Lesson Plan

Lesson Plan # 1 Directed Reading Thinking Activity (DRTA) for David Goes to School by
David Shannon
Literacy Development Level: Emergent and beginning Transitional
Grouping: Whole class or small guided reading
Learning Objectives:
Make predictions based on picture clues, context clues, and prior knowledge.
Comprehend what they are reading through pictures, predictions, and discussions.
Revise predictions as the story continues.
PDE Language Arts Standards

P.A.R. 1.1.1.D- Read text using self-monitoring comprehension strategies (e.g., predict, revise
predictions, use picture and structural clues, question, reread and clarify for meaning). Monitor
predictions while reading.
P.A.R.1.1.2.D.1- Use text to monitor and revise predictions as needed.
P.A.R.1.2.1.A.3- Make predictions about what happens next in a story or process and justify.
Rationale: As students read they will be making predictions and suggestions, which will set a
purpose to their reading and engage them throughout the story. Prediction helps students think
about what they are reading. Students learn to look at other words, pictures and clues to help
them make a prediction.
Materials: David Goes to School by David Shannon, document camera, computer, projector and
http://www.youtube.com/watch?v=ybqNYWqYQp4&feature=related
Procedures:
Before Reading Activities
ANTICIPATORY SET- Ask students has anyone thought about in the morning what will happen
in their day and all of what they thought about was true? Give feed on students responses. Let
students know that process is when you predict. Prediction allows you to think about what might
happen before it actually happen. There could be clues that could help you predict for example,
its a rainy day outside. So that means you might stay in for indoor recesses. Let students know
they will be reading a book and give many predictions based on the book.
During Reading Activities
Ask students," Where is that boy standing on the front cover?" To activate their schema,
students answers should be in front of a classroom, disrupting in front of a classroom,
misbehaving in a classroom, etc. Give feedback to students responses saying the boy looks like
he is misbehaving in front, something everyone here should know not to do. Allow students to
examine the cover more but looking at the background and other predictions; for example, the
boy on the cover is probably David. Now explain to students as we read along in the book try to
make predictions on what will happen next. Let students know you will be stopping a few times
throughout the book to ask students what they predict will happen next and why they predict it,
so make sure they listen carefully.
Stop after all quotes that are listed and have students make and explain predictions
Stop- No, David No Yelling, no pushing, no running in the halls
Stop- David raise your hand!
Stop-Wait your turn, David!
Stop- Thats it Mister! Youre staying after school!
Stop- David, have you finished?
AfterReading Activities
CLOSURE- Guide students to reflect upon various predictions and if their predictions turned out
true. Have students discuss with a partner if their predictions came true or what was different
about their prediction on what really happened in David Goes to School. Make sure students
volunteer and tell the class what their prediction was and if it matched the ending and ask why
they predicted that? Ask students if they enjoyed making predictions? Let students know it is
great to make predictions, especially to understand that concepts of the book. Make students
aware that they will be using prediction a lot when reading books throughout the year.
EXTENSION ACTIVITY- Students will illustrate a part they had predicted in David Goes to
School in their Kid Writing. Students will first draw the scene with guidance from a teacher(s).
The students will be responsible to let teacher(s) know what their illustration is.
Differentiation:
Emergent readers may need modeling of prediction. Before reading David Goes to School, the
teacher will make a prediction first, so students see what a prediction is. Prior to actually reading
the book the teacher could go through a picture walk, which is showing the pictures on each page
of the book to the students.
Late Transitional readers would be able to read the story on their own, so the teacher and the
students could read the book together by everyone reading out loud.
Visually impaired students - The teacher should put the book under the document camera or use
the youtube link so students will be able to see.
Assessment:
Formative assessment will begin during pre-activities when students begin to make predictions.
It will continue until the book has finished. Students will make predictions throughout the entire
book. Students will identify what happened in the book through their predictions, especially
when they find out their prediction wasnt necessarily true.
Summative assessment will start out with students in the classroom discussing with a classmate
what their predictions were throughout the book and which predictions were true. As the
teacher, I will walk around and listen to what the students told their partner about their
predictions throughout David Goes to School. Students will share to the class what their partner
had predicted.
References
Cunningham, P. M. (2009). Phonics They Use. Boston, Pearson.
McCormack, R. L, & S. Pasquarelli. (2010). Teaching Reading. New York: The Guilford Press.

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Lesson Plan # 1 Directed Reading Thinking Activity (DRTA) for David Goes to School by

PDE Language Arts Standards

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