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During reading, side-by-side discussion prompts focus on story structure and summarizing using a graphic organizer, followed by writing responses about feelings at the barber, the middle of the story, and the ending.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/crown-ode-to-the-fresh-cut-lesson-plan/425216/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/crown-ode-to-the-fresh-cut-lesson-plan/425216.png","ImageObject",300,407,{"name":42,"@type":43},"Blitz","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of this lesson plan?","Question",{"text":63,"@type":64},"To guide a student through reading “Crown: Ode to the Fresh Cut” with comprehension-focused activities centered on story structure and summarizing.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which vocabulary words are highlighted before reading?",{"text":68,"@type":64},"“royalty,” “intellectual,” and “fly,” with brief definitions and prompts about what they mean in the book.",{"name":70,"@type":61,"acceptedAnswer":71},"What activities are used after finishing the book?",{"text":72,"@type":64},"A brief discussion and revisiting vocabulary, followed by writing prompts about how the student feels when getting a haircut and how the main character felt and reacted.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},425216,1791456188,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":96,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Crown: Ode to the Fresh Cut  \nBy Derrick Barnes  \n| Before Reading: Get Ready |\n| --- |\n| Review the book synopsis with the student to confirm interest in reading\u003Cbr>the book. Share the title, author, and illustrator. Talk about the cover. Read the “A Note from the Author” yourself before beginning this lesson with your student.\u003Cbr>Activate comprehension and set a purpose for reading. In today’s book, a young man shares how he feels when he goes to the barber and gets a great haircut. How do you feel about getting your hair cut? Do you go somewhere to get your hair cut, or does someone cut your hair in your home? Let’s read to see how he feels about his hair and his trip to the barber shop. As we are reading, we will talk about what is happening in the beginning, middle, and end of the story.\u003Cbr>Introduce important vocabulary and ask your student to listen for these words during reading.\u003Cbr> royalty: When someone says you are treated like royalty, that means you are treated very well, like the way a king or queen may be treated.\u003Cbr> intellectual: A person who is an intellectual thinks and has learned a lot. People consider someone who is an intellectual to be intelligent or very smart.\u003Cbr> fly: In the book today, the author uses the word fly to mean that you look very cool and stylish. You look really good. Who do you think will look fly in our book today?\u003Cbr>NOTE: There are other vocabulary words and terms in today’s book that were not included above. Should your student ask what they are or if your student seems confused by these words, feel free to pause and explain them. |\n| During Reading: Read Together |\n\nSit side-by-side to share the book. Follow the conversation prompts and invite your student to ask questions or comments connected to the text to ensure their comprehension.  \n Record your student’s responses using this graphic organizer:  \n [https://www.readingrockets.org/pdfs/storymap_simple2.pdf](https://www.readingrockets.org/pdfs/storymap_simple2.pdf)  \nComprehension: Story Structure & Summarizing w/ Graphic Organizer  \nVA SOL K.1, K.2, K.4, K.7, K.8, K.11; 1.1, 1.7, 1.9, 1.12; 2.6, 2.7, 2.10; 3.4, 3.5, 3.8  \nLITERACY ENGAGEMENT ACTION PROJECT For more information, please visit LEAP.CEHD.GMU.EDU  \n After reading p. 9 : Let’s talk about (and I will write down for you) what happened in the beginning of the book.  \n A possible response may include that a young man is in a barber shop and is excited about the cut he is going to get. He is thinking about all of the great things that may happen to him after he gets this awesome haircut.  \n After reading p. 15: What is happening in the middle of our story?  \n A possible response may include that the main character is looking around at the great haircuts other people in the barber shop are getting, and thinking about how they look and may feel.  \n After finishing the book: So, what happened at the end of the book?  \n A possible response may be that the young man is really happy about how good he looks and feels, and the good things that may happen to him now.  \nNOTE: This book does not have page numbers. These conversation prompts will be marked in the book for your use.  \nAfter Reading: Discuss and Extend  \nAfter reading, briefly discuss the text and revisit vocabulary words to ensure your student understands the text.  \n Let’s write to respond to this story. (Choose a prompt for student response and copy the selected frame into your student’s notebook. )  \n When I get my hair cut, I feel   .  \n When the young ma n in the book got his hair cut, he   .  \nComprehension: Story Structure & Summarizing w/ Graphic Organizer  \nVA SOL K.1, K.2, K.4, K.7, K.8, K.11; 1.1, 1.7, 1.9, 1.12; 2.6, 2.7, 2.10; 3.4, 3.5, 3.8  \nLITERACY ENGAGEMENT ACTION PROJECT For more information, please visit LEAP.CEHD.GMU.EDU","cbCaiav99AS8E7xj","https://ap.wps.com/l/cbCaiav99AS8E7xj","pdf",253179,"English","# Before Reading: Get Ready\n## During Reading: Read Together\n## After Reading: Discuss and Extend","[{\"question\":\"What is the main purpose of this lesson plan?\",\"answer\":\"To guide a student through reading “Crown: Ode to the Fresh Cut” with comprehension-focused activities centered on story structure and summarizing.\"},{\"question\":\"Which vocabulary words are highlighted before reading?\",\"answer\":\"“royalty,” “intellectual,” and “fly,” with brief definitions and prompts about what they mean in the book.\"},{\"question\":\"What activities are used after finishing the book?\",\"answer\":\"A brief discussion and revisiting vocabulary, followed by writing prompts about how the student feels when getting a haircut and how the main character felt and reacted.\"}]","Crown - Ode to the Fresh Cut - Lesson Plan | PDF",1790636619]