Rubrich Lesson Plan #1

TE 402 READING LESSON PLAN

Reading Lesson Plan # _1_

Your Name:  ___Alyssa Rubrich_____   Grade Level:  ___First _____  

Date lesson was taught:  ____4-15-13_______  Number of Students: ___2____

1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?): Mike has trouble comprehending what he is reading. He is able to read the text okay but when it comes to reflecting on what he read he cannot remember. When I asked about working on visualization with him, my mentor said she had never tried it. I want to try this new way of comprehending to see if it helps him.

Kim is an average reader for her age. Her fluency is decent but she still needs more work with her comprehension. She is able to recall some of the things that she read but not all of them.

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

3) Objective for this lesson (performance, condition, criteria): Comprehension: They will work on comprehending what they are reading out loud by visualizing. They will learn to create pictures in their head based on the text they read.

4) Materials & supplies needed:

First grade descriptive text/ book with pictures covered up.

Paper

Crayons

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

PRE-READING: (5 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 might have different opinions or see things differently and that it is perfectly fine.

•  Introduce the text 

I will then introduce the book that we will be reading. I will explain that they will take turns reading and we will stop after each person has finished reading and discuss what we see or picture in our heads. I will also let them know that the picture in the book have been covered up so that we can make our own guesses as to what the pictures look like. Tell them that we are going to pretend we are making a movie based on what we read and they need to figure out what it is going to look like. We will eventually talk about the pictures in the book and compare them to what we saw in our heads.

DURING READING: (7-8 minutes)

I will start with Kim. Before she reads I will encourage her to picture what she is reading in her mind. Ask her to pretend she is the illustrator of the book and come up with a picture in her head. She will read the first couple sentences and then I will jump in and stop her. I will then have both kids stop and draw a picture of what they envisioned. After they are done I will ask Kim, “What did you see in your head as you were reading?” “What did the words make you think of?” After she explains what she drew we will turn to Mike and have him show us his picture. After I will ask, “Did you picture anything differently than Kim did?” “Were there any details that you saw in your head that she didn’t talk about?” Then it will be Mikes turn to read a couple sentences. Before he reads encourage him to picture what he is reading. Again they will draw what they saw while Mike was reading and they will both explain their drawings. I will ask Mike the same questions I asked Kim. Then Kim will have her chance to tell what she saw as Mike was reading.

POST-READING ACTIVITIES AND DISCUSSION: (5 minutes)

I will then unveil the picture and we will talk about the similarities and differences between what we pictured and what the illustrator drew. We will talk about how making these pictures in our heads are a way that we can remember what we said.

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 at what details they included in their drawings and which ones they talk about when they explain it. I will be looking for them to include the main details of the text. This will show me that they comprehend what they are reading.

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

Mike will be the student who needs the most support throughout this lesson. He can sometimes be very social and can be a big distraction. I have chosen Kim on purpose. I chose a girl because they seem to work better when they are working with the opposite sex. I am hoping by making him think like and illustrator or maker of a movie he will be more motivated to do this activity and stay on task.