The Hat

Guided Reading Lesson Plan

Before Reading the Lesson:
1. Review parts of the guided listening lesson.
2. Locate and read the book, The Hat by Jan Brett (G.P. Putnams Sons, 1997). This book is
about Lisa, a young girl who lives in Denmark, who hangs her woolen clothes in the sun
to air them out for the winter when a hedgehog, to the amusement of the other animals,
ends up wearing a stocking on his head.
3. Enlarge the story map, located at the end of the lesson, by drawing it on chart paper; thus
making it easier for every child to see and use.
4. Note the Alaska standard (EED) focus for the lesson below.
Reading the Lesson
1. Makes notes about the questions you want to discuss.
After Reading the Lesson
1. Meet with a colleague to discuss the lesson.
2. Identify ways to change and/or improve or enhance the lesson.
3. Identify ways to modify the lesson for ELL learners or those who struggle with guided
listening.
4. Identify ways to modify the lesson for advanced students.
Lesson Format
Approximate grade level: First or second grade
Common Core Standards for Alaska, Kenai Peninsula Borough School District (KPBSD):
English/Language Arts Standards K-6
Reading Standards for Literature
Grade 1 RL.1.3: Describe characters, settings, major event, and problem-solution in a
story, play, or poem, using key detail.
Support for English Language Learners (ELL): Since this is a listening lesson, all ELLs can
participate. Lesson notes indicate activities that might be needed to support these learners.

Introduce the Text

Show students the cover of the book and read aloud the title, author, and illustrator. Tell
the students that the author wrote a story about a girl who lives in another country called
Denmark. Point out that Hedgie believes that the sock on his head is actually called a

hat. Ask: Why do you suppose he thinks a sock is a hat?

Ask students to describe what they see on the cover. Point out that the similarities they
see between Scandinavia and Alaska, ie: similar animals, snow on the ground, etc. (Ask
ELLs to describe what they can; if students are just becoming fluent in English, pair them

with an English-speaking partner.)

Ask students why they think the animals are looking at Hedgie. What expressions are on
their faces? How are the animals feeling? What about Hedgie? What expression does he
have? Why? What do you think he is feeling with all the other animals looking at him

like that? Why?

Modeling prediction. Tell students that you are going to show them how to think about
what is likely to be in the story by using the prediction strategy. For example:
o Teacher models: I see a Hedgie sitting in the middle of a circle with a sock on his
head. All the other animals are looking at him. I predict that the animals are

listening to Hedgie as he tells them a story.

Ask several students to make predictions. Record predictions for later use.
Tell students that after listening to the story, you will help them learn to retell it in their

own words.
Present the story map included in this lesson. Review the parts.
Tell students as they listen to think about these parts of the story. Remind students to
keep their predictions in mind as they listen.

Listen and Respond to the Text

Read aloud the text in its entirety.

As you read, show each illustration.
After listening, review all predictions. Discuss whether they were verified or not.
Summarize the story using the story map. As students provide information, record their
thoughts on the chart paper.

Extend the Text

Using the completed story map as a prompt, demonstrate how you would retell the story
in your own words.

Tell students that they are going to Think/Pair/Share to retell the story. (Ask ELLs to
retell what they can; if students are just becoming fluent in English, have them work with
an English-speaking partner.)
STORY MAP

Setting:

Time

Characters:

Problem:

Action:

Outcome:

Place