Lesson Plan : Sharing a Penguin Book

Teacher Name:
 E Rowan
 Grade 6
 Literature Activities

 Winter - sharing a book (about a penguin)
 Reading, discussing and looking at the pictures in a book. Talking about the book afterwards and sharing opinions.
 "Listen to and join in with stories...one-to-one and also in small groups." "Show interest in illustrations and print in books..." "Hold books the correct way up and turn pages" Stepping stones for the Early Learning goals for reading, Foundation Stage curriculum.
 To read the book with children in groups of two or three, to point out the pictures and discuss the events. To encourage communication between children and between the children and I. To hold the book and encourage the children to turn the pages in a careful way.
 Jeffers O,2006, Lost and Found , Harper Collins Children's Books
 Present the children with the book and ask them if they would like to read it with me. Explain to them that it is about a penguin who is lost and needs a friend to look after him.
 Point to the title on the front cover and read it, talk about the picture on the front and ask the children if they have ever seen penguins. Do they like penguins? Would they like to open the book and help me to turn the pages?
 I will read the book to the children, talking time to pause after each page (I know that each page only has one or two sentences but the pictures are very detailed and pleasing). I will give the children time to offer comments on the pictures, and I will also prompt them by adding my own comments and asking open ended questions, for example "have you ever been lost" "would you like to go to the south pole"
 Some children in the group will be unable to talk to me about the book, and some children may lose interest before the story is over. I will respect the children's differing abilities and interests. It may be that the children do not communicate verbally with me during the activity so I shall observe them to notice any communication they make in other ways, for example smiling, and respond to them.
Checking For Understanding:
 When I have finished reading the book, I will briefly feedback on what happened, and listen for any comments that they make. I will praise the children for listening well, and for sitting nicely.
 To round up the activity, I will close the book, and put it on the book shelf, to model to the children careful handling of books.
 I think most of the children that I read to enjoyed the story and looking at the pictures, especially as I had brought the book from home, so they probably hadn't seen it before. I got good responses from most of the children and quite a lot of them commented or laughed at the story. A few of the children offered language such as "penguin" "cold" and "house". A couple of children used Makaton signing to sign "cold".
Teacher Reflections:

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