LESSON PLAN 1
READ ALOUD
University of South Alabama
Department of Leadership & Teacher Education
Lesson Plan Format
Name: Heather Pearman________ Date: October 20, 2010
School: Collier Elem. _____ Grade Level: 4_______
Teaching Strategy: Read Aloud__ Time Required: 30 min
I. Subject/Content Area
· Reading/ Language Arts/Vocabulary & Comprehension
II. Course of Study
· 3.) Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade recreational reading materials in a variety of genres.
· Using vocabulary knowledge to construct meaning
· 4.) Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials.
· Using previewing and predicting skills to determine content
III. Concepts
· Vocabulary: glance, rumble, frisked, suspected, construction, comprehension, making predictions
IV. Behavioral Objectives
· TSWBAT demonstrate knowledge and understanding of vocabulary by writing alternate meaning words on the smartboard.
· TSWBAT demonstrate comprehension by making predictions before, during, and after reading.
V. Evaluation
· The teacher will informally observe students writing a correct alternate meaning word to the vocabulary word given in the text.
· The teacher will observe students filling in the prediction chart as a whole group. The teacher will be looking for predictions that show comprehension of the read aloud. The teacher will later review the charts separately to determine complete understanding.
VI. Materials – Titanicat, written by: Marty Crisp
VII. Teaching/Learning Procedures
A. Motivation
· Do you believe in unsinkable ships?
· Is there really such thing as an unsinkable ship?
· Have you ever heard of an unsinkable ship?
· The teacher will discuss how many people believed that the Titanic was an unsinkable ship.
· Humans like to believe that we are invincible and that our machinery as well as our ships is fail proof.
· The teacher will discuss how on one cold night, human technology and machinery failed against nature.
B. Instructional Procedures
· The teacher will then tell the students that they will be making predictions, reviewing vocabulary words, and listening to a read aloud.
· The teacher will first introduce the five vocabulary words and write them on the board: glance, rumble, frisked, suspected, construction, comprehension.
· The teacher will tell the students to listen out for these words and to snap their fingers when we come to these words.
· The teacher will then read the title of the book.
· The teacher will ask the students to make predictions about what the story is going to be about and write in on their chart.
· The teacher will allow for 60 seconds.
· The teacher will then allow students to discuss some of their responses orally.
· The teacher will then begin to read the Titanicat.
· During the read aloud stop on pg. 18 and allow the students to make predictions about what they think is going to happen at the end of the story.
· The teacher will tell the students that they have 90 seconds to write what they think will happen on their chart.
· The teacher will then complete the Titanicat.
· The teacher will allow the students to compare their predictions to the ending of the story with a partner. (turn-n-talk)
· The teacher will tell the students that they have 60 seconds.
· The teacher will then review the vocabulary words and then have students write alternate words for the vocabulary word given on the smartboard.
· The teacher will discuss alternate meanings and the alternate words given.
· The students will then be asked to predict what they believe happened after the story ended.
· The teacher will allow 2 minutes for the last prediction
· The class may share their responses orally.
· Papers will be collected and later assessed by teacher.
Closure
· Today we have learned that some words have multiple meaning and can be expressed using different words. We have also learned that we can make predictions before, during, and after a story. Some may be correct and others may be more imaginative. There is really no wrong answer when making a prediction in reading.
· We make predictions every day. I am sure you predicted what you would or would not be having for lunch. You may have also predicted what one of your friends was going to wear to school today. Predictions are made constantly. When reading your AR books I am sure you are guessing what might happen next.
· Today, I want you to make a prediction about tomorrow’s class day. We will discuss your data tomorrow afternoon and see how many of you made correct predictions.
VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)
· Early Finishers- Whole group activity. (no early finishers)
· Enrichment- Students who desire enrichment in the subject of the Titanic will be directed to the library to research its history. Students may also write an alternate ending to the Titanicat, and submit it to be reviewed by the teacher for a creative writing grade.
· Remediation- Students who struggled with making predictions will be taken to small group during Intervention time. We will use real life situations and make before, during, and after predictions. We will return to the Titanicat if time permits. Multiple meaning words will be reviewed using individual dry erase boards. I will give a word and they will write the different meanings. We will practice this concept many times.
IX. Professional Reflection
Making Predictions
Titanicat
Written by: Marty Crisp
1 2 3
Prediction before reading Titanicat. | Predicting the end of the story. | Predicting what happens after the story ends. |
LESSON PLAN 2
SHARED READING
Name: Heather Pearman Date: October 6, 2010
School: Collier Elementary Grade: Fourth
Teaching Strategy: Shared Reading Time Required: 30min
I. Subject/Content Area:
Reading/Language Arts
II. Course of Study
3.) Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres.
· Reading fluently with expression and attention to punctuation, use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, comprehend fifth-grade informational and functional reading materials.
· Determining cause and effect
III. Concepts: Fluency, reading with expression and attention to punctuation, cause and effect.
IV. Behavioral Objectives:
TSWBAT demonstrate fluency by reading orally with expression and paying close attention to punctuation.
TSWBAT determine cause and effect by reading orally and then orally responding to the poem.
V. Evaluation:
The teacher will observe students fluently reading the poem orally. She will observe students reading with expression and paying close attention to punctuation. Teacher will observe students drawing a C over the cause in the passage and an E over the effect in the passage.
VI. Materials:
Copy of poem, Be Glad Your Nose Is on Your Face for Smartboard, individual copies for students to write a C and F on, pencil, marker.
VII. Teaching/Learning Procedures:
A. Motivation-
The teacher will ask the students why they believe their noses are placed in the middle of their two eyes and above their mouth. The teacher will write their responses on the Smartboard.
B. Instructional Procedures-
· The teacher will then tell the students that they are going to be listening to and reading a poem titled Be Glad Your Nose Is on Your Face.
· The teacher will explain to the class that they will be modeling fluency and identifying cause and effect.
· The teacher will explain that she will first model fluent reading and expression while reading the entire poem aloud to the class.
· The teacher places the poem on the Smartboard so it is visible to students and reads the entire poem.
· The teacher will then read two lines of the poem and then direct students to echo read after her. This process will be done throughout the entire poem.
· Students may read off of the Smartboard or off of their individual paper
· The teacher will remind the students to read with expression and pay close attention to punctuation often.
· After echo reading with the class, the teacher will ask the students to explain why we paused at the commas and why we stopped shortly at the periods.
· Ask students what passage had the most expression by use of punctuation.
· After completing the fluency aspect of the lesson the teacher will move on to reviewing cause and effect.
· The teacher will then explain to students that because your nose is on your face and in the middle of your two eyes you do not experience these wacky and uncomfortable scenarios. Cause= your nose is in the middle of your two eyes. Effect= you do not experience the scenarios in poem.
· The teacher will go over the second stanza with the class and ask what if your nose was in between your toes? According to the poem you would be forced to smell your feet. The teacher asks what caused them to smell their feet. The answer should be because the nose was sandwiched in between the toes. Cause= nose in between toes. Effect= forced to smell your feet.
· The teacher will call on a student to go up to the Smart boar and draw a C over the cause and an E over the effect. All other students will draw this on their individual paper.
· The teacher will move on to the third stanza. The teacher again, reads the third stanza aloud. The teacher asks what if your nose was in your ear. What would be the effects of this according to the poem? The teacher will respond to the student’s answers. Okay, what could have caused these effects? The teacher allows students response time. Let’s look back at the poem. The teacher reads “within your ear your nose would be a complete catastrophe.” Cause= nose in ear. Effect= your brain would rattle.
C. Closure-
The students will reread the poem one last time to model fluency and expression. The teacher will remind the students to read with expression, fluency, and to pay close attention to punctuation. The teacher will encourage students to think about writing their own poetry. Poetry can be funny, exciting, and even outrageous. Not all poetry is boring and romantic like you all may believe. The teacher will also give students praise for reading the poem so fluently. If students struggle reading alone the teacher will jump in.
VIII. Supplemental Activities: (Early Finishers, Enrichment, Remediation)
Early Finishers- whole group activity, no early finishers
Enrichment-Allow students to illustrate each stanza on construction paper. Have them write the cause and effect on the bottom of the paper. Buddy reading will also be encouraged for enrichment.
Remediation- Students who are struggling with fluency, expression, punctuation, cause and effect will be taken to small group. Depending on the severity of the misunderstanding of the material we will start with one stanza and work from there. Once fluency is taken care of we will move to cause and effect. I will first give more simple examples and them move to the ones in the poem.
IX. Professional Reflection-
Be Glad Your Nose is on Your Face by Jack Prelutsky
Be glad your nose is on your face,
not pasted on some other place,
for if it were where it is not,
you might dislike your nose a lot.
Imagine if your precious nose
were sandwiched in between your toes,
that clearly would not be a treat,
for you'd be forced to smell your feet.
Your nose would be a source of dread
were it attached atop your head,
it soon would drive you to despair,
forever tickled by your hair.
Within your ear, your nose would be
an absolute catastrophe,
for when you were obliged to sneeze,
your brain would rattle from the breeze.
Your nose, instead, through thick and thin,
remains between your eyes and chin,
not pasted on some other place--
be glad your nose is on your face!
not pasted on some other place,
for if it were where it is not,
you might dislike your nose a lot.
Imagine if your precious nose
were sandwiched in between your toes,
that clearly would not be a treat,
for you'd be forced to smell your feet.
Your nose would be a source of dread
were it attached atop your head,
it soon would drive you to despair,
forever tickled by your hair.
Within your ear, your nose would be
an absolute catastrophe,
for when you were obliged to sneeze,
your brain would rattle from the breeze.
Your nose, instead, through thick and thin,
remains between your eyes and chin,
not pasted on some other place--
be glad your nose is on your face!
