Thoughtsbynatasha.files.wordpress.com



Text Talk LessonName: Natasha LyonsDate: October 8, 2013Title and author of book Where the Wild Things Are by Maurice Sendak Selection of Text (why did you choose this book and what is the age group you are teaching):I chose this book because it was one of my favorite books as a kid and really gets students to think about what is imaginary and what is real and the characteristics of both are. This book also has vivid pictures that match the text and interesting vocabulary. This story can also be relatable to students if they have ever needed to “escape” to a make believe land. The age group would be K-1 graders. Initial questions (What are your driving questions in the first few pages and why?):Why do you think Max’s mother called him “wild thing?” (pg.3)I am asking this questions because it gets the students to recall what is happening in the beginning of the story where Max is doing mischievous things while wearing a wolf costume.Where do you think Max is going? (pg.13)I am asking this question to get students to think and predict what they think is going to happen in the story next.Do you think the “wild things” want to hurt Max? (pg.19-18)This gets students thinking about the monsters and to predict what they think will happen next in the story.What do you think will happen after Max tells the monsters to be still? (pg.20)What do you think the monsters will do now? (pg.21)Was your prediction correct? (after reading pg.22)Talk about the word rumpus and see if students know what the meaning of it is and if they do not, tell them the meaning of the word.Where have we heard “off to bed without their supper?” (pg.29)Where do you think the smell is coming from? Was your prediction correct? (pg.35)What do you think max does after the monsters roar their terrible roars and gnash their terrible teeth? (pg.32)Follow-up Questions (fill this in as you teach your lesson!):What was a punishment that Max received for misbehaving? (pg.3)Do you think the place he is going is real or imaginary? (pg.13) Then ask again if their prediction was correct at the end of the story.How do you know that? What clues lead you to believe your prediction? this is in reference to where the smell is coming from (pg.30)Pictures (which pictures would you wait to show until you have read and why?):Page 18/19 because I want them to predict what happens and the picture gives a little too much away.Page 20/21 because I want them to predict what happens and the pictures give too much away.Page 31/30 because I want them to predict what happens and the picture gives too much away.Vocabulary (3-5 words in book you chose and why): I picked these words because I feel as though they are advanced enough to get the students thinking about the words and what they mean but common enough to where they can use the words in regular conversation outside of a classroom setting.Mischief TumbledFrightened Background Knowledge (where in the book do you think kids might rely only on their background knowledge instead of on the text? What questions could you ask to get them to focus on the text?):Places where the students may rely on their background knowledge is when something is real or imaginary. They have to dig into their knowledge that makes something real and see if that book fits into those different characteristics or not. I could ask them questions like why do you know this is imaginary? What would make this real? ***Reflection: Questions to guide your thinking: How did your lesson compare to what you expected? Did you change your lesson at all and if so, why? What would you do differently if you did it again? What did you learn from others?My lesson actually turned out better than what I expected while teaching it then when I was planning it. I felt really confortable with the lesson and asking the questions when I needed to. I also was very happy how well the questions went with the text as I said the questions out loud. I saw how well I spaced the questions out which made it easy for the student to focus on what I was reading in the story as well as answer the questions. I also saw how easy it was to come up with follow-up questions as I was doing the lesson.I noticed that I changed up a few things in my lesson plan as I was doing the lesson. I noticed that I reworded a lot of the questions so that they would make more sense and added a few questions in the lesson plan. I did this so that it was easier to comprehend what was being read. If I was to do this lesson plan again, I would try to come up with follow-up questions that I would ask when a student gave an answer I was expecting them to answer. I had a hard time coming up with questions to ask the student to follow up with them. I came up with questions but found myself rewording them to make more sense and easier to understand what I was asking. Something I learned from the other students is to just be confident in the questions you ask and how you read the story. I saw some of my classmates struggling with the reading and seemed really nervous in the story which made me feel uncomfortable at times so I don’t want to make my students feel uncomfortable when doing a text talk. ................
................

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

Google Online Preview   Download