Lesson plan 2- Giles

TE 402 READING LESSON PLAN

Reading Lesson Plan # 2

Your Name:  Gabrielle Giles   Grade Level:  1

Date lesson was taught:  4-22   Number of Students: 2

This was a follow up of my lesson plan #1

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 (identifying big ideas, summarizing, and evaluating)

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

The students will be able to identify big ideas, summarize, and evaluate the story we read last week (brown bear, brown bear, what do you see)

4) Materials & supplies needed:

Their previous notes from the last lesson, and their prediction pictures from the last lesson.

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

• Introduction to the lesson   (5 minutes) 

We will review what the book was about last time, skim the pictures and then discuss the terms “big ideas, “ “summarize,” and “evaluate.”I will tell them that we are going to go more in depth on the story, and have a discussion like last week, but this time we are looking for different topics. (the three I listed) By having their old notes and pictures to look back on, they will be able to make connections with our discussion from today to last week’s. I will motivate them with stickers at the end J If they are engaged and not distracted in the discussion, they will get a sticker!

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

·         Begin the activity by reviewing the story from last week by looking at their pictures and notes from last week

·         Skim over the book again, pictures, etc.

·         Discuss the terms evaluate, big ideas, and summarizing.

·         We will start by summarizing. Discuss what summarizing is, and make a summary of the book verbally, to review what it was about.

·         Big ideas: talk about what the point of the book was. What the main topics were, etc.

·         Discussion on evaluating: We will evaluate the pictures. Whether or not they liked the pictures, if they were helpful, connected to the story, etc.

·         Evaluating the story by seeing whether or not they liked it.

·         The terms evaluate, big ideas, and summary will be in columns on a piece of paper again for them to organize their ideas and become familiar with the terms.

·         I will know whether or not the students understand the new terms by what they organize under the term on their sheet of paper, and what they verbally say in our discussions.

• Closing summary for the lesson (5 minutes)

·         Talk about what they learned, if they understand the terms, if they are confused on anything, talk about if the lesson was helpful for them. They will look at their notes from last week and this week and make connections on the six terms. I will tell them that they can use these six terms we discussed last week and today on other stories, not just this one, to help them to better understand the stories they will read in the future.

·         The feedback I want back from them are their verbal, informal, opinions on the new terms and whether or not they found them helpful.

6) Ongoing-Assessment: (How will you know the students are progressing toward your identified objective?  What will you observe for and/or take notes on to help you plan follow-up instruction?)

·         I will know whether or not the students progressed by listening to their discussion of the book my CT will read them after class. If their discussions have improved, and if they applied what they did with me to their review of a book with their teacher. I will take notes on whether or not their comments towards the book their teacher reads to them have improved, and show a deeper understanding.

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.