Alexis Reichard

Indiana Wesleyan University

Children’s Literature Lesson Plan
CAEP 2018 K-6 Elementary Teacher Preparation Standards

Book Title and Author/Illustrator: Chrysanthemum By: Kevin Henkes

LESSON RATIONALE/INJUSTICE CONFRONTED

Students need to learn at a young age appropriate ways to interact with each other. This includes
how to be kind and knowing what to do when other students are not being kind to them or their
peers. This lesson will address bullying through the read aloud and following activities.
(CAEP K-6 1.a)
READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)— Students will describe characters and their motives
B. Objective(s)— Students will identify character actions from the book and develop ideas
of what the ‘bad guys’ should have done differently.
C. Standard(s): K.RL.1: Actively engage in group reading activities with purpose and
understanding.
(CAEP K-6 3.c)
PLAN FOR ASSESSMENT
- Formative: listening to students during the grand conversation and while they talk
with their partners
- Summative: the class will create a list of ways the characters in the book could have
treated Chrysanthemum differently.
II. Management Plan-
Time: 40 minutes
- Anticipatory Set: 5 min
- Lesson Presentation: 25 min
- Closure: 10 min
Materials:
- Book: Chrysanthemum by Kevin Henkes
- Chart paper
- Blank Paper for Response Activity
- Crayons
Space: reading area during read aloud and discussion, return to seats for after reading
activity
Behavior:
- Clip chart in place for the classroom
- Repeat clap pattern to regain attention

III. Anticipatory Set: Raise your hand if you remember the first day of school. Keep your hand
raised if you remember how you felt about coming to school for the first time. Turn to your
shoulder partner and tell them how you felt – were you excited? Call on some students to
share with the class.

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IV. Purpose: “I am going to read you the story Chrisanthemum by Henkes. While I read, pay
attention to how the characters act toward each other and we will talk about the impact of
their actions at the end of the story.”

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners— Read alouds allow students that
struggle with reading to have a better understanding of the text and interact with it more. The
activities following the read aloud will allow students with slower processing to develop their
thoughts through partner and group discussion. Allowing students to copy words from the
board will help students who are still struggling with letter and word recognition while still
participating in the activity.
(CAEP K-6 1.b)
VI. Lesson Presentation (Input/Output)
Bring students to the reading area, dismissing them by table group. Read Chrysanthemum
using voices for each of the characters to keep the students engaged. Ask questions to
start Grand conversation:
- Did you like the story?
- What did you like about it?
- Were you excited for your first day of school like Chrysanthemum was?
- How did Chrysanthemum feel after going to school? What made her feel that way?
- Things like this happen in school sometimes, is that okay?
- What should the characters have done differently to make Chrysanthemum feel
better in school? (list these things on chart paper)
Dismiss students back to seats by table.
(CAEP K-6 3.d)
VII. Closure
Some of the characters in the book made fun of Chrysanthemum because of something
she could not control. This still happens in schools. Each of you will get to create a
poster to encourage others to be kind and not hurt others You can copy some of the
words we came up with together onto your poster if you would like.
(CAEP K-6 3.a)
REFLECTION AND POST-LESSON ANALYSIS
(CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
Include additional self-answer questions that specifically address unique lesson content,
methodology, and assessment.

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Anticipatory Set: Raise your hand if you remember the first day of school. Keep
your hand raised if you remember how you felt about coming to school for the first
time. Turn to your shoulder partner and tell them how you felt – were you excited?
Call on some students to share with the class.

Purpose: “I am going to read you the story Chrisanthemum by Henkes. While I

read, pay attention to how the characters act toward each other and we will talk
about the impact of their actions at the end of the story.”

Lesson Presentation (Input/Output)

Bring students to the reading area, dismissing them by table group. Read
Chrysanthemum using voices for each of the characters to keep the students
engaged. Ask questions to start Grand conversation:
- Did you like the story?
- What did you like about it?
- Were you excited for your first day of school like Chrysanthemum was?
- How did Chrysanthemum feel after going to school? What made her
feel that way?
- Things like this happen in school sometimes, is that okay?
- What should the characters have done differently to make
Chrysanthemum feel better in school? (list these things on chart paper)
Dismiss students back to seats by table.
(CAEP K-6 3.d)
Closure
Some of the characters in the book made fun of Chrysanthemum because of
something she could not control. This still happens in schools. Each of you will get
to create a poster to encourage others to be kind and not hurt others.