Literacy Lesson Template - Cengage



Literacy Lesson Template

|Literacy Lesson Plan |

| |

|Thematic unit title: |

| |

|Level: |

| |

|Unit goals: |

| |

| |

| |

| |

| |

Introducing (Narrative)

|Introducing ______________________. |

|Activity |Procedure |Notes |

|Brainstorming about experience |1. Divide class into small groups of three|Activates prior knowledge and gets students|

| |to five. Have them discuss and list their |thinking about a central problem. |

| |experiences. | |

| |Specific brainstorming questions to ask for|Include questions about the general topic |

| |this text: |or about specific themes and ideas. Choose|

| |a. |questions that you know will activate prior|

| | |knowledge. |

| |b. | |

| | | |

| |c. | |

| |2. Make a class summary chart. |Specify the categories but let students |

| | |summarize the class’s experiences. |

| |Specific categories of experiences and | |

| |feelings to be included for this text: | |

| |a. | |

| | | |

| |b. | |

| | | |

| |c. | |

|Previewing |1. Show the book. Read the title, author, |Showing the book helps students to begin to|

| |and illustrator. Have children look through|construct meaning. Predictions give |

|Strategy: Story Map prediction |the book to see what they think will |purposes for reading. |

| |happen. | |

| |2. Show the story map prediction strategy |The story map prediction strategy chart |

|(print out and use “Story Map Prediction” |chart. Briefly discuss the meanings of |helps students visualize how to predict. |

|chart available in this section of the |setting, characters, and problem in a |It increases motivation and interest. |

|site) |story. | |

| |3. Ask students to predict the setting, |For children who have difficulty |

| |characters, and problem. Record group |predicting, model how to make predictions |

| |predictions. |about setting; then have children predict |

| | |the other parts. |

Story Map Prediction

|Setting: |

|Time Place |

| |

| |

|Characters: |

| |

| |

|Problem: |

|Action: |

|Outcome: |

Reading and Responding (Narrative)

|Reading and Responding to ______________________. |

|Activity |Procedure |Notes |

|Student selection of reading mode |Suggest that the story may be read |Gives students choices and helps them take |

| |independently or with teacher support. |part in meeting their own needs. Keep in |

| |Encourage students to select the method |mind that some students may need |

| |that they prefer. |suggestions on which way to read the story.|

|Independent reading (for students who |Have students read to verify their |For this literacy lesson, choose books that|

|select to read the book independently) |predictions. |most children in the class can read |

| | |independently. |

|Making notes and responding while reading |Remind students to make notes and respond |This will encourage natural responding. |

|independently |in their journals as they read, if they | |

| |choose to do so. | |

|Interactive guided reading/independent |1. Guide students through part of the |Different modes of reading provide varied |

|reading (for students who select it) |story and then have them read the remainder|levels of support to meet individual needs.|

| |independently. | |

| |2. Guide discussion by directing them |Helps children construct meaning by |

| |through three parts of the story to verify |checking their predictions, building a |

| |predictions they made. |mental map of the story, and responding |

| | |personally as they read. |

| |Possible questions for directing discussion|Helps children develop their ability to |

| |and verifying or changing predictions: |monitor by continuously making, verifying, |

| |a. |and changing predictions. |

| | | |

| |b. | |

| | | |

| |c. | |

Reading and Responding (Narrative), continued

|Reading and Responding to ______________________. (p. 2) |

|Activity |Procedure |Notes |

|Student selection or responses |Display the after-reading response chart |Allow the students to respond in the manner that is |

| |(available to print in this section of the |best to them. Ideas are on the chart. |

| |site) and ask students to select how they | |

| |wish to respond in their journals. | |

| |Children may share responses in discussion | |

| |circles. | |

|Literature discussion circles |1. Divide the class into small group |A discussion circle is another form of responding to |

| |circles. Display the discussion circle |literature. The chart guides students and thus helps|

| |chart (available to print in this section |structure this experience. |

| |of the site) and go over procedures before | |

| |students begin. | |

| |2. As children work, move from group to |Observe how well students can make predictions and |

| |group to monitor and support the activity. |inferences. Create and use mini-lessons for children|

| | |who need extra support with inferencing. (See pages |

| | |46-47 for a complete description of mini-lessons.) |

|Whole-group discussion: |1. Discuss the points covered on the | |

| |discussion circle chart. | |

|Summarizing the story and checking the unit|Have students summarize the story’s main |Possible summary questions: |

|focus |points. |a. |

| | | |

| | |b. |

| | | |

| | |c. |

| |2. Have students relate the story to their | |

| |own experiences. | |

|Reflecting |1. Ask students to discuss how their |Assists metacognitive development. |

| |predictions helped them understand the | |

| |story. | |

After-Reading Response Chart

1. Enter in your journal

• Title

• Author

• Response

2. Select a way to respond

• Write about your favorite character. Tell why you picked this character.

• Draw a picture about your favorite part. Write about it.

• Decide what you can do to respond.

Discussion Circle Chart: Story Prediction

1. Talk about the predictions made before reading.

2. Retell the story.

3. Share your response with the group.

Extending (Narrative)

|Extending ______________________. |

|Activity |Procedure |Notes |

|Theme mural |Some students may want to draw pictures of |Allows children to construct personal |

| |characters or certain elements of the |meaning in another way. Helps to continue |

| |story. Make sure that pictures relate to |to pull together the theme. |

| |the unit’s theme. Have students write | |

| |captions for their pictures. Make a wall | |

| |mural using the pictures. | |

|Process writing; Writing a story, |Begin story writing by having students |For this literacy lesson, choose a piece of|

|brainstorming |brainstorm to compile a list of possible |authentic literature that you feel is a |

| |topics for a story that they will write |very strong example of a good strong. See |

| |during this theme unit. Writing will |pages 57-59 in the text for advice on |

| |continue throughout the unit. |selecting authentic literature. |

................
................

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

Google Online Preview   Download