A Place For Pluto Read Aloud 3 Lesson Plan Template 3105 1 3
A Place For Pluto Read Aloud 3 Lesson Plan Template 3105 1 3
A Place For Pluto Read Aloud 3 Lesson Plan Template 3105 1 3
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Link to My Read Aloud: A Place For Pluto Read Aloud
Standards: What standard could you address using this book that aligns with the strategy you’ve chosen to
focus on?
ELA Standard(s): https://www.state.nj.us/education/cccs/2016/ela/
W.2.1. Write opinion pieces in which they introduce the topic or book they are writing about,
state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and,
also) to connect opinion and reasons, and provide a conclusion
RL.2.5. Describe the overall structure of a story, including describing how the beginning introduces
the story and the ending concludes the action identifying how each successive part builds on
earlier sections
RL.2.7. Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
RI.2.7. Explain how specific illustrations and images (e.g., a diagram showing how a machine
works) contribute to and clarify a text.
SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension,
gather additional information, or deepen understanding of a topic or issue.
SL.2.5. Use multimedia; add drawings or other visual displays to stories or recounts of experiences
when appropriate to clarify ideas, thoughts, and feelings.
Science:
ESS1.B: Earth and the Solar System
Social Studies
6.1.2.CivicsCM.3: Explain how diversity, tolerance, fairness, and respect for others can contribute
to individuals feeling accepted
A. Title of Book:
Briefly describe the book. A Place for Pluto was authored by Stef Wade and illustrated
Include the title, author, by Melanie Demmer. It is written for ages 5-9 but it does not provide an exact
approximate reading reading level. The book is about the former planet, Pluto, who has been
level, and a brief kicked out of the “famous nine.” When his planet status is stripped away, it
summary. leaves him lost and confused. On his quest to find a place where he belongs,
Explain why you chose he talks to comets, asteroids, and meteoroids. He doesn't fit it anywhere but
this book. What makes it when Pluto is about to give up, he runs into a dwarf planet and finally finds
a good choice for Read his place in the solar system. This book is a great choice for a read aloud
Aloud or Shared because it is a feel-good story that combines a popular science topic with
Reading? How does it character education themes of self-discovery, identity, acceptance, and
connect to the current friendship. Students can relate to their feelings about fitting in and finding
content you are teaching their place in the world on both small and large scales. Additionally, this book
in your class? Identify connects to second grade scientific content by touching on the Earth and our
what makes it solar system. It introduces the planets: Mercury, Venus, Earth, Mars, Jupiter,
developmentally and
culturally appropriate for Saturn, Uranus and Neptune, dwarf planets such as Pluto, moons, asteroids,
your students and their comets and meteoroids.
interests.
3 Lesson Sequence
1. Read Aloud
Consider what discussion Discussion Before Reading:
you can create before Preview the book cover and title, then ask students what they think
during and after the the book is about or related to. Ask if they know where the story is taking
lesson. place and if they can describe anything that they think might be happening on
the cover: the look on Pluto’s face, why he has a luggage bag, what place the
author might be describing. We will flip through some of the pages in the
book and discuss whether or not they see anything familiar, any images that
stick out and any changes that may seem present based on the illustrations.
Ask students if they can make any educated guesses or inferences about what
might happen to Pluto throughout the story.
As students think about Pluto and his place in the universe, ask them to think
about whether or not they would consider Pluto a planet if they were
scientists. What are some of the reasons/thoughts that they came up with,
why or why not? Also, talk about their own place in the universe, where they
belong, and how they can work towards finding out.
2. Strategy Focus
Based on the literacy strategy you Strategy: Generating and Asking Questions
identified in lesson 1, consider how you
will explicitly teach and have students Connection: Explain the following to the students, “In the book A
practice the literacy strategy using the Place for Pluto, the author presented Pluto with a serious
workshop model structure to design problem: He was no longer a planet. In order to find a solution to
your plan. Be specific and address the this problem, Pluto had to go on a search and figure out where he
following components of the lesson as it belonged in the solar system. He had to ask many questions in
relates to the book you’ve chosen. order to find his place among the dwarf planets. We will be going
Identify a literacy strategy over the concepts of what a Question-Answer Relationship looks
you will have opportunities for like and how to recognize them while you are reading. Good
developing in students by using this text readers pay attention to questions and often look for solutions to
as a mentor text. Be specific about how follow. In my example, I will demonstrate how I ask and interpret
the strategy aligns well with the book. questions to better understand the reading. Then, I will ask that
o Connection you do the same; create your own questions about the reading
o Model or Teach and as a class, we will discuss some potential answers or ideas in
o Engage Students response.”
o Link to Independence 3 Examples from the Book for Modeling:
o Independent Practice with Question-Answer Relationship Table (QAR):
Coaching
o Share Session
Independent Work:
Ask students to work independently in class to generate their
own questions and QAR sheets then pass to a classmate who will
provide answers to the sheet that they have created. Students
should have some ideas flowing after our Planet Pass-Around
activity.
Share:
Allow students to share their questions and answers with the
class (one or multiple). Record students QAR task and upload to
our collaborative class Padlet.