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#3920. "The Dancing Fly"

, level: Kindergarten
Posted Sun Feb 11 18:34:42 PST 2007 by Robin Perry (perrymr@pickens.k12.sc.us).
Liberty Elementary, Liberty. USA
Materials Required: "The Dancing Fly"
Activity Time: 30-45 minutes
Concepts Taught: Shared Reading

Lesson Plan

Name: Robin Perry Subject: Shared Reading Grade Level: Kindergarten
Objectives:
1: a3
2:a1,2,3; b1,2,3

Theme: Shared Reading
Day 1:
"The Dancing Fly"
Materials:

Teacher Guide Book
Big Book "The Dancing Fly"


Introduction:

-TTW orally state the objective in kid words, "Today boys and girls we are going to read "The Dancing Fly."
-TTW orally state the importance "we need to learn how to become better readers, so we practice everyday by reading stories."

Motivation:
TTW use the Big Book "The Dancing Fly" as a motivation.


Lesson Procedures
Instruction:

1. TTW start the lesson by asking them questions about insects.
2. TTW ask the students, "What do you know about flies?"
3. TSW each have a few minutes to respond to the question about flies.
4. TTW ask the students, "Where have you seen them before?"
5. TSW respond.
6. TTW ask the students, "How do you feel about flies?" and "Why do you feel this way about them?"
7. TSW respond.
8. TTW then introduce the front and back covers of the book to the students.
9. TTW read the title and the names of the author and illustrator of the book.
10. TTW ask the students to make predictions about what they think the story will be about based on looking at the front and back covers of the book.
11. TTW ask questions such as: "What do you think this story is going to be about? Why do you think that? Why do you suppose the fly is dancing? and What is meant by the word dancing?"
12. TSW each get a turn to share their predictions about what they think the story is about.


13. TTW show the title page to the students.
14. TTW ask questions about the title page like, "How is the illustration on the title page different from the illustration on the cover? What more can we learn about the story from the illustration on the title page? Where was the fly? and Where do you think it is going next?
15. TTW give the students a few moments to answer those questions and then move on.
16. TTW read the story aloud to the students and while reading TTW pause to give the students a chance to predict what they think will happen on the next page.
17. TTW read the story a second time, but this time we will add motions to the words flew, dance, and swat.
18. TTW and TSW put motions to the words flew, dance, and swat.
19. TTW reread the story with the students help reading when they feel they can and with the students doing the hand motions.
20. TTW then ask several comprehension questions to see if they can remember any details of the story.
21. TTW ask the students, "Do you remember some of the things that the fly landed on in the store?"
22. TSW get a few minutes to try and respond to the question.
23. TTW ask the students, "Why do you think it landed on the things that it did?"
24. TSW give their opinions.
25. TTW ask the students, "Have you ever had a fly land on you? and If so, what did you do?"
26. TSW share their stories of fly landing on them and their reactions.

In closing TTW summarize what the class discussed and learned about insects. TTW also give a brief detailed summary of the story.

Checking for Understanding:

1. TTW listen to the students' responses and check to see how much they know about insects before reading the story.


8. TTW observe the class and listen to their responses about concepts of print (front, and back covers of book


14. TTW check for understanding by listening to the students' responses about the title page and the front cover. TTW check to see how observant the students are and if they can a difference and then explain it.

21. TTW listen to the responses and check for comprehension skills while asking the questions and how well the students listened to the story and remember what was read.
Modifications/Accommodations:
TTW explain the story in greater detail to those students who might have had trouble understanding the story and especially those who could not recall what they heard about the story.

Guided Practice:
TSW make and label the parts of a flower at center time. (Art Center)
TSW read at a guided reading table (lesson plan attached)

Independent Practice:
TSW write "My fly is dancing on___________" and illustrate.
TSW complete an insect counting worksheet.

Assessments:
TSW be assessed on their flower they make, and their insect counting worksheet.