Rubrich Lesson #2

TE 402 READING LESSON PLAN

Reading Lesson Plan # _2_

Your Name:  ______Alyssa Rubrich____________   Grade Level:  _____1st____  

Date lesson was taught:  ___April 17^th 2013_______  Number of Students: _____2__

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

I believe that both Kim and Mike could really benefit from this type of activity. I have never seen the students working on prediction before and I believe it could help their comprehension. Seeing the ideas of the story before we read it will especially help Mike. He really benefits from hearing what the story is about before it is read. This lesson will also be beneficial to Kim. Her comprehension is average and predicting/ seeing what the story is about beforehand will really assist her. Discussing the story afterwards also really helps her remember all of the points within the book.

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

3) Objective for this lesson (performance, condition, criteria): To have the students predict the order of events in the story and then compare/reorganize what they thought to what really happens in the book.

4) Materials & supplies needed:

Predictable narrative text

Index cards with major plot points on them (can include pictures)

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

PRE-READING:  (7 minutes)

• Make participation norms explicit

I will have Kim and Mike work in the back corner of the room or out in the hallway. I will explain why I am just working with them and that nothing they will be working on is for a grade and that they are helping me with my homework. Explain that during this lesson they will be working together as a team. They need to listen and be respectful of each other’s ideas. They are not to shoot down someone’s idea but ask more questions to better understand what they mean. I will assist them as they discuss with each other to make sure they are listening to each other and that they are working together.

•  Introduce the text 

To introduce the lesson I will review what we did on Monday. I will talk about the different ways to remember what we read. We drew the pictures of what we saw in our heads on Monday and today we are going to predict what is going to happen in this story. Ask, “Do you know what it means to ‘predict’?” Discuss what it means to predict and give the directions.  Tell them we are going predict the order of events of this book. Each of these cards has a part of the book on it. We are going to put these index cards in order based on what we think is going to happen. Have the students then work together to put them in order.

DURING READING: (3 minutes)

Students will listen to me read the story. Make sure they are paying attention and thinking about how we thought the plot was going to go compared to how it really is.

POST-READING ACTIVITIES AND DISCUSSION: Provide scaffolding for guided practice and/or application activity (5- 7 minutes)

At this point we will discuss the differences between what we predicted and what actually happened in the book. They will move the index cards around so to fit the actual plot. I will guide them along as them move the cards around as well as ask questions about why they are moving a certain card. I will lead a discussion as to why we predicted it the way we did and how different it was from the actual book. Discuss how predicting what happens in a book can help us remember the order of events and when we remember the order it can help us remember even more about the book.

ONGOING-ASSESSMENT: (__ minutes)

I will be watching how the students order the cards originally and how they change them after the story is over. I will also be paying close attention to their reasoning when they explain why they need to change the order of the cards. As a further assessment I might take away the cards and see how many major plot points they can remember.

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

I need to make sure Mike is focused during this lesson as well. So I have picked out two different texts and I will allow Mike to pick which one we are going to read. This will hopefully keep him focused because he is actually interested in the book he picked.