Lessons & Units :: Harry and the Bucketful of Dinosaurs Kindergarten Unit

Read-Aloud Lesson: Harry and the Bucketful of Dinosaurs

Lesson Plan

Harry and the Bucketful of Dinosaurs

Harry and the Bucketful of Dinosaurs
Learning Goal
Use evidence from the text to explain why Harry valued his toy dinosaurs so much and why he liked playing with them more than he liked videos, in order to discuss a theme of the story.
Necessary Materials
Provided:
  1. Detailed lesson plan
  2. Graphic organizer for guided practice
  3. Independent student worksheet

Not Provided:
Harry and the Bucketful of Dinosaurs
 
  1. This lesson is a close reading of the entire text. So it’s important to engage students often, to enhance their learning. Here are two tips:
    •   When you ask the more complex questions from the lesson, ask students to “turn-and-talk” or “buddy-talk” before answering.

    •   Once you are deep into the lesson, instead of asking students every question provided, ask them to share with you what questions they should be asking themselves at that point in the text. This is also a great opportunity to use "turn-and-talk."
       
  2. Suggested teacher language is included in the lesson.

  3. We recommend you read the book once to your students, either the day or morning before teaching the lesson.

  4. This research-based, read-aloud lesson may seem long. Why do students need the lesson to be this way?
 

Part 1: Teacher Modeling and Questioning

 

Write the following student-friendly learning goal on the board, then read the learning goal out loud with the class.

We will be able to explain why Harry likes his toy dinosaurs so much.

 
Read pages 1 and 2 out loud, then stop. Page 2 ends with, “...DINOSAURS!” Show students the accompanying illustrations. If possible, always show students the illustrations on the pages you read throughout the lesson.
1.
Teacher asks: Gran thinks the attic needs cleaning out. Who helps Gran clean?
 
Students answer: Harry helps Gran clean.
2.
Teacher asks: What does Harry find in an old box?
 
Students answer: Harry finds dinosaurs.
3.
Teacher says (models thinking): The story has not told us much about Harry. It has given us clues about who he is, though. I can see from the picture that he is a little boy. Also, the word “Gran” sounds like it could be short for “grandma” or “grandmother.” I see from the picture that Gran is an old woman, so I am going to guess that Harry is her grandson. See what else you can figure out about Harry as we keep reading.
 
Read page 3. Page 3 ends with, “...the broken ones.”
4.
Teacher asks: What does Harry do with the dinosaurs after taking them downstairs?
 
Students answer (elicit both responses before moving on):
  • Harry unbends the bent dinosaurs.
  • Harry fixes the broken dinosaurs.
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Read page 4. Page 4 ends with, “‘...in a bucket.’”
5.
Teacher asks: What does Harry do with the dinosaurs in the sink?
 
Students answer: Harry washes the dinosaurs in the sink.
6.
Teacher says: Harry is taking good care of the dinosaurs. He has fixed them, and now he has washed them in the sink. He also puts them in a bucket because he thinks they do not like boxes.
7.
Teacher asks: Why might Harry be taking such good care of the dinosaurs?
 
Students answer (responses may vary):
  • Harry enjoys having and taking care of the dinosaurs.
  • Harry likes things to be clean and working properly.
 
Read pages 5-8. Page 8 ends with, “...for Harry to hear.”
8.
Teacher asks: Harry goes to the library. What does he do at the library?
 
Students answer: Harry finds out the names of the dinosaurs in a book and tells them to the dinosaurs.
9.
Teacher asks: How many of Harry’s dinosaurs can you name?
 
Students answer (have students name as many of the dinosaurs as they can): Scelidosaurus, Stegosaurus, Triceratops, Apatosaurus, Anchisaurus, and Tyrannosaurus.
 
Read pages 9 and 10. Page 10 ends with, “...to bed.”
10.
Teacher asks: We just read that the dinosaurs go everywhere with Harry. What are some of the things Harry and the dinosaurs do together?
 
Students answer (responses may include any of the following):
  • Harry and the dinosaurs go shopping.
  • Harry and the dinosaurs go to the garden center.
  • Harry and the dinosaurs go to the beach.
  • Harry and the dinosaurs take a bath.
  • Harry and the dinosaurs go to bed.
11.
Teacher asks: Harry takes the dinosaurs many different places. It sounds like they could be spending almost a whole day together. Why might Harry take the dinosaurs so many different places?
 
Students answer: Responses may vary but should recognize that Harry enjoys playing and spending time with the dinosaurs.
 
Read pages 11-14. Page 14 ends with, “‘...a nice, new video.’”
12.
Teacher asks: What does Harry forget on the train?
 
Students answer: Harry forgets his bucket of dinosaurs.
13.
Teacher asks: We just read that Gran dried Harry’s eyes. That must mean that Harry’s eyes were wet. If Harry’s eyes were wet, that could mean he was crying. Why might Harry have cried?
 
Students answer: Answers may vary in wording but should recognize that Harry was upset about forgetting his bucket of dinosaurs on the train.
14.
Teacher asks: Harry is upset, but Gran says she will buy something for Harry. What does Gran say she will buy for Harry?
 
Students answer: Gran says she will buy a video for Harry.
 
Read pages 15 and 16. Page 16 ends with, “‘...say their names.’”
15.
Teacher asks: Harry watches the video with Sam. Does he like the video?
 
Students answer: Yes, Harry likes the video.
16.
Teacher asks: Does Harry like the video as much as he likes the dinosaurs?
 
Students answer: No, Harry does not like the video as much as he likes the dinosaurs.
17.
Teacher asks: Can you give a video a bath or play with a video at the beach the same way you can with toy dinosaurs?
 
Students answer: No, you cannot.
18.
Teacher asks: Why does Harry like the dinosaurs better than the video?
 
Students answer (responses may include any of the following):
  • Harry can fix the dinosaurs.
  • Harry can bathe the dinosaurs.
  • Harry can take the dinosaurs to bed.
  • Harry can say the names of the dinosaurs.
 
Read page 17. Page 17 ends with, “...settle down.”
19.
Teacher says (models thinking): We read that Sam’s book got milk on it. Let’s see if we can figure out how her book got milk on it. The words in the book do not tell us, so I will try looking at the picture.
20.
Teacher asks (making sure all students can see illustration on page 17): What does this picture show?
 
Students answer: Responses may vary but should mention Harry dropping a bowl of milk and cereal on Sam and her book.
 
Finish reading the story.
21.
Teacher asks: How does Harry feel going home from the station?
 
Students answer: Harry feels very happy.
22.
Teacher asks: Why might Harry be feeling very happy?
 
Students answer: Answers may vary in wording but should recognize that Harry is happy to have his dinosaurs back.
23.
Teacher asks: Why do the dinosaurs make Harry happy?
 
Students answer (responses may vary and include the following):
  • Harry likes having toys that he can play with.
  • Harry likes saying the names of his dinosaurs.
  • Harry likes being able to take the dinosaurs with him wherever he goes.
 

Part 2: Guided Practice and Discussion

 
For this oral lesson, it is suggested to have the completed graphic organizer on the board with the answers concealed. After students provide a correct answer, reveal the corresponding answer on the graphic organizer.
 
Begin by filling in the fields of the “Where was Harry?” column of the graphic organizer.
1.
Teacher asks: What was Harry doing with the dinosaurs when he was in the attic?
 
Students answer (responses may vary but should resemble the following): Harry found the dinosaurs in the attic.
2.
Teacher asks: When Harry found the dinosaurs, how did he probably feel?
 
Students answer (responses may vary but should resemble the following): Harry probably felt excited.
3.
Teacher asks: What was Harry doing with the dinosaurs at the library?
 
Students answer: Harry was telling the dinosaurs their names.
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4.
Teacher asks: When Harry was telling the dinosaurs their names, how did he probably feel?
 
Students answer (responses may vary but should resemble the following): Harry probably felt happy.
 
Repeat this pattern of questioning until the graphic organizer is complete. Student answers need not always be identical to those in the sample graphic organizer, but they must have a basis in the text.
 
After the answers for the graphic organizer have been completed and discussed with the class, ask the following two extension questions.
 
Teacher asks: Did Harry like playing with his dinosaurs more or less than he liked watching a video? Explain how you know, using only information from the book.
 
Students answer: Responses may vary but should all be supported by the book. For example, students may respond that Harry liked playing with his dinosaurs more because he could fix them, bathe them, take them to bed, and say their names.
 
Teacher asks: Why Harry might enjoy things like fixing the broken dinosaurs, cleaning and taking care of them, taking them different places, saying their names, and playing with them?
 
Students answer: Responses may vary. For example, students may respond that Harry enjoys those things because he likes toys he can take around with him and use his hands and imagination to play with.
 

Part 3: Student Independent Practice

 
Read each question out loud to your students and have each student complete the worksheet independently. For questions 5 A) and 6, you can have students draw their answers, answer orally, or write their answers, depending on your students’ progress. If you have them write their answers, you may want to write the word(s) on the board for them to copy.

Texts & Materials

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User Comments

I really like this story.

Submitted by emi on 12/22/15