Who Wet My Pants? (Making Predictions, Cooperative Learning): Home

K, 1

AASL:

I. A. 2: Learners display curiosity and initiative by: Recalling prior and background knowledge as context for new meaning.

III.D.1: Learners actively participate with others in learning situations by: 1. Actively contributing to group discussions. 

1 30 minute class period

This lesson was created by Marlana Howerton from Ezard Elementary School. 

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

While reading the book Who Wet My Pants? by Bob Shea, students will learn about the importance of making predictions. The teacher will stop during the story to let students use a printable to draw or write their prediction for the story. After the story is finished, students will use the Turn and Talk cooperative learning strategy to share their responses. 

• Who Wet My Pants? book by Bob Shea
• Who Wet My Pants? printable (Link below)
• Timer
• Optional: Who Wet My Pants? Book Trailer
• Optional: Who Wet My Pants? Read Aloud (Read by the author, Bob Shea)

Objectives:

• Students will demonstrate the ability to make predictions while reading.
• Students will listen to a story and share their predictions with their peers.

I Can Statements: 

• I can demonstrate the ability to make predictions while reading. 
• I can engage with the story and share my predictions with my peers.

Introduction: 

• Start by introducing the book "Who Wet My Pants?" by Bob Shea. Share a brief summary of the book's plot and mention that it's a story about friendship and forgiveness.
• Begin by discussing the concept of making predictions. Ask students if they know what a prediction is and why it can be helpful when reading a story.
• Explain that making predictions involves using information from the text and their own background knowledge to guess what might happen next in a story.

During Reading: 

Begin reading Who Wet My Pants? 

• Stop at a suspenseful point in the story (where Reuben picks up the donuts), and ask students to share what they predict will happen next. 
• Have students complete the Who Wet My Pants? printable to draw a picture of what they predict Reuben will say happened to his pants. 
• Finish reading the story. 

Conclusion: 

To conclude the lesson, implement the Turn and Talk cooperative learning strategy. Ask students to think about one thing they learned about making predictions and how it connects to understanding stories better.

• Turn & Talk: When the teacher asks students to share whether or not their predictions were correct, students turn to a neighbor or partner sitting nearby. The pairs take turns sharing their predictions or thoughts about their predictions. Give each partner 20-30 seconds to respond and then allow the other student to share. (This is a great time to also use pairing cards if you have them and want students to have the opportunity to get up and walk around to find their matching pair.)

• If there is additional time left at the end of the lesson, allow a few students to share their responses or their partner's response with the entire class. 

• Assess students' ability to make predictions and engage in discussions about their predictions during the lesson by informally observing them as they complete the prediction printable. Check to make sure their picture matches their verbal response. 
• Observe student participation in sharing predictions and their ability to provide reasons for their answers during Turn and Talk at the end of the lesson. 

• Peer Support: Pair students with additional needs with peer buddies who can provide support and assistance during activities. Peer buddies can help with prompting students to make predictions and engage in discussions during Turn and Talk.

• Extended Time: Allow additional time for reading and responding to questions or prompts.

• Visual Timer: Set a timer to visually represent a clear start/stop time for answering and wrapping up during Turn and Talk.