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: |
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|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. |
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