questions about
what is occuring. While the video is playing, also read aloud they captions that are
displayed.
○ Questions and stopping points
■ Stop at 0.16: Are you all citizens?
■ Stop at 0.46: What do you think the word society means?
■ Stop at 1:07: What are some ways we can be good citizens?
bservation Journal *draw a picture to represent what they learned

After Reading: O
● After completing the interactive read aloud with the students, pull out a blank
observation journal worksheet.
○ Explain to them that they will draw a picture to represent what they learned
about being a good citizen from the video.
○ Encourage the students to take their time and make their pictures detailed.
○ After the students complete their pictures, give students a chance to share
what they drew if they would like.
Note: If you read more than one text, adjust the phases accordingly. Visual text often is used
as a “before” or “after” support for other texts.
Differentiation:
How will you support students at all reading stages during this whole group lesson?
● Read Aloud/Video
○ By having a video, students will be able to follow along at their own pace.
The words will pop up on the screen, so students can attempt to read them
themselves, but the teacher will also be reading them out loud for the
students to listen to.
● Observation Journal
○ The observation journal can easily be differentiated. All students will draw a
picture to represent what they learned.
■ However, the sharing part can be differentiated.
● If a student is more advanced, thy can write a sentence to
explain their picture.
● If they struggle with their writing, they do not have to write a
sentence and they can just share it out loud.
Assessment:
● Observing during the before and during parts of the lesson
○ While conducting the think-pair-share and interactive read aloud, the teacher
will listen to students discussions and answers to questions. Listen for the
students use of key vocabulary words and understanding of the key concepts
and ideas.
● Observation Journal
○ After the students complete and share their observation journals, collect them
to assess whether the students met and understood the learning objectives.
Name:__________________________________
Observation Journal Worksheet
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Day 6
Day: 6 Grade: Kindergarten Lesson Length:
45 minutes

K.9 The student will demonstrate comprehension of nonfiction texts.
SWBAT (Students Will Be Able To): Students will be able to demonstrate how good
readers monitor their understanding by verbalizing their inner speech.

What Can a Citizen Do? by Dave Before Reading: Picture Law- Students will
Eggers Walk learn that laws are
During Reading: similar to rules.
Nonfiction Think Aloud They can change
After Reading: Writing both laws and
Prompt rules.
Materials: Preparation: Practice your think aloud script

· W hat Can a Citizen Do? by with the text.
Dave Eggers with sticky notes
to remind you of where to
verbalize your thinking.
· Chart paper
· Marker
Lesson Steps
Before Reading: Picture Walk
“Before we begin reading, we are going to take a picture walk. When we take a picture
walk, we look at the pictures in the book to get an idea of what will happen in the book.”
“We are going to read the book, What Can a Citizen Do? written by Dave Eggers and
illustrated by Shawn Harris.” Ask students what they think the book will be about, based
on the cover.
Slowly flip through the book, page by page without reading. Avoid showing students the
ending of the book. Ask them questions about the pictures such as: What is going on
here? Who is this? Why does this character look so scared? Give vague responses such
as: That’s possible! Are you sure about that? How can you tell he is feeling ____?
During Reading: Nonfiction Think Aloud
“While I read this book aloud today, I am going to think aloud. So, you all will hear my
thoughts as I read, and you will share your own with a partner. When we read, we have to
think about if we understand what we are reading. Now let’s find out if the predictions we
made earlier are true.”
Refer to the think aloud script attached to the lesson plan.
After Reading: Writing Prompt
Refer back to page five. “The author, Dave Eggers, says that good citizens can change
laws. In school, do you all follow rules or laws?” Call on a student to answer.
“Students follow rules at school. You all are going to think about which school rule you
would like to change if you could. Think about it by yourself. In a minute, I will ask you
to share with your neighbor.”
Allow students to think-pair-share. When students finish discussing their ideas with a
neighbor, ask them to share their ideas with the group. Write some of their ideas on the
board.
“Now you are going to draw a picture of what the school would look like with your new
rule. So, if I think that teachers should be able to wear jeans to school, I would draw a
picture of myself wearing jeans.” Show your example.
Once you are finished drawing your rule, I am going to come around and ask you what
your new rule is and why you think it should be a rule. Then, I will write your caption
underneath your picture. So, the caption for my picture is, ‘I think teachers should be able
to wear jeans to school because they should be comfortable while they teach.’ You all
may begin drawing and thinking about your captions.”
If time permits, students may share their drawings.
Differentiation:
The teacher will first model how to use various reading comprehension strategies, and
then students will try some of the strategies with a partner. Discussing their ideas with a
partner will help them monitor their understanding. If they are struggling to think of an
idea, their partner can also help them think of one. Regardless of their reading level, all
students will be exposed to challenging vocabulary and abstract concepts. The teacher
will scaffold the students’ understanding of the book by implementing a think aloud,
which is a more supportive comprehension strategy.
Assessment:
Students will verbalize their thinking about the text with a partner. The teacher will make
observations about the students’ discussion. He or she will listen to the students’
discussion to determine whether students are correctly utilizing the targeted strategies.
Think Aloud: What Can a Citizen Do? by Dave Eggers
Text Teacher Script Strategies

modeled/practiced
What Can a Citizen Do? I see that the people on the Comprehension
written by Dave Eggers and cover of this book are
illustrated by Shawn Harris. holding different tools, like Using illustrations to make
a hammer and a shovel. I predictions
wonder how they are going
to use these tools to be
good citizens. Maybe they
will build something.
What in the world can a I wonder why he has so Comprehension

citizen do? many boxes in his room.
Maybe he just moved there. Using illustrations to
understand the text
A citizen can help a He is building something! I Comprehension
neighbor. guess my prediction came
true. Predictions
A citizen can help change I wonder what a law is. Vocabulary

laws. That picture says, “No
trumpets.” Maybe a law is Using illustrations and prior
like a rule. I know that we knowledge to figure out
usually have to follow unknown words
rules.
Comprehension
I also see that some of the
kids look upset about the Using illustrations to make
rule. I wonder if they will predictions
try to change it.
Ok, trumpets. Oh! They changed the rule. Comprehension

Now it says, “Ok,
trumpets.” They must have Predictions
convinced him to allow
trumpets. So, citizens can
change rules or laws.
A citizen can right a Let me reread that sentence Comprehension

wrong. because it is a little
confusing. A citizen can Rereading sentences that do
right a wrong. In the first not make sense
picture, it looks like the
kids are annoyed that he is
playing the trumpet the Vocabulary
wrong way. In the second
picture, he is playing the Using illustrations to figure
trumpet the right way, and out unknown phrases
everyone looks happy.
What does it mean to right
a wrong? Write the
sentence frame, “To right a
wrong means _______.”
Think about it for a minute,
and then share your idea
with a neighbor.
A citizen should be I don’t know what the word Vocabulary
engaged. “engaged” means. When I
look at the picture, they all Using illustrations to figure
look very focused and out unknown words
concentrated. They must
find what she is saying
very important. What does
it mean to be engaged?
Write the sentence frame,
“To be engaged means
_______.” Think about it
for a minute, and then share
your idea with a neighbor.
A citizen cannot forget the I know that the world is Comprehension

world is more than you. really big. Maybe the
author is saying that the Infer
world is more important
than just one person. We
have to think about others
as well. If we always
worried about ourselves
and never thought about
others’ feelings, the world
would be a sad place.
We’re part of a society… I don’t know what a society Vocabulary

is. I think we should use
the picture to help us figure Using illustrations to figure
out the meaning of the out unknown words
word. Go ahead and talk
with your neighbor about
what you see in the picture.
Then, you will talk about
what you think a society is.
Write the sentence frames,
“I see _______” and “I
think a society is
_______.” Ask if anyone
would like to share.
And if we help just one, I see something in their Comprehension
help one lonely soul… telescope. It looks like an
outline of the little boy at Predictions
the beginning of the book.
What do you think is going
to happen next? Talk with a
neighbor. Write the
sentence frame, “I think
would like to share what
their partner told them.
…we open doors, we bring Oh look! There’s a moving Comprehension

in light. truck. I guess our
We bind us all and make us prediction was correct; he Predictions
whole. moved to a new house. He
has lots of pictures on his
wall. I wonder what they
are.
So forget yourself a second. Now we can see the Comprehension

Grab a shovel or a pen. pictures! Talk with your
neighbor about some of the Using illustrations to
objects you see. Write the understand the text
sentence frame, “I see
would like to share.
And it all starts with the Now that we have learned Comprehension
question: What can a about how to be good
citizen do? citizens, what can a good Combining new information
citizen do? Go ahead and with what I already know
talk with your neighbor.
Write the sentence frame,
“Good citizens can
would like to share what
their partner told them.
Day 7
Writing Lesson Plan Template
Day: 7 Grade: Kindergarten Lesson Length:
45 minutes

K.11 The student will write in a variety of forms to include narrative and
descriptive.
b) Use prewriting activities to generate ideas including drawing pictures.
SWBAT (Students Will Be Able To): Students will be able to brainstorm writing ideas
by drawing pictures.
Skill taught in the Mentor Text(s): Phase of

Minilesson: Drawing as a Be a Good Citizen: A Book About Writing:
prewriting tool. Citizenship by Mary Small Prewriting
Materials: Preparation: Review what you are going to say and do

· B e a Good Citizen: A for the brief teaching and direct modeling sections of
Book About Citizenship the lesson plan.
by Mary Small
· Sheet of paper
· Pencil
· Crayons
· Booklet pages
Lesson Steps
Brief Teaching (10 mins):
“You are all going to create a booklet about how to be a good citizen at home and
school.”
Draw a Venn diagram on the white board. Include the categories “home” and “school.”
“First, let’s think about how you can be a good citizen at home. Once you have an idea,
go ahead and talk with your partner.”
When students are finished discussing with a partner, have them share their responses.
If their response fits into both categories, you may place their response in the middle of
the Venn diagram.
“Now let’s think about how you can be a good citizen at school. Once you have an idea,
go ahead and talk with your partner.”
When students are finished discussing with a partner, have them share their responses.
“When we are trying to think of something to write, it can help us to draw a picture first.
When you draw a picture, you are telling a story.”
Open the book to the page about Kelly shoveling snow. Ask students what is happening in
the picture.
“Yes. Kelly is shoveling snow. This picture has a lot of details. The illustrator shows the
snow, the shovel, and the character, Kelly. When you draw your pictures of yourselves
being good citizens, you should include a lot of details. Be sure to draw where your
picture takes place, like if you are at school or home. You should also draw what action
you are doing.”
Modeling (5 mins):
“I am thinking of a way that I can be a good citizen at school. I can be a good citizen by
picking up any trash that I see on the floor.”
Draw a picture of yourself picking up trash in the classroom.
“I can also be a responsible citizen at home by cleaning my room.”

Draw a picture of yourself cleaning your room.
“Think about some of the examples that you have seen in the books we have read about
being good citizens. You should also think of the Venn diagram we created together.
Then you may draw pictures of your ideas.”
Writing & Conferencing (25 mins):Students will draw pictures of how to be good
citizens in different parts of the school and at home.
Tell students, “I will meet with each of you about your drawings.”
I will conference with each student for at least a minute, depending on the size of the
class. I will encourage students to draw their pictures with a lot of details. If I notice that a
student is struggling to think of an idea, I will refer them to the citizenship books we have
been reading in class.
Sharing (5 mins):
During the last five minutes of the writing block, students will get into a circle on the rug.
Students will take turns sharing their drawings with the class.
Differentiation:
This lesson is already differentiated because I will individually conference with each
student during their workshop time. Students will bring their own level of skill to their
prewriting. Their partner is also a support because they will discuss their prewriting ideas
during the whole group lesson.
Assessment:
Students will draw pictures of themselves being good citizens at home and school.
Day 8
K.11 The student will write in a variety of forms to include narrative and descriptive.
c) Use letters to phonetically spell words that describe pictures or experiences.
d) Write left to right and top to bottom.
● Describe both of their pictures as they write their sentences from left to right.
● They will phonetically spell the words as they write their sentences.
Skill taught in the Mentor Text: Phase of Writing:

Minilesson:
Drafting
Students will use Be a Good Citizen: A Book
letters to About Citizenship b y Mary
phonetically spell Small
words that describe
their pictures, while
focusing on the
directionality of
their writing.
Be a Good Citizen: The teacher will review what he or she wants to say during the brief
A Book About teaching and modeling portion of their lesson.
Citizenship by
Mary Small.
The paper students

drew their pictures
on the day before
(day one of unit
plan)
Multiple copies of
sentence frames.
A pencil.
Lesson Steps
● The day before, students drew two pictures of being a good citizen at school and at
home. Students will write two sentences with one sentence describing each picture.
The teacher will say, “Yesterday, you drew two pictures of being a good citizen in
school and at home. Before you write one sentence that describes each picture that
you drew, I am going to re-read a couple pages from the book that I read to you
yesterday, Be a Good Citizen: A Book About Citizenship. After I read a sentence, we
will discuss how that action is shown in the picture. Follow my finger as I point to
each word in the sentence from left to right.” The teacher will demonstrate with
students the direction his or her finger is moving.
● The teacher will say, “Pick up this finger (pointer finger) and follow the direction
my finger (pointer finger) is moving in and repeat these words with me, left to
right.” Students will recite the statement, “left to right” as they move their pointer
finger in that direction three times.
● The teacher will turn to the third page, and point to the text as he or she reads,
emphasizing the order in which his or her finger is moving. The teacher will say,
“As I read these sentences, follow my finger with yours from left to right.” As the
teacher reads the sentence, students will move their finger from left to right as he or
she does.
● The teacher will ask students about the sentence he or she read on the third page,
“What do you think is happening in this picture?” The teacher will wait for students
to respond. The teacher will tell students, “This sentence describes what is
happening in the picture.”
● The teacher will turn the page, and point to the text as he or she reads, emphasizing
the order in which his or her finger is moving. The teacher will say, “As I read these
sentences, follow my finger with yours from left to right.” As the teacher reads the
sentence, students will move their finger from left to right as he or she does.
● After reading the text on the following page, the teacher will ask students, “What
does it look like Kelly is doing?” Students will respond. The teacher will reference
that the sentence he or she read can be inferred from looking at the picture. The
teacher will say, “The sentence I read is described in the picture we are looking at.
Reading the sentence told us why Kelly is shoveling snow.”
● The teacher will flip to to the ninth page, and point to the text as he or she reads,
emphasizing the order in which his or her finger is moving. The teacher will say,
“As I read these sentences, follow my finger with yours from left to right.”
● After reading the text, the teacher will ask students, “What does it look like Mary is
doing?” Students will respond. The teacher will say, “The sentence I read is
described in the picture we are looking at. Looking at this picture of Mary cleaning
the floor makes more sense now that we know why she is cleaning the floor. “
● The teacher will close the book and ask students, “Which order do we write our
sentences in (at this point, the teacher will put a marker against a board to indicate
where he or she should begin his or her sentence)?” The students will respond by
showing her the direction she should write without saying the exact words (left to
right) or by saying, “Left to right.”
● The teacher will continue to state, “You know that we write a sentence from left to
right. However, do you know why I asked you to tell me what was going on in the
pictures after I read the sentences? Students will respond. To emphasize his or her
point, the teacher will say, “Pictures help readers, like you and I understand more
about what was read. If we were confused about what we read, but the text did not
have any pictures then we would have to read over the part that was confusing to us.
However, the pictures are there to help describe what the text states so you can
always look at the pictures to help you understand what you are reading.”
● The teacher will review what students are going to do today, “I am going to need
your help writing some sentences for the pictures that I drew of being a good citizen
at home and at school, yesterday. Do you think you can help me?” The students will
excitedly shout, “Yes!”
Modeling (5 mins):
● Under the document camera, the teacher will share his or her first drawing with the
class. The drawing can be any example of good citizenship previously discussed or
as read about in recent books on good citizenship.
● The teacher will say, “Let’s take a look at the first picture I drew. Can anyone tell
me what I am doing in this picture?” Student responses will revolve around her
picking up the trash that she sees on the floor of their classroom (as shown in his or
her picture). The teacher will state, “Yes, that is what I am doing in this picture. Can
you help me write a sentence that describes my action in this picture?”
● The teacher and his or her students will brainstorm ways they can start off the
sentence. The teacher might say, “I am thinking of writing…” and then suggest his
or her ideas about what he or she wants to say. As the teacher writes his or her
sentence, he or she will slowly sound out the word and model how to write a
sentence from left to right.
● After the teacher has drawn a picture of being a good citizen at school, he or she will
describe the next picture he or she drew with students. “Now that you have helped
me write a sentence describing my picture of being a good citizen at school, I want
you to take a look at this next picture. As I asked you before, what do you think I am
doing in this picture?” Student responses will revolve around her cleaning up a room
in her house. The teacher will state, “That is exactly what I am doing. I like how
closely you all analyzed or looked at my picture to predict or guess my action. Let’s
think of a sentence that I can write to describe my action in this picture.”
● The teacher and his or her students will brainstorm ways they can start off the
sentence. The teacher might say, “I am thinking of writing…” and then suggest his
or her ideas about what he or she wants to say. As the teacher writes his or her
sentence, he or she will slowly sound out the word and model how to write a
sentence from left to right.
Writing & Conferencing (25 mins):
● Students will write sentences to explain their pictures for how to be a good citizen in
school and at home. The teacher will say, “You will write on sentence that describes
the picture you drew of being a good citizen at home and you will write one sentence
that describes the picture you drew of being a good citizen at school.”
● The teacher will remind students to write their sentences from left to right. “Which
direction should we write our sentences?” The students will say, “Left to right.”
“Very good, we always write our sentences from left to right.”
● The teacher will continue to say, “I will come around to briefly meet with each of
you to discuss your drawings and what you are thinking about writing or what you
have written so far. Make sure you look at the letters of the alphabet on the wall if
you need help writing a capital letter or a lowercase letter.”
Sharing (5 mins):
● The next day, students will finish writing their sentences and then share their
booklets with the class.
Differentiation:
● The teacher will individually conference with each student.

● Students will phonetically spell the words they include in their sentence.
● The teacher will support his or her students through the brief teaching and modeling
done previously in the lesson.
● The teacher will also aid students in looking at the alphabet word wall if they need
help writing a letter.
● A sentence frame may be provided for students who need more direction, “I am
being a good citizen at home because I…” and “I am being a good citizen at school
because I…”
Assessment:
● The teacher will look to see if students wrote their sentences from left to right.
● The teacher will also look at students spelling of the words to see if they used their
letter-sound knowledge to help them spell the words.
Day 9
Day: 9 Grade: Kindergarten Lesson
Length: 45
minutes

K.11 The student will write in a variety of forms to include narrative and
descriptive.
f) Begin each sentence with a capital letter and use ending punctuation.
SWBAT (Students Will Be Able To): Students will be able to begin each sentence with
a capital letter and end each sentence with a period.
Skill taught in the Minilesson: Mentor Text(s): Phase of

Writing sentences with correct Have You Filled a Bucket Writing:
capitalization and punctuation. Today? by Carol McCloud Drafting
Materials: Preparation: Write three sentences from the

● Have You Filled a Bucket students’ booklets without using correct
Today? by Carol McCloud capitalization or punctuation.
● Chart paper
● Marker
Lesson Steps
“Today you all are going to share your booklets with the class. Before we share, you are
going to finish writing your sentences that describe the actions in your drawings. Let’s
look at some good sentences from the book, Have You Filled a Bucket Today? by Carol
McCloud. I want you to think about what makes a good sentence and if you are writing
good sentences. As I read this book, pay attention to how the author begins her sentences
with a capital letter and ends her sentences with a period. You should also notice how my
finger moves across the words from left to right as I read each word.”
Read aloud, “You have a bucket.” Point to each word as you read. Point out that the
author began her sentence with a capital letter. Ask students what she ended her sentence
with.
“As we write our booklet, we should end our sentences with a period.”
Read aloud, “Each member of your family has a bucket.” Point to each word as you read.
Ask students what the author began her sentence with. Point out that the author ended her
sentence with a period.
Read aloud, “Everyone carries an invisible bucket.” Point to each word as you read. Ask
students to talk with their neighbor about what makes this a good sentence. Then, have
students share their responses. Reiterate that the author began her sentence with a capital
letter and ended her sentence with a period.
odeling (5 mins):
M
Tell students that you wrote two sentences from their booklets on chart paper. The first
sentence should start with a lowercase letter. “I will give you a minute to look at the first
sentence, and then I will ask you what is missing from the sentence.”
Ask students what is missing from the first sentence. When a student notices that the first
letter of the sentence should be capitalized, allow them to fix it.
The second sentence should not have a period. “I will give you a minute to look at this
sentence, and then you will talk with a neighbor about what is missing from the sentence.”
Ask students what is missing from the sentence. When a student notices that the sentence
is missing a period, allow them to add a period to the sentence.
Writing (20 mins):

“I will meet with each of you to review your sentences. Once you are finished writing
your sentences, please raise your hand so I can staple your pages together to make your
booklet.
You all may go back to your seats to finish writing your sentences.”
Students will finish writing their sentences and the teacher will conference with each
student for at least a minute. Lead students to recognize any mistakes they made with
capitalization or punctuation. Once they correct their mistakes, staple their booklet
together. If students finish their booklet early, they may practice sharing their story with a
partner.
Sharing (5 mins):
Once students have completed their booklets, they will form a circle on the carpet.
Remind students to be good listeners while their friends share their writing. Students will
then share their booklets with the class. Students may finish sharing them during social
studies.
Differentiation:
This lesson is already differentiated because I will individually conference with each
student during their workshop time. Students will also bring their own level of skill to
their writing. Their partner is also a support because they will discuss capitalization and
punctuation rules during the whole group lesson.
Assessment:
Students will finish writing their booklets while focusing on using correct capitalization
and punctuation.
Day 10

Writing Standard
b) Use prewriting activities to generate ideas including drawing pictures.
SWBAT (Students Will Be Able To): Students will be able to draw pictures to generate
and represent their ideas.
Skill taught in the Mentor Text(s): What if Phase of Writing:

Minilesson: Everybody did that? by Ellen Pre-writing
Students will learn how Javernick
to draw pictures to
represent their ideas as
a prewriting strategies.
● A copy of the ● Have a class set of white drawing paper
book ● Have access to colored pencils or crayons
● White paper for
the students to
draw on
● Colored pencils
or crayons
Lesson Steps

Students will review the prewriting strategies they learned last week. Using the mentor
text, What if Everybody Did That? by Ellen Javernick, students will look at how pictures
relate to the story and convey meaning.
“Remember how we drew pictures to express our thoughts on our last project? We are
going to be practicing that skill again today. Let's look at pages 11 and 12 in What if
Everybody Did That? Notice all of the detail in the picture that make it part of the story.
For example, in the pictures, each person has a different expression on their face. This is
used to tell part of the story.
Does anyone else notice something about this picture? There are bubbles with words
coming from some of the students' mouths. These are called speech bubbles and they are
sometimes used in pictures to add meaning. You could add a speech bubble to your
drawing, too.”
Modeling (5 mins):
The teacher will show the students how to draw a picture using details to add meaning.
“This story has a lot of examples that show the opposite of a good citizen. If we continue
to look at pages 11 and 12 we see that students are talking over the teacher. Let's draw a
picture of what the students should be doing. How can we add details to our picture,
maybe using facial expressions or speech bubbles, to give it meaning?”
The teacher will draw a picture of students sitting and listening to the teacher.
“Let's put a smile on the teachers face because she is happy that the students are paying
attention. I'm also going to put smiles on the students because they are happy that the
teacher is happy!”
Show students the completed picture. Point out how the added details give expression to
the characters in the picture and tell us more about what is happening.

Students will draw a picture of how they can be a good citizen at the local park. The
picture should include a representation of themselves and the action they are doing.
“There were other pictures in What if Everybody Did That?, that showed how to be better
citizens in the community. Let's think about how we could be a good citizen in our
community park. Draw a picture of what citizenship would look like in the park.” Have
the book available for students to look through and gather ideas.
Call the students over to conference with them and discuss their ideas. Have them
consider ways they could add detail to their pictures through facial expressions or speech
bubbles.
Sharing (5 mins):
After the students have drawn their pictures have them walk around the class and share
their pictures. Tell the students to find three different friends to share their picture too
and to ask them “May I show and tell you about my picture?” After sharing their picture,
than the student should also listen while their peer shares. The teacher can facilitate
during this by including themselves as someone the student can choose to share their
picture to.
Differentiation:
During the whole group instruction the teacher will be modeling an example of what the
students will be creating independently. This will given them both verbal and visual
directions for the task they will be completing.
During individual writing time, students will each be bringing their own level of skill into
their writing. They will have the teachers example and the examples from the book that
they can refer to for support. Each student will also have an opportunity to conference
one-on-one with the teacher about their writing.
Assessment:
Students will be assessed on their completed drawings and explanation while sharing.
Each student should have a completed drawing that includes some level of detail that adds
meaning to the image. Students should also be able to express the idea behind their
drawing to others as they are sharing.
Day 11
c) Use letters to phonetically spell words that describe pictures or experiences.
f) Begin each sentence with a capital letter and use ending punctuation.
Write a sentence describing their picture, including a capital letter and a period in their
sentence. As students write their sentences, they will phonetically spell the words.
Skill taught in the Mentor Text: Phase of Writing:

Minilesson:
Drafting
Students will use What Can a Citizen Do? by
letters to Dave Eggers
phonetically spell
words that describe
their picture. They
will begin their
sentences with a
capital letter and
use a period to end
their sentences.
What Can a Citizen
Do? b y Dave The teacher will review what he or she wants to say during the brief
Eggers. teaching and modeling portion of their lesson.
The paper students

drew on the day
before to write their
sentence below.
A pencil.
Lesson Steps
● First, the teacher will demonstrate how a few pages of the book would sound without
punctuation. “A citizen can pick up litter a citizen can pull a weed a citizen can help
that critter” (Eggers, 2018). The teacher will not take any breaks while reading the
sentences.
● Afterwards, the teacher will point out that punctuation marks are useful reading and
writing tools, explaining to students that the period like some other punctuation
marks tells us to stop reading. To make his or her point, the teacher will read the
next sentence in the book, “A citizen can plant a seed” (Eggers, 2018). The teacher
will go on to say, “We put a period at the end of our sentence to tell the reader that
our sentence is complete.”
● Now, the teacher will re-read the sentences he or she read earlier while keeping in
mind the period. “A citizen can pick up litter. A citizen can pull a weed. A citizen
can help that critter” (Eggers, 2018). After reading the sentences, the teacher will
say, “These are complete sentences because they have a punctuation mark such as a
period at the end. Since we are telling our readers something and not asking them a
question, we will use a period at the end of our sentence today.”
● Since students also need to include a capital letter in their sentence, the teacher will
discuss this with them. “To begin any sentence, we always capitalize the first letter
in the first word of our sentence. There are some exceptions to this rule. Even though
this will not apply to our writing today, it is important to know that our name and the
names of holidays are two examples of when we do capitalize the first letter in a
word.”
● The teacher will then ask students where the period and capital letters are in each of
the remaining sentences in the book after reading them aloud.
● The teacher will read the sentence, “A citizen can aid a neighbor” since it comes
after the one previously read (“A citizen can plant a seed”) (Eggers, 2018). The
teacher will ask students, “Where is the period in this sentence?” Students will say it
is at the end of the sentence or after the last word in the sentence. The teacher will
ask, “Do you mean it is after this word?” The teacher will point to the word,
neighbor. Students will say, “Yes.” The teacher will say, “Very good! In this case,
the period came after the word neighbor.”
● Now, the teacher will ask students this question, “Can anyone tell me which letter is
capitalized in this sentence and where it is located?” The teacher will show students
the same sentence he or she read seconds before, “A citizen can aid a neighbor”
(Eggers, 2018). The students will say that the letter “A” is capitalized, and it is in the
first word of the sentence. The teacher will say, “Great job! The letter ‘A’ is
capitalized because it is the first letter in the first word of the sentence.”
● Finally, the teacher will continue to read the remainder of the book, having students
point to every period and say every capital letter that they see until the book is
finished. “Before we continue, point to the period and say which letter is capitalized
in the rest of the sentences in the book.”
Modeling (5 mins):
● The teacher will demonstrate how to write a sentence by sounding out the words. “I
am looking at the picture I drew of myself picking up trash at the park. I think I will
write the sentence, ‘I can be a good citizen at the park by picking up trash.’ As I
write my sentence, I will sound out each word so I can determine which letters are in
the word.”
● After the teacher sounds out the first word in his or her sentence, “I,” he or she will
remind students that we always begin a sentence with a capital letter. “We always
capitalize the first letter in the first word of our sentence.”
● Once the teacher is finished writing his or her sentence, ‘I can be a good citizen at
the park by picking up trash,’ he or she will ask students what they need to do now.
“I wrote my sentence, ‘I can be a good citizen at the park by picking up trash’ but do
I need to put anything at the end of my sentence?” The students will say that he or
she is missing a period. “Right! I need a period at the end of my sentence. Make sure
you add a period to the end of your sentence today.”

● Students will write a sentence describing their drawing of being a good citizen at the
local park. “As I pass out your picture from yesterday, I want you to think about
what you are doing in your picture and how that reflects good citizenship.”
● The teacher will remind students what they need to include in their sentence.
“Remember, what do we always include in the beginning of a sentence?” The
students will say, “A capital letter.” “Very good, we always include a capital letter in
the first word of any sentence. What do we need to include at the end of our sentence
today?” Students will say, “A period.” “Good job! Today, we will use a period to
end our sentence. I will come around to briefly meet with each of you to discuss
what you are thinking about writing or what you have written so far. Make sure you
look at the letters of the alphabet on the wall if you need help writing a capital letter
or a lowercase letter.”
Sharing (5 mins):
● The next day, students will record their sentences using the app, ChatterPix to share
with the class. This will be a new and exciting way for students to engage with
technology, while reciting what they wrote.
Differentiation:
● The teacher will individually conference with each student.

● Students will phonetically spell the words they include in their sentence.
● The teacher will support his or her students through the brief teaching and modeling
done previously in the lesson.
● The teacher will also aid students in looking at the alphabet word wall if they need
help writing a letter.
● A sentence frame may be provided for students who need more direction, “I am
being a good citizen at the park because I…”.
Assessment:
● The teacher will look for a capital letter and a period in every student’s sentence.
● The teacher will also look at students spelling of the words to see if they used their
letter-sound knowledge to help them spell the words.
Day 12
Day: 12 Grade: Kindergarten Lesson Length: 45
minutes

● Content: Kindergarten Social Studies
○ K.10 The student will demonstrate that being a good citizen involves
c) taking care of personal belongings and respecting what belongs to
others;
d) following rules and understanding the consequence of breaking
rules;
f) participating in decision making in the classroom;
● Literacy: Kindergarten Writing

○ K.2 The student will demonstrate growth in oral, early literacy skills.
b) Participate in a variety of oral language activities including choral
and echo speaking and recitation.

● Students will be able to demonstrate their early oral literacy skills by recording
themselves orally reading out loud the captions for the pictures that they created on
what it means to be a good citizen while at the park.
Skill taught in the Minilesson: Mentor Text(s): Phase of Writing:

● Oral literacy skills ● Chatter Pix ● Presenting
Videos
● iPads with the Chatter Pix app ● To prepare for this lesson, I will need to
● Pictures from day 4 become familiar with the app, Chatter
● Written captions from the day 5 Pix.
● Document camera ● I will need to know how to navigate it
● Smartboard and what features to click on in order to
be able to help the students use the app
and record their voices.
Lesson Steps
plan and teach it. Make sure to include a mini lesson overview, modeling and independent
work time)

This should include looking at the mentor text
● This writing lesson will revolve around oral literacy skills, meaning that it will
review with students the skill of orally speaking.
● To review oral language and choral and echo speaking the teacher will start out with
a game. She will have the students repeat what she says back to her. For example,
she would say, “Hello class, how are you?” and then the students would also say,
“Hello class, how are you?” She would repeat a couple like that then move on to
question and explanation statements like, “Brrr, it's freezing outside!” and “Did you
play outside yesterday?” The purpose of having them echo and recite statements like
this is because they need to know how to change their voice to match what they are
saying.
● After playing this game for a couple minutes, let the students practice on their own
or with a partner, coming up with their own statements and even reading aloud the
sentence that they are going to record.
● Once the students practice on their own or with a partner, show them some examples
of previously recorded ChatterPix videos so they can gain a better understanding of
what they will be doing and become familiar with the app. Open the app and go to
saved videos, play some previously recorded examples from prior students or other
classes. Before playing the examples, explain to the students that you want them to
listen to how clearly the people in the video are talking. Explain how it will be
important for them to do their best in reading their captions aloud so that their
recordings can be clearly heard.
Modeling (5 mins):
The teacher models the skill being taught with his or her own writing
● After briefly teaching and reviewing, take time to model to the students exactly what
they will be doing during the lesson and what the activity will look like.
● Explain to the students that they will be using the app ChatterPix. Explain to them
that it is an app that lets them record their voices and bring their drawings to life, by
making it look like they are really talking.
● During this time the teacher will demonstrate how to use the app ChatterPix to
record their sentences that they wrote under the document camera. She will place the
iPad under the camera and first show them what icon to look for. Then she will click
on the icon and open the app. Next she will show them how to start recording. She
will demonstrate by reading her sentence aloud and recording her voice as she does
so. After recording, she will then take a picture of her drawing and sentence through
the app. Then she will apply her voice to the person in the picture, making it look
like the person on the paper is actually talking.
What are the students writing? What is your plan for conferencing and supporting writers?
● After you model how to use the app Chatter Pix, have the students practice reading
their captions out-loud, potentially with a partner, so that they feel comfortable with
their captions and you as the teacher can walk around and help with any last minute
corrections or proper pronunciation.
● After the students practice, have them take their captions with their drawings and an
iPad and begin recording their captions while they read them outloud. As the
students are doing this, make sure you are walking around the classroom. Helping
any students who are having troubles using app, recording, or even simply reading
their caption out-loud.
Sharing (5 mins):
How can the students share their writing?
● After students record their captions using the app, have them share their videos with
a partner.
Differentiation:
How will you support students during this whole group lesson and workshop time?
● The structure of this entire lesson is differentiated. It allows students to bring their
own level of ability to the table, while still learning the curriculum and completing
the lesson and activity at hand.
● The first aspect of differentiation is the modeling. By taking the time to show the
students and walk them through what they are supposed to do, they will have a better
time at completing the task on their own. It also allows students who may be visual
learners or ELL’s to watch and what they are expected to do instead of having to
worry about trying to read and keep up with the directions.
● The writing and conferencing are also structured to allow for differentiation to
naturally occur. This time gives the students to complete their work while the teacher
walks around, talking to and helping students individually.
Assessment:
● I will save and listen to their Chatter Pix videos to assess if they were able to achieve
the learning objective. If I can clearly understand their reading of the caption, then I
will know that they demonstrated and achieved the learning objective. If they
struggled to read the caption out loud, then I will know that the student will need
more practice with their oral literacy.

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Day 1

Comprehension Lesson Plan Template

Literacy and Content SOL(s):

SWBAT (Students Will Be Able To):

Title of Text(s): Strategies Incorporated: Key Vocabulary:

After Reading:​ Write, Draw,

Review the main points of the story with the students.

What if everyone ______________________

Literacy and Content SOL(s):

SWBAT (Students Will Be Able To):

Title of Text(s): Strategies Incorporated: Key Vocabulary:

Before Reading: ​Anticipation Guide

After Reading: A​ nticipation Guide

Anticipation Guide for “Have you Filled a Bucket”

Before Reading Statement After Reading

Everybody has an invisible

Your bucket holds good

When your bucket is empty,

Other people can fill your

Being a bucket dipper means

Literacy and Content SOL(s):

Title of Text(s): Strategies Incorporated: Key Vocabulary:

After Reading: Anticipation

Stop on page 2 and ask:

● Does citizenship relate to being a part of something else?

Stop on pages 8-9 and ask:

Stop on pages 12-13 and ask:

Stop on pages 18-19 and ask:

Stop on pages 20-21 and ask:

Leaving trash on

Literacy and Content SOL(s):

b) Relate previous experiences to what is read.

Content SOL (Social Studies):

e) practicing honesty, self-control, and kindness to others;

SWBAT (Students Will Be Able To):

● Connect their own experiences to what is read.

Title of Text(s): Strategies Incorporated: Key Vocabulary:

Literacy and Content SOL(s):

SWBAT (Students Will Be Able To):

Title of Text(s): Strategies Incorporated: ​The Key Vocabulary:

Before Reading: T​ hink Pair Share

​ bservation Journal *draw a picture to represent what they learned

Observation Journal Worksheet

Literacy and Content SOL(s):

Title of Text(s): Strategies Incorporated: Key Vocabulary:

Materials: Preparation: ​Practice your think aloud script

During Reading: Nonfiction Think Aloud

Refer to the think aloud script attached to the lesson plan.

After Reading: Writing Prompt

If time permits, students may share their drawings.

Think Aloud: ​What Can a Citizen Do?​ by Dave Eggers

Text Teacher Script Strategies

What in the world can a I wonder why he has so Comprehension

A citizen can help change I wonder what a law is. Vocabulary

Ok, trumpets. Oh! They changed the rule. Comprehension

A citizen can ​right a Let me reread that sentence Comprehension

A citizen cannot forget the I know that the world is Comprehension

We’re part of a ​society​… I don’t know what a society Vocabulary

…we open doors, we bring Oh look! There’s a moving Comprehension

So forget yourself a second. Now we can see the Comprehension

Literacy and Content SOL(s):

Skill taught in the Mentor Text(s): Phase of

After Reading: Write, Draw,

Before Reading: Anticipation Guide

After Reading: A nticipation Guide

Title of Text(s): Strategies Incorporated: The Key Vocabulary:

Before Reading: T hink Pair Share

bservation Journal *draw a picture to represent what they learned

Materials: Preparation: Practice your think aloud script

Think Aloud: What Can a Citizen Do? by Dave Eggers

A citizen can right a Let me reread that sentence Comprehension

We’re part of a society… I don’t know what a society Vocabulary

Materials: Preparation: Review what you are going to say and do

Skill taught in the Mentor Text: Phase of Writing:

Materials: Preparation: Write three sentences from the

Skill taught in the Mentor Text(s): What if Phase of Writing:

Skill taught in the Mentor Text: Phase of Writing: