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LESSON PLAN OUTLINE

JMU Elementary Education Program


Meagan Brewster
Young Childrens Program 3-year-old Class
Ms. Guerrier & Ms. Faulconer

I. TITLE OF LESSON Read Aloud on Looking Out for Sarah by Glenna Lang
II. CONTEXT OF LESSON
Read-alouds are important because they assist children with comprehension, discussion of the book, aid in
predicting what will happen next, learn new vocabulary, help children to become more interested in reading,
and those participating have more of a chance of being at a higher reading level. I have observed at the YCP
that the children love being read to. It is also important to teach students about children with disabilities so
that they can learn to treat each and every child equally and respectfully.
III. LEARNING OBJECTIVES
Understand: The student will understand more about blindness and how it affects those who are blind. They
will also understand the importance of guide dogs for people with disabilities.
Know: Students will learn that those who are blind can do just as much as those who are not they just need
a little bit of extra help.
Do: They will engage in discussion about the importance of guide dogs and how Perry the Dog helped Sarah
and learn about what they can also do to assist those who are blind.
IV. COLLECTION OF ASSESSMENT DATA
I will guide the students through explaining each of the 4 pictures that I select. I will begin by allowing the
students to complete this task as a group on their own, but I will provide assistance if needed. I will record
what the students say when they describe the pictures that I select.
I will discuss these examples in my reflection.
V. RELATED FOUNDATION BLOCKS (Preschool)
Reading
Oral Language
1. The child will develop listening and speaking skills by communicating experiences and ideas
orally.
a) Listen with increasing attention to spoken language, conversations, and texts read
aloud.
b) Correctly identify characters, objects, and actions in a text with or without pictures and
begin to comment about each.

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c) Make predictions about what might happen in the story.


d) Use appropriate and expanding language for a variety of purposes, e.g., ask questions,
express needs, get information.
e) Listen attentively to stories in a whole class setting.
2. Print and Book Awareness
a) Identify the front and back covers of a book.
b) Distinguish print from pictures.
History
1. Similarities and Differences
a) Recognize ways in which people are alike and different.
b) Describe his/her own unique characteristics and those of others.
VI. MATERIALS NEEDED
Looking Out for Sarah by Glenna Lang
4 laminated pictures for the basic recall at the end of the story
VII. PROCEDURE
A. PREPARATION OF THE LEARNING ENVIRONMENT
I will have all necessary materials ready to go near the carpet as soon as the children arrive so that when I get
a small group together to sit and read we can get started immediately.
B. INTRODUCTION AND ORGANIZATION
Begin discussion: Ask: Does anyone know someone who is blind? If so, do they have a service dog? If not,
how to they get around?
Introduce the front and the back of the book. Point out to the students who the author and the
illustrator of the book are.
Pages 1-3: Who is Perry?
Pages 4-5: Where do you think Perry will lead Sarah?
Pages 6-7: Why do you think that Perry is leading Sarah around?
Pages 8-9: Why is Perry allowed to go inside of stores with Sarah?
Pages 14-15: What did Sarah do with the children in the classroom?
Pages 20-21: The reporters asked Sarah and Perry a lot of questions! Do you have any questions for
them?
Pages 24-25: Do you think Perry had fun at the park? Why or why not?

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Pages 26-27: What kind of instruments does Sarah play?


Page 29: Do you think Perry likes Looking Out for Sarah? Why or why not?

C. IMPLEMENTATION
After implementing my basic recall and prediction questions, I will print out 4 pictures from the story
and ask the children to retell what happened in the story just from looking at the picture. We will talk
about the story in detail before attempting to describe what happened in each picture. If the children
seem to be struggling with the task, I will scaffold them as needed. I will record the students answers
after the lesson is completed on personal paper for my assessment.
Questions for the pictures:
1. Sarah and Perry are headed out for a walk to start their day. Sarah is putting the harness on Perry,
which alerts him that it is time to work ad listen carefully.
2. Sarah and Perry are at the grocery store shopping for groceries. Perry likes the cool floor.
3. Sarah and Perry are in the classroom talking to students. The children asked Sarah many questions
and they learned that Perry was trained at guide dog school. The students were not petting Perry at
this point.
4. Perry is sleeping because he is very tired after a long day being Sarahs guide dog.
D. CLOSURE
We will discuss how we are similar to Sarah and ways that we are different. We will make the
connection that just because Sarah is blind, it does not mean that she cannot do certain things that we
can do too! For example, I could ask, Can Sarah ride on a train? Can Sarah go to a restaurant? Can
Sarah go school? Can Sarah go to the grocery store? Also, to reiterate what the story was about, I
could ask, How is it possible that Sarah can do these things just like us although she is blind? and
discuss Perrys role in the story again.
E. CLEAN-UP
I will make sure that the pictures are put away and the book is removed from the rug when I am
finished.
VIII. DIFFERENTIATION
For differentiation, I will be catering to auditory and visual learners. I will be reading the story aloud
and also pointing to the words as I read them. I hope that this will encompass all the students in my small
group and get them excited about the book. I will provide fidgets to students who might need them to be able
to sit still and pay attention throughout the books entirety. I will be working in small groups rather than
reading to the whole group in hopes to provide a more effective, meaningful discussion. I will repeat the
book and process multiple times if a large group of students is interested in my lesson.

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IX. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Opening of the Lesson:
Some students may not have seen anyone who is blind or has ever heard of anyone who is not able to see. I
will make sure that I describe what blindness is and how someone might become blind (Eye disease, color
blindness). If the children do not know anyone who is blind, I can make up a pretend blind person and
elaborate more on what a service dog is/does and discuss other means of aid for the blind, such as canes.
Lesson:
For all of the questions that I ask, I should be prepared to scaffold the discussion if they are having trouble
answering. I will make sure that if the students are not sure what the answer to the discussion is, I will go
back to the previous page and read it again. I will scaffold the children and point them in the right direction
to correctly answer the discussion questions. I will also make sure that the students will be able to make
accurate predictions. If they are struggling, I will scaffold them as well.
Closing of the Lesson:
Students may have trouble describing what happened in specific pictures. If that happens, I will guide the
students as needed and provide assistance. I will observe and see if the students seemed to enjoy the lesson
and if not, I will adjust the plan for future use.
Behavior:
Throughout the lesson, I need to be aware of behaviors that are going on in the small group. If students seem
to be squirming or not paying attention, I will give them a fidget toy to hold in their laps. I will say, I really
like the way that
is sitting quietly and listening.
X. REFLECTION
My read-aloud lesson plan reflects the course content by including relevant Pre-K Foundation Blocks and
encompassing basic concepts of books and print. During my lesson, the students pointed out the front
and the back of the book and they also knew how to locate the author of the story. The students made
predictions, participated in basic recall questions, and identified the main characters in the story. The
children were also able to distinguish between print and pictures because they followed their finger
along the page with me.
To prepare this lesson, I first created the Multicultural Text-Set for ELED 310. I selected a book about
diversity and differences to show my students that in this particular story, a blind person was able to
accomplish everything a non-blind person is able to do. At first, I wanted to get the children to make
up some questions to ask Sarah and Perry (the main character and her guide dog), but my CT thought
that the idea was a little to advanced for their thinking. Instead, I chose to do basic recall from
pictures because the children in the 3-year-old class really enjoy pictures in a story. I believed that if I
connected the meaning of the story with the pictures the children would enjoy it more. I would love
to execute this lesson plan again, but with a different story. It was a little too long and dry for the 3year-old students and they seemed to be a little bored at the end.
To assess my students progress towards meeting my objectives, I jotted down some answers to the
questions that I asked throughout the story. The children answered all of the basic recall questions
correctly, but they could not seem to go in depth when I asked open-ended questions. Another way I
assessed their learning was through the basic recall questions with just pictures from the book. The
students really enjoyed holding and interacting with the pictures in the book. The students were really
engaged when the story focused mostly on Perry, the guide dog. When the story was talking solely
about Sarah, the blind woman, the children did not seem very engaged. Before the story, the students


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thought that blind people could not do anything that non-blind people can do. After the story, the
children changed their minds and understood that guide dogs and other tools can help blind people do
everything that non-blind people can do!

For future lessons, I would definitely print out just pictures of the book and ask the children to
explain what was happening in the pictures again. The children enjoyed that part of the read-aloud the
most. I would also jot down some questions to ask the children throughout beforehand as well. I felt
extremely prepared for my lesson and enjoyed implementing it. Next time, I will definitely choose a
shorter, not-so text heavy book. The children lost focus and were pretty over the story by the end.
But, the children did enjoy the text and connected with it through basic recall and retelling. Also, at
the YCP, I did my read aloud on the carpet where it was noisy and the children were watching their
friends play while they had to sit and read with me. I will definitely move to a quieter place for future
read-alouds in small groups.

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