1) Reading Comprehension Lesson-Narrative Text | 50 points ...



Ed 462/464 LESSON PLAN

INSTRUCTIONAL UNIT

|TEACHER |GRADE |SUBJECT |

|Raven Flowers |6 |Reading |

|MATERIALS |TECHNOLOGY |EQUIPMENT |

|Pearson Literature Grade 6 |Powerpoint |N/A |

|Powerpoint Presentation |Smart-Board | |

|Worksheets | | |

|Pencils | | |

|Reading | | |

STANDARDS AND OBJECTIVES

|ACADEMIC OBJECTIVE |ELA CONTENT STANDARD |

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|Students will be able to: | |

| |Reading Comprehension |

|Read grade-level-text |Analyze text that uses the compare-and-contrast organizational |

|Compare and Contrast using personification |pattern. |

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| |1.0 Listening and Speaking Strategies |

|. |1.7 Use effective rate, volume, pitch, and tone and align |

| |nonverbal elements to sustain |

| |audience interest and attention. |

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|LITERACY STRATEGY/IES USED |TITLE/AUTHOR OF TEXT |

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|guided Reading, guided practice, vocabulary list |He Lion, Bruh Bear, and Bruh Rabbit |

|distribution/practice, |By: Virginia Hamilton |

|COMMON CORE STANDARDS |

|Reading Standards for Literature Grade 6 |

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|Key Ideas and Details |

|3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or |

|change as the plot moves toward a resolution. |

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|Range of Reading and Level of Text Complexity |

|10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text |

|complexity band proficiently, with scaffolding as needed at the high end of the range. |

ADAPTATIONS FOR LEARNERS

|FOCUS STUDENT #1 |RATIONALE |

|ELL | |

| |Focus student #1 is a student who has been identified as an |

|Through the use of peer models, group work, and shared reading. |Intermediate ELL. This student will benefit by having the class |

| |work collectively as well as in pairs on the assigned activities.|

| |By completing shared reading, this student will be able to follow|

| |along, and hear the words aloud as he sees them on the paper, |

| |which will help with his overall comprehension. |

|FOCUS STUDENT #2 |RATIONALE |

|Identified behavior problems | |

| |Focus student #2 is a student who has been identified as having |

|Through the use of power-point presentations, worksheets, guided |behavior issues in the classroom. He struggles with sitting |

|practice, and animated reading. |sitting and remaining quiet throughout testing, and quiet |

| |reading. By allowing students to work collectively, as well as |

| |with a peer, this student will be able to release energy in a |

| |productive as opposed to reductive way. |

|METHOD OF ASSESSMENT |TEXT FEATURES |VOCABULARY/ACADEMIC LANGUAGE |

| | | |

|Teacher will pose an introductory question | |Vocabulary: |

|to the class to gain a sense of their |• Heading |Lair |

|understanding of what community and |• Title |Cordial |

|involvement means to the class. Teacher |• Bold Lettering |Scrawny |

|will informally assess how students are |• Colorful Letters |Olden |

|able to express word meanings and |• Highlighted Vocabulary |Thicket |

|definitions in their own words based on |• Pictures |Peaceable |

|inference. Through shared reading and |• Animated writing | |

|student participation, teacher will be able|• Personification |Identifying Personification |

|to monitor students who are following along| |Purpose for Reading |

|by asking questions during instruction. | |Analyze cause and effect |

|Once reading is complete, teacher will | |Compare and Contrast |

|assess students overall comprehension of | |Drawing Conclusions |

|text and vocabulary through guided practice| | |

|worksheets | | |

LESSON PLAN

|INTO (ORIENTATION) |

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|Teacher will pose question – |

|It makes sense to involve a wise member of the community in a problem when __________. |

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|Teacher will allow time for students to think about this question. |

|While students are thinking of a response, teacher begins to pass out vocabulary words with definitions on them related to the |

|reading. |

|Teacher models an example of when it is wise to involve a member of the community. |

|EXAMPLE: Classroom bullying – having to involve a teacher or counselor to mediate a problem. |

| |

|Teacher will briefly give a short review lesson on how to identify compare and contrast in a reading. (powerpoint) |

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|THROUGH (GUIDED PRACTICE) |

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|Teacher will break students into small groups of four. |

|Teacher will begin the reading using an animated voice. Teacher will read the first 3 paragraphs to the class. |

|Once teacher finishes her reading, the groups of four will cooperatively complete the remainder of the reading, He Lion, Bruh Bear,|

|and Bruh Rabbit. |

|While students are reading, teacher will walk around class, listening to students read, helping with vocabulary. |

|Once the small groups have completed the reading, teacher will move to the next slide- the graphic organizer: |

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|Collectively, students and teacher will complete a graphic organizer to compare and contrast the human qualities with the animal |

|qualities: |

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|Character’s Name: |

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|Animal Qualities: |

|Human Qualities: |

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|BEYOND (INDEPENDENT PRACTICE) |

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|Reading is complete |

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|For critical thinking, teacher will ask students while still in their small groups, to answer the following questions in writing: |

|(Teacher will ask students to pull out a sheet of paper) |

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|Which character do you think is most amusing? Why? |

|In 3 sentences, describe He Lion before and after he meets Man. Compare and Contrast question |

|Can you think of a time where you needed the advice of someone wiser? Compare your situation to that of He Lion. |

|Why might a lion be used in a folk talk to represent someone with a high opinion of himself? |

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|Students will be given an opportunity to share their responses out loud. |

Recap: Indicate where in the lesson the activities include opportunities for the following (Write either Into, Through, or Beyond)

Through, & Beyond 1. Speaking, Listening, Reading, Writing

Into, Through, & Beyond 2. Providing low affective filters or “low risk” situations

Into 3. Building schemata or background knowledge

Into & Through 4. Appropriate contextualization support

Into, Through, & Beyond 5. PEP (purpose, engagement, prediction)

|Reflection |

|Please reflect: |

|Why did you choose this particular activity or strategy? (How does it help improve literacy development?) |

| |

|The master teacher that I am completing my fieldwork with allowed me to pull a narrative from the Pearson Literature book. |

|Currently, my class is reviewing for their STAR testing, so the teacher was open to me completing something that would help them |

|with their STAR tests. I’ve reviewed a few of the STAR Review tests, and I saw there were a few questions on the reading |

|comprehension sections that asked for students to inference while reading, identify the cause and effect, as well as compare and |

|contrast. |

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|How did these activities/strategies effective in supporting the lesson objective? |

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|Each of the activities created in the lesson plan assists with reading comprehension. I think by introducing a question to the |

|students related to the reading allows them to begin their thinking before the reading. Once they have completed the reading, |

|students will scan back over the reading to help answer questions, so in a sense, they are re-reading the text. By doing so, they |

|will have a solid understanding of cause/effect, as well as compare/contrast |

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|What do you think went well in the lesson? Why? What would you change or do differently if you were to teach this lesson again? |

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