How do authors and/or illustrators help the reader understand different points of view?
DAY 1-2 PLAN 1
DAY 3-5 - SEED 1
DAY 6-8 - SEED 2
DAY 9-10 - SEED 3
DAY 11–12 - SEED 4
Day 13 - SEED 5
DAY 14-15 SEED 6
DAY 16 - SEED 7
DAY 17-20 - PLAN 2
DAY 21-25 SEED 8
Download Seeds, Plans, and Resources (zip)
Send Feedback to MSDE’s Reading Team
Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
Lesson Plan 1 - Day 1-2
These model lessons feature best practices to address Common Core State Standards. The lesson plans were designed for heterogeneous classes. When teachers implement
these plans, the skills and special needs of their students should be considered and adjustments should be made accordingly.
Apply appropriate elements of UDL:
English Language Learners
Special Education and 504 LD Online
Dear Mrs. LaRue by Mark Teague www.youtube.com/watch?v=kaBvntxlTSo
Summary: Ike tries to get released from dog obedience school through a series of letters home.
Everyone looks at things differently based on their feelings and experiences. How do authors use language and illustrations to express the
thoughts and feelings of the characters in the story. Have students respond in writing to this prompt. They will answer this question again at
the end of this unit.
Before reading talk with students about occasions when they have viewed things differently than someone else.
Read aloud the text, Dear Mrs. LaRue. Tell students to listen to how Ike is feeling about being at obedience School. Have students follow
along as you read Ike's letters aloud with expression. Encourage students to think about the characters' feelings and how they influence how the
text is read. While reading, demonstrate how to read closely to make sense of the dialogue and clarify unknown words. For example: obedience,
neglected, misconceptions, melodramatic, canine, and behavioral.
After reading have student's share how Ike is feeling about his time at obedience school. Help students to see that Ike is telling the story in the
way he sees things. They will locate details from the text to tell how Ike is feeling. Point out that the black and white pictures show his feelings
versus the colored pictures which show what is really happening at school. Students should go back into the text to use words and pictures details as
evidence to complete the T-chart.
How school ground looks , Other students at school, What teachers are like, How Ike is treated, and Healthcare
Share responses from T chart assignment.
Teacher observation of the following:
Before reading, tell students they will be reading to locate details that explain why Ike was sent to dog obedience school.
Students will reread text independently or in pairs. Provide students with a way to record the evidence they find (post-its, note taking sheet,
etc.). After reading students will list details that tell why Ike was sent to dog school. Have students share details orally in groups. Next,
students will write a letter to Ike pretending they are Mrs. LaRue. In the letter they will explain to Ike why he needs to go to dog obedience school.
Students will use the details recorded during their reading lesson to write a letter. They will write a letter to Ike pretending they are Mrs.
LaRue. In the letter they will explain to Ike why he needs to go to dog obedience school. The teacher should monitor students to be sure they are
mindful of the audience and purpose of the writing.
Reading: Foundational Skills
Speaking & Listening