Teacher: Amber Ragsdale
Date(s): Monday, March 2, 2015
Content: Reading
Unit Title: The Sneetches
Focus of the Day: Comprehension/Sequencing
SOL # Learning Objective:
English 4.4 The student will expand vocabulary
when reading: a) Use context to clarify meanings
of unfamiliar words. d) Develop vocabulary by
listening to and reading a variety of texts. e) Use
vocabulary from other content areas.
Specific Objective: (Setting A Purpose)
The students will be able to:
 answer comprehension questions throughout the story
 sequence the events from the book The Sneetches
 relate the story to prior knowledge on Martin Luther
King Jr.
English 4.5 The student will read and demonstrate
comprehension of fictional texts, narrative
nonfiction texts, and poetry: c) Identify the main
idea. d) Summarize supporting details. e) Identify
the problem and solution. f) Describe the
relationship between text and previously read
materials. h) Draw conclusions/make inferences
about text. k) Use reading strategies throughout
the reading process to monitor comprehension.
Materials Needed:
The Sneetches
Sequencing Pictures
Essential Questions for the Week:
Vocabulary (What new vocabulary will be introduced during this lesson?)
Snoots – noses
Frankfurter – hot dog
Peculiar – weird or different
Essential Question of the Day:
See below for comprehension questions that will be asked
throughout the story.
Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?)
The teacher will show the students the cover and read the title to them. The teacher will ask the students, “What do you think a Sneetch looks
like? How do you know this is what a Sneetch will look like? Do you think all Sneetches will look the same as these Sneetches on the cover?
Why/why not?”
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
The teacher will read the story, The Sneetches to the students. The teacher will pause at the following places in the book in order to ask the
following comprehension questions:

Page 3: “Who has the stars on their bellies? Who didn’t have any stars upon theirs?”

Page 4: “What do you think a snoot is?”

Page 5: “How do the star-belly sneetches treat the plain-belly sneetches? How do you know?” (The teacher will make sure the
students provide specific examples from the story.)

Page 7: “What is a frankfurter?” (Remind the students to use the pictures in a book to help them.)

Page 10: “What does the word peculiar mean?”

Page 11: “What did the peculiar machine give the Plain Belly Sneetches?”

Page 13: “Did the star belly sneetches like the Plain Belly Sneetches getting stars? How do you know?” (Again, the teacher will make
sure the students provide specific examples from the story).

Page 17: What happened when the sneetches went into the machine this time?”

Page 18: “So, now who do they think the best sneetch on the beach is?”

Page 19: “Why would things get into a horrible mess?”

Page 21: “Do the Sneetches know which ones had stars on their bellies now?”

Page 24: “Did it matter who had stars upon theirs? How is this story similar to what Dr. Martin Luther King Jr. fought for?”
Bloom’s Taxonomy Used:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
(List the questions being asked of students according to Blooms taxonomy?)
Analyzing: The students will select which event occurs next in the story.
Applying: The students will relate knowledge of Dr. Martin Luther King Jr. to the story.
Understanding: The students will predict what a Sneetch is based off of the front cover. The students will recall information throughout the story.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used make sure there is evidence within
throughout instruction.)
☐Similarities and Differences
☐Summarizing and Note Taking
☐Reinforcing Effort and Providing Recognition
☐Homework and Practice
☐Nonlinguistic Representations
☐Cooperative Learning
☐Setting Objectives and Providing Feedback
☐Generating and Testing Hypotheses
☐Cues, Questions, and Advance Organizers
Modeling: (What examples will be provided for the students) 5-10 min
See Guided Instruction.
Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?) 15-20 min
As a whole class, the students will practice sequencing by using pictures that correlate with the story. The following will have a picture to be
put in order:
1. The Star Belly Sneetches would not let the Plain Belly Sneetches play with them.
2. The Star Belly Sneetches had a Frankfurter roast.
3. Sylvester McMonkey McBean drives up to the beach.
4. The Plain Belly Sneetches get stars upon thars.
5. The Star Belly Sneetches get their stars taken off their tummies.
6. The Sneetches go in and out of the machine, making a mess.
7. Sylvester McMonkey McBean drives away with all the Sneetches’ money.
8. The Sneetches forgot about their stars and they all became friends.
The teacher will ask the students to state the setting of the story as well as list the characters that are in the story.
Check for Understanding (How will you know that students are learning the concept or skill?)
While reading the story, the teacher will listen to the answers given by the students throughout the story in order to
make sure they are comprehending the story.
During guided instruction, the teacher will listen to the answers given by the students in order to make sure they are
correctly sequencing the story.
Reflection:
I modeled this lesson because the fourth grade teacher said she was having a hard time with her
students and comprehension. She said she felt like she had tried everything but she could still not find a
way for students to comprehend. She said she really wanted to have students connect things they read to
other things they were learning in school. This is why I selected a Dr. Seuss comprehension. It allows
them to listen to something that could be more entertaining than textbooks, but could also be connected to
Martin Luther King Jr.
I used a few techniques. First, I had them sit on the carpet in the front of the room. The teacher
said she did not do this with her fourth graders normally as she felt they were too old for this, but I
wanted to get them out of their seat for once. Second, I used pictures to help cue the students’ thinking
rather than having to rely solely on memory. Third, I connected the reading to something they were most
likely very familiar with. Also, I used questions before, during, and after reading to make sure students
were paying attention to me the whole time. Finally, I selected a book that would not have normally been
selected by the teacher. I wanted to use something that they would like to hear as to motivate them to pay
attention.
I hope the teacher learned that just because they are in fourth grade does not mean they are “too
old” for certain things. Allow them to move throughout the day to sit somewhere other than their desks
all day. Read a book like Dr. Seuss to give them something enjoyable they would want to hear. They
may be in fourth grade, but they can still participate in what appears to be for younger students. I wanted
her to see that she should not be afraid to try something for fearing the students would feel too old for it.
In fact, the students were very excited for a Dr. Seuss book and I felt like they were engaged the whole
time because of that.
I would encourage the teacher to use that in her instruction by just reminding her how much the
students enjoyed it and therefore were more likely to learn from it. I would encourage her to continue to
use books and materials that are educational but also enjoyable. The students will enjoy using unexpected
materials occasionally and it will keep them focused on the lesson so that hopefully they learn some new
skills and strategies.
I would continue to support this teacher by encouraging her to try to slow down instruction to
speed up learning. Comprehension is important. Her students tend to struggle with it. I would encourage
her to start slow, with things like beginning, middle, end questions and build on it. Allow the students to
gain a solid foundation before dumping too much information on them at once. Comprehension is hard
for some students. Students need to be engaged with the book in order to understand it. So for this
teacher, that means she may need to work on selecting more interesting books the students will want to
work with, and not just books she thinks are educational.