Lesson Template
Title and Author:
Raising Dragons by Jerdine Nolen
Grade:
Pre-K
Lexile Level AD670
Reading Level: Reading Level
Grade level Equivalent: 3.5
DRA: 34
Guided Reading: O
Key Understanding:
Student will understand tier 2 vocabulary and how the author uses them.
Student will be able to give a descriptive sequence with prompts.
Suggested number of days: ____3_______Common Core ELA Standards:
Language Development and Communication Objective 41 Step 1: Answers questions with one of two words
Language Development and Communication Objective 42 Step 1: Asks simple questions
Language Development and Communication Objective 43 Step 1: Responds to comments and questions from
others
Literacy Objective 44 Step 1: Listens to stories being read
Literacy Objective 47 Step 1: Uses illustrations to guess what the text says
IEP Goals lesson addresses
By August, Jane will increase her ability to retell a story by being able to identify the characters and setting at the
descriptive sequence level without prompts.
Baselines
Student
Jane Doe
Vocabulary
Student had trouble with
tier two vocabulary, but
Story
Grammar/Comprehension
Jane has trouble directly
answering questions and
Written Language
Jane knows her letters
and can write her name.
seemed to understand once
I defined them.
needs to be refocused and/or
given options to choose from.
Materials:
Raising Dragons text
List of tier 2 words
Audio of Raising Dragons
Before Reading
Cultural Supports, Building Background
Talk about farms and what lives and is grown on farms.
Discuss her experience of farms.
What does she know about dragons?
Go over tier 2 words to see which ones she knows.
What does it mean to raise something?
Do a picture walk of the book.
Connecting Activity: (Questions, Conversation about topic):
We discuss what we would do if we found a large egg?
What might it be?
We discuss farms and I fill in information I think will help her with the book.
Discuss if she thinks dragons are real.
After I read the story to her, we listened to an audio version before she did her retell.
Genre Set-Up, Bridging Conversation, Think-Aloud, Setting Purpose
(What strategy are you highlighting in your lesson)
Fantasy
I really want to focus on using prior knowledge to make inferences and predictions. We do a picture walk and
discuss what we think is going on in the pictures and what might happen latter on. We make connections and use
prior knowledge to figure out the setting and who the main characters might be. After the picture walk I ask her
what she thinks the book will be about.
Vocabulary
Word
raised
perch
Contextualize
Word
In the story…..
“He raised just
about everything
we needed for
life on our farm,
but he didn’t
know a thing
about raising
dragons.”
“I got out of my
bed and climbed
out of my
window onto the
perch Pa had
made for me in
the oak tree.”
Definition
( kid friendly)
Example beyond
story
To take care of
as something
grows.
Children,
animals, and
crops are
something you
raise.
Something to
rest on.
The bird sat on
its perch looking
for food.
Bridge to story
Picture
harvested
snout
creatures
“When Ma
harvested her
tomatoes, Nancy
Akins bought
some.”
To pick crops.
We harvested the
wheat in order to
grind it into flour.
“Growing to be as
big as the barn
from tail to
nose
snout.”
The pig dove
snout first into
his supper.
“Ma and Pa
taught me about
caring for living
creatures from
the day I was
born.”
Many creatures
come out at night.
animals
Comprehension Strategy
Before Reading
Make a connection X
Self Monitor
Identify Important Information
Comprehension Strategy
Make inferences X
Prior Knowledge X
Visualize
Prediction X
Questioning
Synthesis
Language ( What you say to support, teach the comprehension strategy)
Have you ever been on a farm before?
Make a connection
What do you know about dragons?
Prior knowledge
What might hatch from an egg?
Prediction
During Reading
Make a connection
Self Monitor
Identify Important Information
Post
It #
1
Comprehension or
Vocabulary
comprehension
2
3
4
5
After Reading
Comprehension Questions
Make inferences X
Prior Knowledge
Visualize
Prediction X
Questioning
Synthesis
Language you will use to teach, focus or probe for understanding
Do you think she will listen to her father?
What might have made that cracking noise?
Do you think the dragon will be good or bad?
What was in the wheelbarrow?
Do you think it was rocks?
Bloom Taxonomy
Question Type
Knowledge
Question: Have a mix of questions
Comprehension
What was this story about?
Application
Why do you think she didn’t listen to her dad?
Analysis
Do you think the girl did the right thing by helping out the dragon?
Was the dragon a good dragon or a bad dragon? Why do you think that?
What else could have hatched from the egg?
Synthesis
Who were the main characters?
How did she know the egg hatched?
Evaluation
What would you do if you found a large egg?
Culminating Writing Task
Teacher directions and activities to prepare students for writing: In this story the child needed to convince her parents to let her keep her
dragon. What pet would you like and how would you convince your parents to let you keep it.
Prompt: If you could ask for a pet what pet would you want and why
I would want a ________________ because it can _____________________
Scoring notes or Sample response:
Picture of a animal
Reason for pet
Differentiation Options (modify by content, process, and/or final product)
English Language Learners
(ELL)
Language learner
disabilities
Premade sequence cards
Graphic organizer
Mini-lesson about doing what you think is right
What does this mean?
Have you ever done this?
Premade sequence cards
Picture walk
Any visuals or other supporting documents that you feel support this lesson.