Miller Lesson Plan 2

TE 402 READING LESSON PLAN

Reading Lesson Plan # _2_

Your Name:  _Taylor Miller__________   Grade Level:  ____1_____  

Date lesson was taught:  ___16 April 2013______  Number of Students: __2____

1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?): For my language arts discussion lesson, these students did not use “big ideas” from the book to do the post-reading assessment in comparison with their classmates. Instead of using the most important details in identifying and describing the characters, they used minor details. Eliza wrote on her assessment, “Smudge is funny. She is friends with a boy.” Dalton wrote, “I am Victoria. I am happy.” During the post-reading discussion, I asked, “What is something that is the same about the boy and the girl?” Eliza answered, “They both have feet.” Dalton was silent and did not contribute to the bid ideas discussion portion. He talked with other students around him and fidgeted most of the time.

2) List the reading skill/strategy that is the main focus of your lesson (select ONE area): Identifying big ideas

3) Objective for this lesson: Students will make predictions during a pre-reading exercise, and then haidentify big ideas in the text and use them to complete a graphic organizer of the beginning, middle, and end of the text.

4) Materials & supplies needed: QRI-5, page 200: “What Can I Get for My Toy?”, paper (folded into 3 sections) and pencils, whiteboard and marker

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

PRE-READING: make participation norms explicit, elicit background knowledge, develop interest, set purpose (_3_minutes)

• Make participation norms explicit

I’m going to read you a short story, and while I’m reading I want you to think about the plot (what the story is about), who the characters are, and the setting (where it takes place).

•  Introduce the text 

I’m going to read you a short story, but first let’s think about some ideas and make a prediction.

(Concept questions from QRI-5, page 211) What does “new toys” mean to you? What does “toys you’ve had for a long time” mean to you? What are reasons for trading toys?

What do you think this story is going to be about?

DURING READING: Model how to engage with the text (e.g., use of reading strategies and analytic thinking process, inserting vocabulary support, comments and questions to support and extend comprehension and interpretation) (_2_ minutes)

• Voice inflections for dialogue

POST-READING ACTIVITIES AND DISCUSSION: Provide scaffolding for guided practice and/or application activity (_7_ minutes)

• Now we’re going to make a graphic organizer for the story.
• When we make these, we focus on the main parts of the story. So think about the plot, characters, and setting.
• This helps us organize the story and understand the important parts.
• Start by drawing pictures of the beginning, middle, and end of the story in the three sections (model on whiteboard)
• (Ask each student) What happened in the beginning? The middle? The end?
• (After they have finished drawing) Can you retell me the story using your drawings?

ONGOING-ASSESSMENT: what will you pay attention to in order to evaluate the extent to which your students met the stated objectives for the lesson (__ minutes)

I will be looking for a beginning, middle, and end. I will be looking for main ideas, such as: John told his mother he wanted a new toy because he did not think his were interesting anymore, his mom said they did not have enough money, John remembered his friend’s red truck and decided to trade with him, his friend said yes and said they could trade something else later as well. I will pay attention to whether students use small details in their organizers.

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

Students may need to be directed to the word wall for certain words, or need guidance in “sounding out” words they cannot spell. They may also need guidance in blending word sounds. Eliza may need to be asked if she is stuck. Dalton may need to be reminded to focus on his work instead of talking with any friends who are around.