Ed 215r Lesson 1 Stranger Danger

ED 215R Lesson Plan #1 Stranger Danger Greendale K
Rationale: The second week of October is Safety Week. Students will be learning about fire safety, 911, walking/crossing the street, bike helmets, seat belts, safety in the home, and stranger danger. Today, we will be working on stranger danger. This lesson fits because in the fictional story Little Red Riding Hood, the character of the wolf is a great example of a stranger they may meet who appears to be friendly and helpful, but who has something more sinister in mind. The kindergarten curriculum states that children need to be introduced to making predictions as strategies to comprehend text. They will be introduced to predictions while reading this story. The students will make predictions on what they think will happen next, so they will be left with a better understanding of what is going on in this book and a better understanding of bad strangers.
Goals (Standards): CCSS.RL.K.1: With prompting and support, ask and answer questions about key details in a text. CCSS.RL.K.10: Actively engage in group reading activities with purpose and understanding. CCSS.SL.K.2: Confirm understanding of a text read aloud or information presented orally through other media by asking and answering questions about key details and requesting clarification if something is not understood.
Objective: The students will: Make predictions to understand the story. (focus of assessment) Have a better understanding of the concept stranger and why to not talk to strangers.
Assessment: I will take notes on each student, on a clipboard that has post-its on it, on the predictions they have made to the story through their participation. (Each group will be asked at some time throughout the story of what their predictions are for the next part of the story.)
Strategies for children requiring additional assistance: This is a multi-level learning experience that includes a read aloud, so all students should be able to actively engage in the learning. I will partner the students up and they will use the strategy of knee to knee, eye to eye (eekk) to relate and connect ideas throughout the lesson. I will remodel how to make predictions, if necessary, as I observe and interact with the children.

Materials Needed: Title: Little Red Riding Hood by Charles Perrault The story will be told from the book online - http://www.dltk-teach.com/rhymes/littlered/1.htm Security guards, fire fighters, teachers, people who work behind a desk, a mother with children, mail carriers Total Time Needed: 40 minutes Introduction: 5 minutes Demonstration/Participation: 5 minutes Participation (During Reading): 15 minutes Practice/Performance: 10 minutes Closure/Recap: 5 minutes
Procedures: 1. Introduction/Demonstration (before reading):

Have been learning about strategies readers use to understand what they are reading better. A strategy I use every time I read and that we will be working on today is prediction. Predicting while you are reading is very important because you are able to understand the story much better. You can make a prediction when you use clues from the story, such as pictures, along with connecting what you know already, to figure out what will happen next in a story. Predicting what will happen next in a story is one of my favorite strategies to use! Today we will be working on making predictions while reading Little Red Riding Hood by Charles Perrault and have a better understanding for why we should not talk to strangers. My PredictionNow, when I want to predict what will happen in this book, I can start by looking at the pictures. In this very first picture you see a little girl that has a red coat on and she is outside. This makes me think that she is going to go somewhere and that is it cold, because when it is cold outside I put a coat on too. When I was little I would visit my family very often, especially my Grandmother, I wonder if Little Red is going to visit her Grandmother too In the story Little Red Riding Hood, a little girl is walking to her grandmothers house and is stopped by a stranger she does not know. The stranger, the Wolf, asks her where she is going and tells him that she is going to her grandmothers house and points to where she lives. Raise your hands and tell me what you think of when I say the word stranger. Stranger: People you do not know or do not know very well.

Not all people unknown are dangerous, but we need to understand the difference between good and bad strangers.
If you think the wolf is a bad stranger, make a prediction in your head on what you think is going to happen next? (Have them press their nose to save their predictions.)
2. Participation (During reading) Begin reading PAUSE: Page 2explain what dawdle means (dawdle: waste time or be slow) STOP: Page 4 Little Red told the Wolf where she was going. The wolf is a stranger that she did not knowdo you think she should have told him where she was going? Turn to your eekk buddy and ask: What do you think will happen next? (ask 2 or 3 groups) (Assessment) STOP: Page 6The Wolf went through Grandmas things and put on a nightgown, her sleepy cap, and some of her perfume, and then jumped into Grandmas bed and pulled the cover over his nose. Why do you think the Wolf did this? Turn to your eekk buddy and ask: What do you think will happen next? (ask 2 or 3 groups) (Assessment) PAUSE: Page 9explain what frazzled means (frazzle: to be exhausted/tired) STOP: Page 9When Little Red realized that the Wolf was not her Grandmother, she ran across the room and through the door shouting as help as loud as she could. Would you have run out of the house and shouted for help? Turn to your eekk buddy and ask them: What do you think will happen next? (ask 2 or 3 groups) (Assessment) Engage in brief discussion about the textPersonal Reaction: o o What did you like best and why? What would you have done if you were Little Red Riding Hood? Why? (Assessment) 3. Practice/Performance In this story the Wolf was a bad stranger. Next time you read a book it may be about a good stranger. Can you raise your hands and predict who may be a good stranger? (Police officers, security guards, teachers, people who work behind a desk, a mother with children, mail carriers)

Each eekk group of students will be given a picture of a good stranger. I will ask them to predict what they believe will happen to Little Red Riding Hood if she met them instead of the Wolf. (while teacher assesses/circulates around the room) I will give them the example of if LRRH would have ran into a Police officer he might have told her that she should hurry and get to her Grandmothers house before a bad stranger tries to talk to her. The good officer will walk her to her Grandmothers house to make sure she gets there safe and then she will eat dinner with her Grandmother. (Demonstration) Pull children back together as a whole group in a circle around the carpet, and have each group share their predictions. 4. Closure/Recap Great job on making predictions! Readers make connections and predictions to help them understand the story more. The more you understand a story the more you enjoy it! Readers make connections and predictions whenever they can.

Ed 215r Lesson 1 Stranger Danger

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ED 215R Lesson Plan #1 Stranger Danger Greendale K

ED 215R Lesson Plan #1 Stranger Danger Greendale K

Procedures: 1. Introduction/Demonstration (before reading):

ED 215R Lesson Plan #1 Stranger Danger Greendale K

ED 215R Lesson Plan #1 Stranger Danger Greendale K

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