Book Summary - Weebly€¦ · Lesson Plan · Level 1 On Marge’s French Toast 1 Book Summary Level 1 (Grades K–1) Text Type: Fiction/Fantasy Word Count: 165 Marge makes French

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On Marge’s French ToastLesson Plan · Level 1

1

Book SummaryLevel 1 (Grades K–1) Text Type: Fiction/Fantasy Word Count: 165

Marge makes French toast for her friend Bert, but she is worried that it isn’t perfect. She adds bran flakes to make it crunchy, bubble gum to make it chewy, and tulips to make it pretty. But Bert plucks off the tulips, the gum, and the bran flakes and thinks Marge’s plain French toast is perfect.

Skills for the Week

Use the projectable as yoUr shared book.

print copies of the book for stUdents to take home.

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Identify print concepts

Listen for fluency and expression

Choral read Ask and answer questionsVocabulary

Cloze read: Descriptive words

Predict through vocabulary

Adjectives

Phonological Awareness:Segment onset and rime

Phonics: Initial consonant br- blend

Make predictions

Text-to-self connections (optional)Story Elements:Problem and solution

Comprehension Check:RecallCause and effectMake inferences /Draw conclusions

Make inferences / Draw conclusionsComprehension Check: Sequence events

Write using adjectives

Read for enjoyment

Identify adjectives



2

Build Background• Ask students:

Have you ever had French toast? What did it taste like?Have you ever made food for a friend or for someone in your family?What did you make?How did you make it?How did the person like the food that you made?

Book Walk• Discuss front and back covers, title, author, and illustrator.

• Ask students what they see on the cover.On the cover, I see ______. The title of this story is ______.

• Encourage students to predict what the text will be about on the basis of the title and pictures.

• Ask:What do you think this story will be about?What do you see on the front and back covers?What do you think Marge’s French toast will be like?Where is the title of this story? (Ask a student to point to it.)Where is the author’s name? (Ask a student to point to it.)What does an author do?Where is the illustrator’s name? (Ask a student to point to it.)What does an illustrator do?

• Do a brief picture walk through page 7 to highlight elements in the pictures relating to the story and the concept that pictures support what is read. Don’t show students pictures beyond page 7 to allow for prediction. Ask students to predict why Marge is putting bran flakes, bubble gum, and tulips on her French toast. Ask them what they think will happen at the end of the story. This should NOT be a discussion of a potential story sequence.

Introduce VocabularyVocabulary Words

bran flakes (n.), bubble gum (n.), chewy (adj.), crunchy (adj.), French toast (n.), plucked (v.), tulips (n.)

• Use vocabulary cards to introduce vocabulary. Show students one vocabulary card at a time.

• discussion:Can you tell me what this is a picture of?What does this picture remind you of?This word says ______. Does anyone know what this word means?Let’s read the definition of this word.I can use this word in a sentence: ______. (Use the word in a sentence aloud.)

predict throUgh VocabUlary

make predictions

day 1



3

day 2

read 1choral read

ask and answer qUestions

Who can use this word in a different sentence?These words are all in this book. What do you think this book might be about? (If students made predictions during the Book Walk, ask them whether they want to change their predictions or keep them the same.) What other words might be in this book?

Read the Book• Read to illustrate fluency and expression. Stop occasionally to make brief

predictions or think aloud (self-query, prediction). The focus should be on reading for enjoyment. Have each student turn to a partner and retell the story in their own words.

Home Connection• Send printed books home with students to read with a parent or another

trusted adult. The focus should be on reading for enjoyment.

Introduce the Book• Review the front and back covers, title, author, and illustrator.

• Ask:Where is the title of this story? (Ask a student to point to it.)Where is the author’s name? (Ask a student to point to it.)What does an author do?Where is the illustrator’s name? (Ask a student to point to it.)What does an illustrator do?

• Invite student volunteers to do the following Concept About Print tasks:Point to where you would begin reading the story.Show me with your finger which way I go as I read this page.Where do I go once I get to the end of the line?Point to the words while I read the sentence.Show me the first word on this page. Now, show me the last word on this page.

Read the Book• Read at a slightly slower pace, tracking print with a pointer. Students

should be encouraged to join in the reading if they can. The overall focus should be on enjoyment of the text and reading experience and not on total participation among students.

• Have students work with a partner to write a question that would require a reader to search the text in at least two places to find the answer. Have them share their questions aloud and answer them as a group, highlighting evidence in the story that supports each answer.

Read with Students• Read at a slower pace and have students join in when they can. Track print

with a pointer.• As you read the story, emphasize important words in the story. For

example, on page 3 emphasize the words French toast.

read for enjoyment

read 1listen for

flUency and expression

DAy 1 continued

read 2VocabUlary

identify print concepts



4

Connect to the Reading: Text-to-self (optional)

• Explain that engaged readers think about how the people they know and/or the events from their own lives are like the characters and events in whatever they are reading. Engaged readers also think about times that they’ve felt the same way as characters. These kinds of connections are called text-to-self connections.

• discussion• Discuss the idea of cooking for someone. Ask students if they have

ever cooked something for someone else. Ask how they felt while they were making it? Talk about how Marge felt when she was making the French toast.

• Encourage students to make additional text-to-self connections:This story reminded me of a time when ______ because ______.This story made me think of how I felt when ______ because ______.

• Invite students to locate and use the stamp tool to show the part(s) of the story in which they made a text-to-self connection.

Story Elements: Problem and solution• Ask students to identify the main character of the story.• Explain to students that in stories, the main character often has a

problem. The story events tell how the character solves the problem. Ask students what problem Marge had with her French toast.

• Ask students to tell what Marge did to try to solve her problem.

Introduce the Book• Review the front and back covers.• Using the vocabulary cards and character cards as prompts, ask students

to retell the story. (This can include dramatization, working with a partner to retell the story, and so on.)

Cloze Read with Students• Using the masking tool , cover descriptive words in the book. For

example, on page 3, cover the words perfect and wonderful; on page 4 cover the word golden; on page 5 cover the word crunchy, and so on.

• Read at a slower pace. Hesitate at the masked parts of the story and have students fill in the blanks. As students suggest words, ask students: Does this word make sense in the sentence? Have students show thumbs-up if they agree and thumbs-down if they do not agree.

Comprehension Check: Text dependent• Ask students comprehension questions to help them think critically about

the text. Have students highlight evidence in the story that supports their answers.

Why did Marge add bubble gum to her French toast? How do you know? (Recall)Why did she add tulips? Where does the text tell you this? (Recall)What happened when Marge gave Bert the plate of French toast? (Cause and effect)

read 1 cloze read:descriptiVe

words

comprehension check

day 3

DAy 2 continued

text-to-self connections

(optional)

problem and solUtion



5

How did Bert feel about the French toast after he got rid of the tulips, bubble gum, and bran flakes? How do you know this? (Make inferences / Draw conclusions)How do you think Marge felt? How do you know? (Make inferences / Draw conclusions)

Phonological Awareness: Segment onset and rime• Have students listen as you say the word flakes. Then have them listen as

you segment the word into its onset and rime: fl-akes. If necessary, explain that the onset is the beginning sound(s) and the rime is the rest of the word. Ask students to repeat the word and then segment it into onset and rime.

• Explain to students that you will say some words from the story, one at a time. Students should repeat each word and then segment it into its onset and rime. Use the following words: top, put, bran, friend, brown, gum, brim, and plate.

Read with Students• Read with students as needed for fluency and expression. You may choose

to have the only reading on this day be part of the skill lesson.

Grammar and Mechanics: Adjectives• Explain to students that adjectives are words that describe people or

things. Ask students to think of adjectives to describe different objects in the classroom.

• Discuss with students why authors use adjectives in their writing.

• read the book • Project page 3 and read it aloud, encouraging students to read along

with you. Ask students to tell you what kind of breakfast Marge wanted to make. Ask what kind of French toast Marge made. Then ask volunteers to use the pen tool to circle the words perfect and wonderful.

• Project and read aloud other pages from the book. After reading, ask students questions that get them to describe the nouns mentioned on each page; for example, on page 4 ask what the bread was like. Call on students to use the pen tool to circle the adjectives.

Shared Writing: Write using adjectives• Write the following sentence on the board: A food to eat is watermelon.

Read the sentence aloud. This is not a very interesting sentence. I could make it more interesting by adding adjectives.

• Write the following sentences on the board: A tasty food to eat is crisp, ripe watermelon. It is juicy and sweet.

• Read the sentences aloud. Ask students to identify the adjectives and discuss how adding the adjectives made the writing better.

• Use the following sentence frames to help with the construction of the shared text: A ______ food to eat is ______. It is ______. Talk with students about which food they will write about. Will we write about a food we like or one we don’t like? We can decide which adjectives we want to use

DAy 3 continued

read 1 (optional)

day 4

write Using adjectiVes

segment onset and rime

adjectiVes

read 2 adjectiVes



6

to describe our food. Write the shared text, using a common food. Then read it with students ask them to suggest adjectives to make the text better.

• To help students with their writing, have them brainstorm to create a list of adjectives they could use to describe food they like and food they don’t like. Write their ideas in two lists.

• Ask students draw a picture of a food they like or don’t like. They can then use the sentence frames to write about their picture, using adjectives to describe their food.

• See the Home Connection on the back of the printed book for a Grammar extension activity.

Review Home Connection• Ask volunteers to share the adjectives they found in the story. Write the

words next to the projectable book cover or on the page where they are located using the pen tool or the text tool . Invite readers to share the other adjectives they thought of to describe French toast.

Read with Students• Read with students as needed for fluency and expression. You may

choose to have the only reading on this day be part of the skill lesson or Comprehension Check or both.

Comprehension: Make inferences / Draw conclusions• Ask students what they know about Marge after reading the story.

Students might say that she is a sheep, that she makes wonderful French toast, and that she likes her French toast to be perfect. Ask students how they know these things. Then project the book and have them point out where they learned things about Marge from the story.

• Explain that students can learn about the characters from the words and pictures in the text. They can also guess things about the characters using the words in the story and their own knowledge. These good guesses are called inferences.

• Demonstrate how you make inferences about Marge. The text tells me that Marge wanted to make breakfast for her friend, Bert. I can infer from this that Marge likes to cook. I can also infer that she likes Bert and that she likes to do things for her friends. Even though the story doesn’t tell me this in words on the page, I can make a good guess on the basis of what Marge does that these things are probably true.

• read the book • Project and read aloud pages 9 through 12 of the story. Ask students

to tell what they know about Bert from what the text tells them. Then ask them to make good guesses about what Bert is like using the information from the text and their own experience and knowledge; for example: Bert likes to eat, Bert doesn’t like fancy things to eat, and so on.

read 2 make inferences /

draw conclUsions

day 5

read 1 (optional)

DAy 4 continued

adjectiVes

make inferences / draw conclUsions



7

Phonics: Initial consonant br- blend• Write the word brag on the board. Circle the onset (br-) and the rime

(-ag) in the word. Model sounding out the two parts of the word. • Explain that the word starts with an r-blend. Ask students what two

letters make up the blend. Explain that a blend is two or three letters that blend together to make a sound. Ask students to think of some words that start with the br- blend. Use the words students suggest to begin a list of words with the br- blend.

• read the book • Project the book and read it aloud as students look for words that

begin with the initial consonant br- blend.• Ask volunteers to use the pen tool to underline the words with

the br- blend and to circle the blend in the words.• Invite students to brainstorm to come up with other words with the

br- blend to add to the list.

Comprehension Check: Sequence events• Explain that stories happen in a certain order. First one event happens,

then another event, and so on. Tell a familiar story out of order. Ask students whether or not it makes sense and why.

• Point out to students that sometimes writers use signal words to help their readers understand the order of events. Write the following words on the board: first, next, then, finally.

• Model using the word first to tell what happened first in the story about Marge and her French toast. Be sure to explain the difference between an important event and a detail.

• Ask students to tell the important events in the story in order with a partner, using the character cards or vocabulary cards as prompts.

DAy 5 continued

seqUence eVents

read 3 initial consonant

br- blend

initial consonant

br- blend

SubSequent readingS uSing the projectable toolS

• Use the stamp tool to identify the most interesting words in the text.

• Use the highlight tool to find as many words with the beginning or ending sound as X in one minute.

• Use the masking tool to hide the text on any page. Have students write the text they think should go there.

• Use the highlight tool to highlight story vocabulary and then connect it to its picture in the illustration.

• Use the masking tool to mask the verbs on one page of text. Have the students tell that page in present tense.

• Use the highlight tool to identify a word in the text.

• Use the text tool to write in the sides as many words as possible that rhyme with the highlighted word.

• Use the pen tool to write the numerals above the number words.

Documents

Book Summary - Weebly€¦ · Lesson Plan · Level 1 On Marge’s French Toast 1 Book Summary Level 1 (Grades K–1) Text Type: Fiction/Fantasy Word Count: 165 Marge makes French