Standard Lesson

Readers Theatre With Jan Brett

Readers Theatre With Jan Brett
Grades
1 - 2
Lesson Plan Type
Standard Lesson
Estimated Time
Five 60-minute sessions
Author
Publisher
ILA
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Overview

In this lesson, students in grades 1–2 interact with the book Hedgie's Surprise by Jan Brett and create a Readers Theatre that is performed for an audience. Students make predictions about the story prior to reading and listen to a read-aloud of the story. Postreading, they make observations about the characters, setting, and plot. The focus on the literary elements of the story leads students to create costumes, props, and sets for the final Readers Theatre performance. Although Readers Theatre does not typically employ such devices, the use of costumes and sets affords early elementary students a better understanding of the story.

Featured Resources

Readers Theatre script for Hedgie’s Surprise: The sample script for Hedgie’s Surprise provided with this lesson can be used for the Readers Theatre or as a model for students to write their own script.

Aaron Shepard’s RT page: For helpful tips on conducting Readers Theatre and some additional sample scripts, see Aaron Shepard's RT page.

From Theory to Practice

Early childhood and elementary literature-based instruction: Current perspectives and special issues (Gambrell)
  • Literature-based instruction provides authentic learning experiences and activities by using high-quality literature to teach and foster literacy development.

  • A guiding principle of the literature-based perspective is that literacy acquisition occurs in a book-rich context where there is an abundance of purposeful communication and meaning is socially constructed (Cullinan, 1987).

  • Student participation in storybook readings (e.g., a Readers Theatre performance) increases comprehension and the sense of story structure, thereby enabling students to more thoroughly integrate the information.
Internet resources for conducting Readers Theatre (Carrick)
  • The element of drama enables students to realize that reading is an activity that permits experimentation-they can try reading words in different ways to produce different meanings. As they practice their roles, readers are also given the opportunity to reflect on the text and to evaluate and revise how they interact with it.

  • Educators have long elaborated on the benefits of using Readers Theatre and related strategies for increasing reading fluency and sight-word vocabulary, improving reading comprehension, providing opportunities to interpret dialogue and communicate meaning, and increasing awareness and appreciation of plays as a form of literature.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

  • 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
  • 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Materials and Technology

  • Hedgie’s Surprise by Jan Brett (Putnam Juvenile, 2000)
  • Chart paper and markers
  • Stopwatch
  • Various art supplies

Printouts

 

Websites

Preparation

Session 1 Preparation

1. If you are not familiar with Readers Theatre, visit Aaron Shepard's RT Page for helpful tips and a few free sample scripts.
2. Photocopy a prediction chart for each student and obtain the book Hedgie's Surprise from the library.
3. Conduct individual prereadings with each student for a 100-word segment of Hedgie's Surprise. Use the fluency chart to assess each student's level of fluency prior to the lesson. While students read, use a stopwatch to determine how many words per minute they are reading. Also note whether students are able to recognize words and whether they read with prosody or expression. (Mark yes or no in each of these columns and add notes if you like.) You will complete the fluency chart again at the end of the lesson for assessment purposes.


Session 2 Preparation

1. Have a supply of art materials ready for students to create masks, puppets, or costumes. Some materials that work well are paper plates, paper sacks, yarn, colored file folder stickers (for eyes), markers, crayons, glitter, colored feathers, straws, colored chalk, paint, glue, construction paper, felt, tissue paper, and crepe paper. Any other items that can be used as art supplies would also be useful.
2. Since this can be a messy activity, it is best to have one group working on their costumes at a time. Plan center activities to engage the other groups when they are not creating their costumes.


Session 3 Preparation

Have a supply of art materials ready, this time so students can create multiple sets for the Readers Theatre performance. Some materials that work well are colored butcher paper or bulletin board paper, construction paper, markers, crayons, glue, and scissors.

 

Session 4 Preparation

Review and make student copies of the Readers Theatre script for Hedgie's Surprise that is provided with this lesson. You may have students read from this script or create their own script (although this will add considerably to the estimated lesson time). Also, photocopy a sequencing chart for each student.

Student Objectives

Students will

  • Engage in a storybook read-aloud by making predictions prereading, listening to the story during reading, and making observations about the characters, setting, and plot postreading

  • Demonstrate an understanding of text structure by retelling and sequencing a story

  • Demonstrate an understanding of the characters, setting, and plot in the story by creating costumes, props, and sets for a Readers Theatre performance

  • Practice oral fluency in English by performing the Readers Theatre script

Session 1

1. Show students the front cover of the book Hedgie's Surprise, and have them write or draw their predictions of what will happen in the book in the left-hand column of the prediction chart. They can write or draw several predictions.
2. Come together as a whole group and record some of the students' predictions.
3. Conduct a "picture walk" by showing and discussing the pictures in the book before reading the text.
4. Tell students that they will work in groups to turn the book into a play or Readers Theatre. Explain to students that to turn the book into a play, they must truly understand the entire work.
5. Read the story aloud.
6. As a class, discuss the story elements. Use the white board, chalkboard, or butcher paper to make a Story Elements chart, with three columns labeled as "Characters," "Setting," and "Plot." Record students' observations about these story elements in the appropriate columns.
7. Make sure to have students fully describe the characters and setting by asking evaluative questions such as:
  • What were the characters like?

  • What kind of person was the Tomten?

  • Did you like or dislike a particular character and why?

  • Where was the setting?
8. To fill in the plot column, have students tell you what happened at the beginning, middle, and end of the story.
9. Have students return to their tables and write or draw what really happened in the book in the right-hand column of the prediction chart. As a class, discuss whether students' predictions were true, false, or partly true and why.

Session 2

1. Read Hedgie's Surprise again.
2. As a class, list all the characters on chart paper. Describe the characters' physical attributes as well as their personalities, and write these characteristics beside the characters' names. Make sure to include minor characters such as the goslings, the rooster, and the chicks.
3. Divide the class into small groups of 6 to 10 students each.
4. Within the groups, each student can elect which character he or she would like to play. Have students write their names by the characters on the chart paper. There may not be enough parts for everyone to have their own character, so students may need to share roles.
5. Still working in groups, each student can use the art supplies to create a mask, puppet, or costume that represents his or her character. Make sure students write the names of their characters, as well as their own names, onto their masks, puppets, or costumes.
6. Store the masks, puppets, or costumes until Session 5.

Session 3

1. Have students help you orally summarize Hedgie's Surprise. As a class, come up with a one- or two-sentence summary of the story and record it on the board.
2. Remind students that the setting or the set is where the action of the Readers Theatre takes place and that there are often many settings in one story.
3. Have students list the different settings from the book and, if necessary, conduct a "picture walk" to remind students of different areas such as the henhouse, Hedgie's house, the pond, and the hayloft.
4. Decide as a class which settings the students will construct, and have students form the same groups from Session 2.
5. Assign different student groups to create each set by having them design a sheet of bulletin board paper using markers and construction paper to create the scene from the book. Make sure students label (e.g., "Hedgie's house") and sign the set that they created.
6. Hang sets in the area of the room in which students will perform the Readers Theatre.

Session 4

1. Reread Hedgie's Surprise to the students.
2. Tell students that they need to make sure they understand the order of the story. Discuss and list the main events of the story in order.
3. Have students write or draw the beginning, middle, and end of the story on the sequencing chart.
4. Explain the terms script and rehearsal. Have groups practice the Readers Theatre script for Hedgie's Surprise. Help students rehearse what they are scripted to say. At this point, they will know the book well and should know when it is their turn to talk.

Note: Have groups practice their Readers Theatre performances during this session and throughout the day when they have free time. Ideally, each group should read through the script about four times before the final performance.

Session 5

1. Have students put on their masks, puppets, or costumes.
2. Quickly review the book and script with the class.
3. Have each group perform the Readers Theatre for an audience—either the other groups in your class or other classes in the school.
4. Lead a whole-class discussion about what students liked most about the performances and how they felt when performing. Have students illustrate and write about whether they better understood the story through the Readers Theatre experience.

Extensions

  • Have students read Hedgie's Surprise Newsnotes to get a better understanding of how Jan Brett came up the ideas for her story. Ask students to bring in photographs or magazine pictures of their favorite animals or places. Have them create a collage from the pictures and include notes about each one (much like Jan Brett's online newsnotes). Then have students write their own stories using the ideas from their notes.

  • Students can send Jan Brett a letter online and tell her about their Readers Theatre experience.

  • Students can write their own Readers Theatre script for another book using the tips on Aaron Shepard's RT page.

Student Assessment / Reflections

  • Conduct informal assessments throughout the Readers Theatre experience using students' sequencing charts, prediction charts, costumes, and sets. Keep anecdotal records for individual students to determine how well they connect character and set creation to the actual text.

  • After the Readers Theatre performance, have students read a 100-word segment of the book Hedgie's Surprise, recording his or her fluency on the fluency chart. Compare student's fluency before and after the lesson to see if he or she has improved.

     

  • Strategy Guides
    • |
  • Lesson Plans
Grades
Grades
1 - 5
|
Strategy Guide
Readers Theatre
Readers Theatre integrates oral reading, literature, and the performing arts. This strategy can entice the most reluctant and disinterested reader to become engaged in reading.
Grades
1 - 3
|
Lesson Plan
|
Unit
Picture Understanding! Building Comprehension in the Primary Grades With Picture Books
Students move from modeled to independent comprehension of fiction stories by using texts by Jan Brett and interactive tools that demonstrate their comprehension.
Bobbie DeLozier
K-12 Teacher
I liked this lesson plan because it allows the students to use many different skills that will help them become better readers. I also liked that the teacher uses a predictions chart, sequencing chart and fluency chart to further help her students comprehend what they are reading.
Katie Powell
K-12 Teacher
Great lesson! I like the multifaceted aspects of reader's theater. Students who excel in different types of intelligences can enjoy the reader's theater process. This is a great way to make reading fun.
Tammy Gardner
K-12 Teacher
Great lesson plan. Readers theatre is a great way for students to work on many literacy skills. Rereading the story over and over is a great strategy for reading comprehension, vocabualary building and fluency. The students are not only improving their skills, but are having a great time in the process.
Jo Beth Moses
K-12 Teacher
I really like this lesson plan, it gives the students to interact with others and gives them visual perspective in reading and comprehening the story and the buliding vocabulalary and fluency at the same time.
sylvia ellis
K-12 Teacher
I have tried this lesson before and find it to be exciting for my students. I did change the skit to be used for this lesson plan. We used the skit, "The Hidden One," which is about an invisible warrior searching for a honest and pure wife. Before starting this lesson my students were able to make predictions and inferences about the skit. They were also able to create a list of vocabulary words from the script as well as add a few of their own words such as: legend, fairy tale, self-esteem and folktales. I found this lesson plan to be a great way for students to comprehend, make predictions and work together as a unit to create similar skits. I also agree Reader's Theatre is a great way to get students involved in reading which promotes fluency, and increase students vocabulary ability. I have recommended this lesson plan to my colleagues.
Brandie Klinkhardt
K-12 Teacher
I love the idea of Reader's Theatre. This is a great way to get the students involved in reading and actually enjoy reading while learning. I like the idea of the "picture walk" in the first session. I also like having the students split up the roles and act out the book. This serves all types of learners and really makes reading fun and enjoyable. I would love to try this with my students.
Crystal Smith
K-12 Teacher
I work with first grade and love Hedges as given in the example of first and second grade lesson plans. My class this year is very small and they have become very fluent readers. When I comment about one putting a lot of expression in their reading, they all of course begin doing it. I think this would be great for the class I have. I think instead of costumes I might have them create stick puppets. They love doing that for stories. I agree that readers theater can give students a much more thorough understanding of what they are reading. I love the lesson plan and will probably do it in May as our last project.
Sherri Shirrell
K-12 Teacher
I really like the concept of this lesson plan and how it engages the students in the Reader's Theatre. I think this is something students would enjoy because they are allowed to be "in" the story when they act it out, rather than just sitting and reading it.
Brooke Pixley
K-12 Teacher
I have used Readers Theatre in the classroom before. We didn't act out the book every time, but we always used the sequencing charts, made predictions, took picture walks etc. I think that the picture walks were very important in getting the students involved in the lesson. It made them feel invested in the outcome of the story.
Camilla Sides
K-12 Teacher
This is a wonderful lesson! I have never used Reader's Theater, but I am hoping to incorporate it in my building before the end of the school year. The picture walk gave the students a visual context to remember when acting out the story. By hearing the story read so many times by the teacher, the students had a good understanding of the setting, characters, and plot. From the reading, the students learned to replicate the feelings, values, and actions of the characters.
Students who work together as a team seem to develop camaraderie and strive to do their best. Working together to practice the parts of the play and creating their own simple settings and costumes, builds a confidence and trust in students. When students are comfortable with their fluency, they tend to enjoy reading. Thank you for this lesson!
Weldon
K-12 Teacher
This article will prepare a teacher on how to engage thier class in reading a story. The process of preparing your class, I found interesting. Having the student read aloud and predict what is going to happen, are very helpful techniques of comprehension. After reading the story, the studnts should be able to tell what happen in the story. Studnet should be albe to relate the story to things in their lives. I could tell this article is based on getting the student to comprehend what they are reading and the techniques will help teacher ensure that the student can comprehend.
Tim
K-12 Teacher
This is a very creative approach to teaching reading. I really like how it allows each students to "put themselves" in to the material. I believe students would have fun with this strategy and not realize they are learning too!
Tammy Gardner
K-12 Teacher
I love that this lesson plan includes group work and collaboration among peers. Rereading the text is a great strategy for emphasizing many reading skills throughout the lesson. By the time the class performs the play they know the book very well. That includes any new vocabulary the book introduced. This lesson plan could be used with other books as well.
Tammy Gardner
K-12 Teacher
Great lesson plan. Readers theatre is a great way for students to work on many literacy skills. Rereading the story over and over is a great strategy for reading comprehension, vocabualary building and fluency. The students are not only improving their skills, but are having a great time in the process.
Amy Schoemehl
Literacy Coach
I like the activity with Hedge's Surprise but incorporating discussion on top of responses will be essential to Common Core implementation. This will help with the deeper understanding and comprehension of the passage. I like the extension of the activity and not just having it end on one day. Fun lesson !
Katie
K-12 Teacher
I love the reinforcing aspect of reader's theater. Students really do have to understand a selection to make it a reader's theater presentation.
Jennifer
K-12 Teacher
I love this lesson. It is also a great way to make a lesson just for prediction. I have some students taht it is hard for them to predict what is going to happen in the story. I love the prediction wall and will use this in my class stories.
Kara Wallace
K-12 Teacher
I love the concept of this lesson. Great idea to get the kids involved in several different objectivies. I teach special eduaction and I would love to use this some day, I would have to make several modifications.
weldon brown
K-12 Teacher
I enjoyed article and found it interesting. I found the Predictions chart, Sequencing chart, and the Fuency chart can be very helpful for the student to comprehend what they are reading. These three charts, can help the reader understand whats happing and what will be happening later in the reading. Carting can help student be more involve with their readings.
Amy Cavness
K-12 Teacher
I really like this lesson plan. I love the idea of having the students prepare a play using the story. This is an excellent way of getting the students engaged in learning. You have some excellent ideas and I love the way it is layed out. I like the prediction charts. I will definitely try to fit this lesson plan in because it sounds like the students would love it.
Julie Margenthaler
K-12 Teacher
I liked the way you analyzed each story element and showed many visuals to help the students understand the story.
Heather Lipps
K-12 Teacher
I thought this was an excellent lesson plan. Students learn by doing things in various ways. With this lesson, students are able to not only read a story, but to visualize and participate in it. This lesson allows the students to use many skills that are necessary to be a great reader. I also think that some students that are not excited about reading will really like this lesson because it allows them to be up and moving. I know personally, that some of my students have a difficult time just sitting and reading a story. Being able to incorporate this lesson would allow each student to expand their knowledge and truly “dive” in to what they are reading.
Sylvia Ellis
K-12 Teacher
I like the way this lesson plan/Reading Theatre gave repetitive instructions for students to create their stories through theatrical play. At the beginning of this lesson, I brainstormed with my students. We learned the characteristic and physical traits of a hedgehog. We looked at the pictures and made predictions of what the story was about through writing and discussion. My students then read the story, “Hedgie’s Surprise.” We regrouped and determined how many of their predictions were correct. My students then wrote in-depth details about the characters in their story and summarized the text by recording information with their shoulder to shoulder partner. After re-reading the text again, each group created their puppet costumes of their characters in the story, read their stories and practiced their role for the play. They only performed their Puppet Theatre show for each other because they thought making puppets were somewhat boring and juvenile. They did enjoy reading the story Hedgie’s Surprise and liked that is was about building friendships. Slight changes were made to the lesson plan to accommodate Junior High School students. However, I would like to try similar lesson plans or resources designed for Junior High age students.
Lindsazy Rhodes
Preservice Teacher
I thought this sounded like a very fun lesson, that the students would have a lot of fun participating in. This lesson was really in-depth, making sure that the students really understand the material, before participating in the Readers Theatre activity. The students are first introduced to the book and have to draw pictures about what they think will happen in the book. The students will then read the story and then as a class, discuss the story elements. From there, the students are divided into groups, pick out a character they want to play, and then while still in their groups, act out the story in front of the class.
Weldon
K-12 Teacher
This article will prepare a teacher on how to engage thier class in reading a story. The process of preparing your class, I found interesting. Having the student read aloud and predict what is going to happen, are very helpful techniques of comprehension. After reading the story, the studnts should be able to tell what happen in the story. Studnet should be albe to relate the story to things in their lives. I could tell this article is based on getting the student to comprehend what they are reading and the techniques will help teacher ensure that the student can comprehend.
Lindsazy Rhodes
Preservice Teacher
I thought this sounded like a very fun lesson, that the students would have a lot of fun participating in. This lesson was really in-depth, making sure that the students really understand the material, before participating in the Readers Theatre activity. The students are first introduced to the book and have to draw pictures about what they think will happen in the book. The students will then read the story and then as a class, discuss the story elements. From there, the students are divided into groups, pick out a character they want to play, and then while still in their groups, act out the story in front of the class.
Kevin Swain
K-12 Teacher
I thought it was a great idea to have the students performs a play after reading the story to have them involved more in reading.
Tim
K-12 Teacher
This is a very creative approach to teaching reading. I really like how it allows each students to "put themselves" in to the material. I believe students would have fun with this strategy and not realize they are learning too!
Jo Beth Moses
K-12 Teacher
I have tried some parts of this lesson asking children to talk about the story before and after they read the story, but they have mentioned different ways and different sessions that would help and I will be trying in my classroom I really enjoyed this article and the students will enjoy learning when they are involved with the groups and participate.
Tammy Gardner
K-12 Teacher
I love that this lesson plan includes group work and collaboration among peers. Rereading the text is a great strategy for emphasizing many reading skills throughout the lesson. By the time the class performs the play they know the book very well. That includes any new vocabulary the book introduced. This lesson plan could be used with other books as well.
Cosandra Reed
Preservice Teacher
Haven't tried this lesson plan but I liked the fact how it is to be conducted in a five sixty minute session. I also thought that this lesson plan coincided well with the Missouri standards. Getting students to understand the text structure by retelling the story and observing the character, setting, and plot will allow the students to stay more involved with the task at hand. This ultimately means there will be constant interaction between the student and teacher.
Matt Ball
K-12 Teacher
I really liked this lesson. I liked how the story was read aloud. This important to my teaching because a lot of my students need their texts read aloud for a better understanding. I also liked how the students made predictions and did a picture walk. When students make predictions they are required to use background experience and a depth of knowledge. The picture is a good idea because some students might learn better through visual aids.
Amy Schoemehl
Literacy Coach
I like the activity with Hedge's Surprise but incorporating discussion on top of responses will be essential to Common Core implementation. This will help with the deeper understanding and comprehension of the passage. I like the extension of the activity and not just having it end on one day. Fun lesson !
Julie Kennedy
K-12 Teacher
This is a great lesson plan. Loved having the students responsible for putting the Reader's Theater together and using this to help understand the parts of a book as they read.
Katie
K-12 Teacher
I love the reinforcing aspect of reader's theater. Students really do have to understand a selection to make it a reader's theater presentation.
Jennifer
K-12 Teacher
I love this lesson. It is also a great way to make a lesson just for prediction. I have some students taht it is hard for them to predict what is going to happen in the story. I love the prediction wall and will use this in my class stories.
Kara Wallace
K-12 Teacher
I love the concept of this lesson. Great idea to get the kids involved in several different objectivies. I teach special eduaction and I would love to use this some day, I would have to make several modifications.
weldon brown
K-12 Teacher
I enjoyed article and found it interesting. I found the Predictions chart, Sequencing chart, and the Fuency chart can be very helpful for the student to comprehend what they are reading. These three charts, can help the reader understand whats happing and what will be happening later in the reading. Carting can help student be more involve with their readings.
Amy Cavness
K-12 Teacher
I really like this lesson plan. I love the idea of having the students prepare a play using the story. This is an excellent way of getting the students engaged in learning. You have some excellent ideas and I love the way it is layed out. I like the prediction charts. I will definitely try to fit this lesson plan in because it sounds like the students would love it.
Julie Margenthaler
K-12 Teacher
I liked the way you analyzed each story element and showed many visuals to help the students understand the story.
Heather Lipps
K-12 Teacher
I thought this was an excellent lesson plan. Students learn by doing things in various ways. With this lesson, students are able to not only read a story, but to visualize and participate in it. This lesson allows the students to use many skills that are necessary to be a great reader. I also think that some students that are not excited about reading will really like this lesson because it allows them to be up and moving. I know personally, that some of my students have a difficult time just sitting and reading a story. Being able to incorporate this lesson would allow each student to expand their knowledge and truly “dive” in to what they are reading.
Sylvia Ellis
K-12 Teacher
I like the way this lesson plan/Reading Theatre gave repetitive instructions for students to create their stories through theatrical play. At the beginning of this lesson, I brainstormed with my students. We learned the characteristic and physical traits of a hedgehog. We looked at the pictures and made predictions of what the story was about through writing and discussion. My students then read the story, “Hedgie’s Surprise.” We regrouped and determined how many of their predictions were correct. My students then wrote in-depth details about the characters in their story and summarized the text by recording information with their shoulder to shoulder partner. After re-reading the text again, each group created their puppet costumes of their characters in the story, read their stories and practiced their role for the play. They only performed their Puppet Theatre show for each other because they thought making puppets were somewhat boring and juvenile. They did enjoy reading the story Hedgie’s Surprise and liked that is was about building friendships. Slight changes were made to the lesson plan to accommodate Junior High School students. However, I would like to try similar lesson plans or resources designed for Junior High age students.
Lindsazy Rhodes
Preservice Teacher
I thought this sounded like a very fun lesson, that the students would have a lot of fun participating in. This lesson was really in-depth, making sure that the students really understand the material, before participating in the Readers Theatre activity. The students are first introduced to the book and have to draw pictures about what they think will happen in the book. The students will then read the story and then as a class, discuss the story elements. From there, the students are divided into groups, pick out a character they want to play, and then while still in their groups, act out the story in front of the class.
Lindsazy Rhodes
Preservice Teacher
I thought this sounded like a very fun lesson, that the students would have a lot of fun participating in. This lesson was really in-depth, making sure that the students really understand the material, before participating in the Readers Theatre activity. The students are first introduced to the book and have to draw pictures about what they think will happen in the book. The students will then read the story and then as a class, discuss the story elements. From there, the students are divided into groups, pick out a character they want to play, and then while still in their groups, act out the story in front of the class.
Kevin Swain
K-12 Teacher
I thought it was a great idea to have the students performs a play after reading the story to have them involved more in reading.
Jo Beth Moses
K-12 Teacher
I have tried some parts of this lesson asking children to talk about the story before and after they read the story, but they have mentioned different ways and different sessions that would help and I will be trying in my classroom I really enjoyed this article and the students will enjoy learning when they are involved with the groups and participate.
Cosandra Reed
Preservice Teacher
Haven't tried this lesson plan but I liked the fact how it is to be conducted in a five sixty minute session. I also thought that this lesson plan coincided well with the Missouri standards. Getting students to understand the text structure by retelling the story and observing the character, setting, and plot will allow the students to stay more involved with the task at hand. This ultimately means there will be constant interaction between the student and teacher.
Matt Ball
K-12 Teacher
I really liked this lesson. I liked how the story was read aloud. This important to my teaching because a lot of my students need their texts read aloud for a better understanding. I also liked how the students made predictions and did a picture walk. When students make predictions they are required to use background experience and a depth of knowledge. The picture is a good idea because some students might learn better through visual aids.
Julie Kennedy
K-12 Teacher
This is a great lesson plan. Loved having the students responsible for putting the Reader's Theater together and using this to help understand the parts of a book as they read.
Brandi Killian
K-12 Teacher
I loved this lesson plan and plan on incorporating it in my classroom. I love how each session gets the students involved in reading. The “picture walk” is a creative way of providing a visual for the students. The lesson plan had the story read to the students or the story reviewed every day. I believe this is important in the final outcome of the students knowing the characters and plot of the story. This lesson provides great insight and assesses students in several different areas from making predictions, sequencing, and fluency.

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