Lesson plan 1- Giles

TE 402 READING LESSON PLAN

Reading Lesson Plan # 1

Your Name:  Gabrielle Giles Grade Level: 1  

Date lesson was taught:  4-15-11             Number of Students: 2

1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?):

After watching their discussions in class, I have noticed that when they participate in the discussions, the two students are not making connections in depth. They are simply stating black and white answers about the story. They need to be able to make deeper connections, have more meaningful discussions, and understand the meaning of the story.

2) List which reading skill/strategy is the main focus of your lesson (select ONE area):

Reader Factors, Tompkins Chapter 8 (predicting, connecting, questioning, visualizing)

3) Objective for this lesson (performance, condition, criteria):

The students should be able to have a discussion with me after reading the story on predicting, connecting, questioning, and visualizing.

4) Materials & supplies needed:

The book Polar Bear, Polar Bear, what do you hear & thinking caps!

5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):

• Introduction to the lesson  (What will you say to help children understand the purpose of the lesson?  How will you help them make connections to prior lessons or experiences?  How will you motivate them to become engaged in the lesson?) (5 minutes) 

Before reading the book and starting the discussion, I will ask the kids to predict what they think the story is about (I have made sure they haven’t read the story before). I will tell them to pay attention to the pictures, and story because we will be having a discussion afterwards about it. I told them to also remember parts of the story that were their favorite, and a part that they could connect to their lives. I will tell them that we are going to read the story together just like they do during DEAR time around the circle, but this time we will have a more one on one conversation, so they will be able to participate more. We will read the book together, and we will take turns reading every other page, just for time purposes.

• OUTLINE of key events during the lesson (10 minutes)

• Begin lesson by looking over book, draw a picture of  what they think it will be about (prediction)
• Explain to them what we will be doing after we read the book, and to write down any questions or parts of the story that stuck out to them so we can discuss them after (they have paper and pen). Also discuss interrupting the story, to wait until after for any questions or concerns… that’s why we have the paper and pen, to remember our thoughts.
• Explain to them that we have already predicted what the book is about, and afterwards we are going to make connections, question, and look at the visualizing of the story. I will explain this by asking them if they see any patterns, or if something reminds them of their own lives (connections,) look at the pictures and see if they are helpful in following the story, and lastly to write down any questions they had. I will write these 3 words on the page, and they will write under that category if something comes up during the story. (taking notes)
• Take turns reading every other page
• Discussion questions:
• whether or not they liked the story
• Why you did/didn’t
• Favorite part
• Illustrations
• Parts they had questions about
• Parts they made connections to, and why
• How each page was connected to one another
• how the animals were connected
• If their prediction about the story was correct
• Whether or not the pictures helped them to understand the story

• Closing summary for the lesson  5_ minutes)

After the discussion, I will ask them to compare their prediction drawings to the story to what actually happened. Whether or not it was right, and if not, how they differed. Then we will discuss whose prediction was closest! The feedback I want from them is verbal participation, while comparing their visual aids.

6) Ongoing-Assessment:

I will know by the notes they took, and the discussion that we had about predictions on whether or not they understood the story on a deeper level, and if they used the terms correctly on their note paper I had prepared for them. I will take notes on their discussions, things they may be confused about, things that they seemed confused about, topics that they thrived in.

7) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

Academic support: the reading material may be a little long for the students, so we will read every other page together.

Social: taking turns reading, having a respectful discussion, taking turns talking and sharing

Linguistic support: Because the lesson is in Spanish, we will have a dictionary to look up terms they do not understand.