Chern Lesson Plan 2

TE 402 READING LESSON PLAN

Reading Lesson Plan # 2

Your Name:  ___Christine Chern_______   Grade Level:  __First__  

Date lesson was taught:  __April 24, 2013_____  Number of Students: _2___

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

From teaching the language arts lesson earlier in the semester, I noticed that none of the students asked a question during the discussion. Instead of posing a question, they made comments that allow the teacher to ask them about them. For instance, a student would say that he doesn’t brush his teeth in the morning. Instead of telling the teacher why, he waits for the teacher to ask him.

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

Questioning

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

The two students will be able to come up with questions with who, what, when, where, why, and how after prompts are given based on Dog in Boots.

4) Materials & supplies needed:

- Dog in Boots

- a visual aid poster with 5W’s and one H

-post-its

-whiteboard and markers

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

PRE-READING: make participation norms explicit, elicit background knowledge, develop interest, set purpose (8 minutes)

• Make participation norms explicit How will you prepare the children to participate according to your lesson objectives? List ways you will help them understand behavior and participation expectations during the lesson. Be explicit about any changes in expectations if these are different from patterns they are used to (e.g., raising hands, asking their own questions, talking with each other rather than the teacher).

-       I will ask them the basic behavior expectations, like what they should do when someone else is talking, and what to do when they have a comment to make.

-       I will also provide an expectation sheet with pictures to remind them throughout the lesson

-       Since we will be in the hallway, we will try our best to keep our voice level down, so that we do not disturb other classes

•  Introduce the text  List what you will say/ask to activate children’s background knowledge (e.g., brainstorming, quick write, KWL). How will you help students understand the purpose of the lesson? List what you will say to motivate them to become engaged in the lesson. 

-       “When you first meet someone, what are the few questions that you might ask to know about the person?” I will write it down on post-its as they say it.

-       “How do you know when someone is asking you a question?” “Are there words that always show up in a question?” (What, when, where, who, why, and how)

-       “Do you know what these are called? They’re called the 5W’s and one H. Why do you think it’s called this?” I will have a visual aid with 5W’s and one H.

-       What does each of the word tell you about the answer? In other words, what is the question asking for?

-       “I want you to tell me what you remember about this book, Dog in Boots”

-       “Now, I will read this book again. You will pay attention and listen carefully, while I read.”

-       “Think about what kinds of questions you can ask”

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) (12 minutes)

-       Read page 1. “What kind of questions can you ask about what I just read? Look at the 5W’s and one H”

-       First, which word(s) do you think is/are most appropriate? What, who, and why. Let’s try to make questions with these words then.

-       What kind of question can we have with what? First, for “what,” what do we want to be the answer? Let’s say, digging. What is a question that asks about digging? What are the rain boots for? Excellent! What about an answer for rain boots? What is good for digging?

-       Let’s try a question with who. You can also ask questions by looking at the picture. Remember what you want to ask yourself first? What is the question asking for. Who, so it is the dog. Who is looking for rain boots? Who is digging?

-       What about why? Why does the dog need rain boots?

-       Repeat the steps with every page, but only have each student come up with one question. The other student will then answer each other’s question.

-       If they use the same words, encourage them to use other words.

POST-READING ACTIVITIES AND DISCUSSION: Provide scaffolding for guided practice and/or application activity (10 minutes)

-       I will have a bag of small pieces of papers with words and sentences from the book. The pieces of papers will be the answer for the questions that they will be coming up with. It will be a competition for the two students to see who can come up with the most questions.

-       First, one student will pull out a piece of paper, and come up with as many questions as possible, while I keep track of them on the white board. Then, the next student will pull out another piece of paper, and do the same thing.

-       In the end, both students will receive pieces of candy, but the one with most questions will receive more. However, they will not know about this until the end.

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)

-       Throughout the lesson, I will note their accuracy of formulating questions based on the answer.

-       By the end of the lesson, where they have a competition for coming up with the most questions, I will make note of their improvement and ability to make questions.

-       I will pay attention to whether or not they use the visual aid to help them think about what kind of questions to ask, and using the answer given to come up with an appropriate question.

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

 -One of the students will need a social support for classroom behavior. I will have a paper with all the expected behaviors (presented in the beginning of the lesson) on the table throughout the lesson as a reminder.

- When the a student does not follow the behavior expectation, then I will point to the paper to remind him/her

- When they do, for example, raise their hands though, I will point to the paper and tell them to keep it up