LESSON PLAN OUTLINE - Weebly



LESSON PLAN OUTLINEJMU Elementary Education ProgramMonica AtheyMrs. Coffey- 3rd Grade at Wilson ElementaryOctober 8th, 2013 at 2:00 pmOctober 1st, 2013Vivacious Readers- Fall Poem CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARDEvery school day, the students have about an hour and a half of reading time. During this time, they rotate activities involving reading and word study. The teacher had grouped the students into groups that are all struggling or excelling at the same things. For this activity, I will be focusing on expression in reading so I will be working with the “fluency group” which is a group of students that has been struggling with fluency. A few times a week they come together and do an activity and work on this area of reading so they should be comfortable and prepared to do this activity with me in a small group setting. Even though this particular group of students is struggling with fluency, they have been working on it throughout the year so far so they should be aware of the skills that they need to improve upon. This will be helpful because I can explain the activity and tell the students to try to read with expression and they should know what I mean by this. They will definitely not have it mastered, but they will have enough knowledge about what the task is to be able to jump into the activity head on and do their best to improve their skills in this area. LEARNING OBJECTIVESUnderstand – The student will understand that reading texts with the appropriate expression conveys the meaning of the text.Know – The student will know appropriate tone of voice and inflection for reading poetry. Do – The student will be able to read a fall poem with appropriate expression and fluency. ASSESSING LEARNINGWhat will your students do and say, specifically, that indicate every student has achieved your objectives? Remember – every objective must be assessed for every student!ObjectiveStudent Work/ResponseWas Objective Met?The student will understand that reading texts with the appropriate expression conveys the meaning of the text.The student will read the poem with appropriate tone of voice and inflection.Example of phrases from poem to read with expression: “How silently they tumble down”, “they wildly fly”, “twisting, turning through the air”, “exhausted, drop to the Earth below”Yes- phrases read with expression:-“How silently they tumble down”-“Colors gleaming in the sun”-“They wildly fly, until they nearly reach the sky”-“Twisting, turning through the air”-“Exhausted, drop to the earth below”RELATED VIRGINIA STANDARDS OF LEARNING3.5 The student will read and demonstrate comprehension of fictional text and poetry. a) Set a purpose for reading.b) Make connections between previous experiences and reading selections. k) Use reading strategies to monitor comprehension throughout the reading process. m) Read with fluency and accuracy.MATERIALS NEEDEDA copy of the poem “Leaves” by Elsie N. Brady (I will provide)One for each student (6)PROCEDUREThe “fluency group” will gather on the rug in a circleEngage: I will ask the students if they know what “reading with expression” means and how they think it is doneWe will all give some examples of how to read with expressionI will give the example “She rushed up the stairs as fast as she could”, saying the words quickly and with a tone of great excitement and anticipationThe students will each be asked to give an example of their ownImplementation The students will each be given a copy of the poem “Leaves” and read it silently to themselves firstThen the students will pair up and read the poem to a partner as I listen on to each groupWe will then come back together and discuss which specific words or phrases required expression while reading the poem I will then give each student the option of reading the poem to the group with expression if they’d like (not required) ClosureWe will talk about which readings of the poem were the most enjoyable and why I will read the poem in a bland and monotone voice to give the students a comparison of what it sounds like without expressionI will ask probing questions such as:“Does reading with expression come naturally?”“Is it easier after you’ve read it through once or twice?”“Why do you think that is?”The students will discuss their views on the importance of reading with expressionClean-Up Collect poems and thank the students for their participation and attitudes DIFFERENTIATIONSince this is the lower ability fluency group, I’ve chosen a poem that is fairly short and does not have too many difficult words. If it is still to difficult, which I doubt it will be, I will bring the group together and we will talk through the poem and the meaning of the words before I break the students up into partners to tackle it without direct assistance from me. If the poem is too easy for the students, I have an alternative poem that I will print called “Four Seasons” that is a bit longer and subtle in it’s meaning. It will require more focused reading and the students will have to work on the skill of inference to grasp some of the meanings of the phrases. I will have copies of that poem available if some of the students finish quickly or are not challenged by the first poem. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?I anticipate that the poem I chose might be too short and the lesson will go quicker than I anticipate. I chose it because it has great phrases to invoke expression out of the readers so to avoid the lesson going too quickly I will definitely need to encourage discussion before and after we read the poem. I will have good discussion probing questions ready to attempt to avoid this. I also anticipate that some of the other groups of students who are “reading to self” or “reading to someone” may want to be involved in the activity. If this happens, I will need to coordinate with my cooperating teacher to see if there is time in the schedule to do it with other groups of students. Lesson Implementation ReflectionAs soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to guide your thinking. Be thorough in your reflection and use specific examples to support your insights.How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why you made them. My actual teaching of the lesson differed slightly from my lesson plan. One difference was that I had an odd number of students so when they paired up, instead of being able to spend that time listening in on the students reading, I was reading with one of the students as their partner. Thankfully, another difference was that a lot more of the students wanted to read the poem to the group than I suspected would. This helped because I was able to assess them this way, since I couldn’t listen into their partner readings as closely. I also had to alter my teaching technique slightly with two of the boys in my group. When their peers were reading to the group they were being disrespectful, talking, and not listening to the reader. They did not want to read to the group, so I gave them the option of reading to the group (which they instantly rejected) or giving a specific example of how their peer read with expression while they were reading to the group. This forced them to be attentive when others were reading and challenged them to listen for expression in the reader’s tone. Student Work Sample Analysis: Based on the assessment you created, what can you conclude about your impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you offer that your conclusions are valid?The students really embraced the task of reading the poem with expression. The silent reading to self of the poem at the beginning was very helpful. After that read through the students asked questions about certain words to be sure that they were able to understand and read with correct expression. Some of the words they had questions about were “gleaming”, “stark”, and “exhausted”. Once they knew the meaning of the words they did a great job reading phrases with those words in the correct way. All of the five students I had were low in fluency, but Courtney, Damien, and Jonathan really embraced the activity. They read excitedly and loved reading to the group. They even asked if they could write their own poems and bring them back the next day so they could read their own poem with expression to the group next time we were all together. Jimmy and Joshua were the two boys who weren’t paying attention to the others when they were reading aloud. Jimmy told me he doesn’t like reading to the group, but when I heard him reading just to his partner, he did a good job of attacking the poem head on and trying his best to put emphasis in the right areas. He also asked if he was aloud to keep his copy of the poem and put it in his book box so that he could continue reading it and working on it, which I told him was a great idea. Joshua was resistant to read aloud or even to Jimmy. He is an ESL student and doesn’t enjoy reading to anyone. He did end up reading to Jimmy, but was much more focused on pronouncing the words right than reading with fluency. The activity of picking out phrases where his peers read with fluency while they were reading aloud to the group was good for him. In this way, he wasn’t pressured to read aloud, but he still gave good examples of where he saw his peers reading with expression. He was getting the idea, but could use more practice with it, maybe in a one on one setting. Look at the assessment data and identify 2 students who appear to fall into these 3 categories: (1) Gets it; (2) Has some good ideas, but there’s still room for learning and (3) Does not get it. Organize your responses to the following questions in a chart/table form similar to the one below.Gets itHas some good ideas, but…Does not get itStudent AStudent BStudent CStudent DStudent EStudent Fa. Understands…CourtneyJoshuab. Confused about…c. Questions to ask to clarify what I knowd. Ideas to work on nextWhat does each student appear to understand?Courtney- really understands and loves reading with expression. Applies meanings to phrases well. For example, she read “they wildly fly, until they nearly reach the sky. Twisting, turning through the air” with great quickness and excitement. She also read “exhausted, drop to the earth below” in a slower, softer, and tired tone. She comprehended the phrases and made her tone match what the author was trying to say. Joshua- can pick up on reading with expression when others are the ones doing it, but is not proficient at it on his own. Focuses too much on pronouncing the words perfectly, not on their meanings and how it relates to his tone. What does each student appear to be confused about?Both seemed to be confused about some of the more descriptive words that are used in this poem and are typically used in poetry. Some of them were just longer words, such as “exhausted” that they had trouble sounding out. Some were words like “gleaming” and “stark and bare”. These phrases and words were less common so they were not familiar with their meanings. What questions might you want to ask each student to clarify what you know about the student’s understanding?I might ask the students, “Is ‘excited’ reading the only way to read with expression?” and “Is poetry the only form of literature that we should read with expression?”. What ideas does each student need to work on next?I think it would be helpful for the students to work on expanding their vocabulary, since that typically is a big part of reading poetry. They might also work on various types of expressive reading, such as literature that evoked a slow, sad, quiet, angry, or loving tone, or any other type. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to teach this lesson again.I think that developmentally appropriate practice could definitely be applied in Joshua’s case. He clearly struggled with the small group setting. It made him clam up, become silly and distracted, and it even distracted one of his other classmates. I think that in a one on one setting he would be more comfortable reading, even though it isn’t his first language. He would be less concerned about being embarrassed and may be more willing to accept the challenge placed in front of him. Based on the assessment data you collected, what would you do/teach next if you were the classroom teacher?I might teach a lesson on descriptive words used in literature and specifically in poetry. The group did a good job of questioning the words they came across, but I might encourage them to work on reading the words in context and trying to figure out their meanings on their own before they come to the teacher. This way, they could become more independent readers, while also becoming more fluent and able to read with expression when they came across those new descriptive words. As a result of planning and teaching this lesson, what have you learned or had reinforced about young children as learners?Planning and teaching this lesson has reinforced in my mind how curious young learners are. When presented with a task, I love watching the way they dive right into it and really explore what is in front of them. They ask questions and do their best to complete the task, and then want to do it over and over again so that they can improve and learn more. The majority of the students wanted to take the poem home, write their own, and do more activities that helped them delve deeper into the concept and activity. They are so curious and excited about learning that they took the lesson farther than I ever expected from them. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?By planning and teaching this lesson, I have learned even more that students taking ownership of the lesson is the best way for them to learn. I enjoyed planning out the lesson and coming up with good discussion questions ended up being one of the most useful parts of the whole lesson. The students really ran away with the discussion, putting in great personal experiences and examples of reading with expression and where they’ve heard it in life. This really helped all the students to be engaged and make the learning experience their own. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?I have had the idea that I can’t plan and control everything reinforced by this lesson. As teachers, it is easy to try to plan out every step of a lesson and anticipate exactly how it will go, but in many cases it doesn’t turn out that way when it is time to actually implement the lesson. In this case, the lesson did change quite a bit from how I planned and anticipated, but it was in positive ways and ways that benefitted the students. I learned that it is crucial to be flexible and always go with the way that is best for the students’ learning processes. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download