Explanation of Objectives: Teacher will explain to students that teacher will be reading the story, “The Library Mouse: A World to Explore” by Daniel Kirk aloud. Teacher gain the interest of students by showing them the display of props and asking them, “How do you think all of these objects connect?” “What does as mouse, a book, a globe and airplane have in common?” 
Hook to lesson: Teacher will have the following props in display (a stuffed mouse animal, books, a model airplane and a globe). CT.3.R.20 Reading Comprehension: Before Reading: Articulate what is known about the text topic based on the title, authors, pictures, illustrations, prior knowledge. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Intrapersonal: Students will learn through their own interests and goals.ĬC.3.SL.2. Interpersonal: Students will interact with each other and learn through their interactions as they make predictions and connections from the story. Students will use hand gestures when discussing the events in the story. 
Kinesthetic: Students will move from their desks/seats into a comfortable area in the classroom (Rug area) for a read aloud session. Spatial/Visual: Students will observe illustrations in the book that will help them in making predictions and connections. Logical: Students will use their logical thinking skills to identify the sequence of events in the story (i.e., One evening…., then….next….last, etc.). Students will make predictions and connections students will engaged in discussion that will demonstrate comprehension of the text in identifying the characters, setting and events of the story. 
Verbal/Linguistic: Students will listen as the story, “Library Mouse: A World to Explore” is read aloud. This lesson allows for multiple intelligences (learning preferences) to be used. A graphic organizer that contain cliffhanger words will be provided to students who are English Learners to help them stimulate their knowledge and recognition of certain words that will help them identify events in a story. The whole class will discuss details and facts of the story. Scaffolds for English Language Learners and Children with Special Needs may include: Story will be read to the class and pictures will be pointed to in the story. Students will work together in identifying elements of a story and details of a story. Instruction will be modified to meet the needs of all students in the class. 
This lesson will include guided instruction and collaboration of groups.
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