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LESSON PLAN OUTLINEJMU Elementary Education ProgramA. TITLE/TYPE OF LESSON “Miss Nelson is missing…Where do you think she went?” a literacy lesson with a focus on comprehension B. CONTEXT OF LESSON My comprehension lesson is to be taught during Power Up. Power Up is 45 minutes out of the school day, in which the students of Clymore Elementary are placed into groups based off of their reading/math levels. Each teacher is given a group of students that need to work on a common goal. My cooperating teacher’s Power Up group is currently working on reading comprehension, so we decided it would be best if I conducted my comprehension lesson on them. My cooperating teacher typically focuses on a different comprehension strategy each Power Up session. Previous lessons have included; making connections and visualizing while reading. I chose to center my lesson plan on a two comprehension strategies; predicting/ inferring and summarizing main events. My lessons’ design is based off of the way in which my cooperating teacher conducts her Power Up time. This makes my lesson not only appropriate but also keeps things familiar for the students. For this lesson I will work with the entire Power Up group (about 20 students). The lesson will begin with me asking the students if they have ever heard of predicting/inferring and asking them if they have ever made predictions or inferences while reading. Next, I will ask them if they have ever summarized a story in story map form (complete with story elements). These questions will act as an informal pre-assessment to determine what my students already know about the comprehension strategies my lesson will be centered on. According to constructivist theorist, Jean Piaget, students learn best through assimilation (Martin, 2013). As the teacher I will have to facilitate assimilation by bridging connections between new knowledge about the strategies and what my student’s already know about the strategies. This will allow for them to make sense of the new information, while making my lesson developmentally appropriate. C. LEARNING OBJECTIVES Understand Know Do The students will understand that there are several strategies that can be used to help better understand a story or comprehend.Predicting/Inferring and summarizing are comprehension strategies. The students will make predictions/inferences while reading “Miss Nelson is Missing.”Predictions & Inferences: using evidence (text/pictures) to question or wonder what will happen or what’s happening. The students will summarize the main parts of “Miss Nelson is Missing,” using a story map. Summarizing: taking larger texts and reducing them to key ideas. D. ASSESSING LEARNING Predicting/Inferring and summarizing are comprehension strategies- To assess the mastery of this objective I will be asking the students during the end discussion what the two comprehension strategies we worked on were. They should be able to say, “Predicting and Summarizing.”Predictions & Inferences: using evidence (text/pictures) to question or wonder what will happen or what’s happening- To assess the mastery of this objective I will be asking the students what they think predictions are at the beginning of my lesson and comparing their answers to what they say after the lesson. They should be able to give answers along the lines of “a guess based off on information.”Summarizing: taking larger texts and reducing them to key ideas- To assess the mastery of this objective I will be asking the students what they think summaries are at the beginning of my lesson and comparing their answers to what they say after the lesson. They should be able to give answers along the lines of “the important things we need to remember or the story elements.”The students will make predictions/inferences while reading “Miss Nelson is Missing.”-To assess the mastery of this objective I will record what predictions/inferences they say when they raise their hands during the read aloud. As long as their predictions align with the story or make logical sense, they will have succeeded.The students will summarize the main parts of “Miss Nelson is Missing,” using a story map- To assess the mastery of this objective I will check the completed story maps for accuracy. If they are able to tell me the correct setting, characters, and events, then they will have succeeded.E. RELATED VIRGINIA STANDARDS OF LEARNING 3.5 The student will read and demonstrate comprehension of fictional text and poetry. c) Make, confirm, or revise predictions. d) Compare and contrast settings, characters, and events.f) Ask and answer questions about what is read. g) Draw conclusions about text. i) Identify the main idea. j) Identify supporting details. k) Use reading strategies to monitor comprehension throughout the reading process. F. MATERIALS NEEDED “Miss Nelson is Missing,” by Harry Allard (provided by practicum student)Story map worksheets (provided by practicum student)Pencils (student-owned)G. PROCEDURE ? Preparation of the learning environment (if required) In preparation for this lesson, the students were split up into Power Up groups based off of their reading levels. Each student will have a story map worksheet on their desks upon arrival. The only material they will need to bring is a pencil. ? Engage -Introduction of the lesson The whole class will begin at their assigned seats. I will start the lesson by asking the students, “What can you tell me about comprehension?” After they tell me what they think I will read them the Café definition which is “understanding and interpreting what is being read.” Next, I will ask the students to raise their hand if they have ever made predictions/inferences. I will follow that up by asking the question, “Who thinks they could tell the class what a prediction/inference is?” After several students share what they think a prediction/inference is, I will proceed by telling them that predicting/inferring involves “using evidence (text/pictures) to question or wonder what will happen or what’s happening in the story. I will then explain to them that I will be reading the story, “Miss Nelson is Missing” and as I read the story I will be modeling how to make predictions/inferences as I’m reading. I will say, “Notice how I ask myself questions as I go to understand the book.” I will tell the students that they are to help me make these predictions. Then, I will ask the students if they have ever used a story map to summarize a story like the one they were provided. I will tell them that they should be listening for each of the story elements on the story map, because “summarizing and retelling what you read is also a comprehension strategy.” ? Implementation of the lesson After the introduction, I will begin to read “Miss Nelson is Missing.” First, I begin by telling the students that they can begin to predict/infer what a story is going to be about just by looking at the cover picture and title. I will ask, “What do you think is going on in the picture? Where is the picture taken? Looking at the children’s faces, how do you think they feel? Who do you think Miss Nelson is?” Once I get to page 7 I will stop and ask, “Miss Nelson said something has to be done. What do you think she will do?” On page 8 I will have the students make predictions about whom they think the “unpleasant voice” is coming from. I will stop at page 14 and say, “What can we infer about Miss Viola Swamp? Do the kids like her?” Once several students share their thoughts, I will ask them what evidence made them think that way. On page 25, I will stop reading and ask, “Where do you think Miss Nelson is? Do you think she was really attacked by sharks or angry butterflies?” On page 26, I will encourage the class to share their thoughts on who they think the “sweet voice” belongs to. After the book is through, I will ask the students what they think Miss Nelson’s secret is. I will encourage them to use the pictures on the last page to figure it out. Once they shared their predictions/inferences aloud I will tell them what I think the author was trying to show on the last page, that Miss Viola Swamp was just Miss Nelson dressed up. The students will be asked to complete their story maps on the book “Miss Nelson is Missing.” If they finish early, they will be told to draw a picture to go with the beginning, middle, and end events.? Closure I will end the lesson with a class discussion. I will ask the students what strategy we worked on throughout the read aloud. I will ask them what they learned about predictions/inferences and then ask them if they saw how asking yourself questions as you read, could be helpful in understanding the story. I will ask the students what strategy we worked on by completing the story map. We will conclude the lesson by going over the answers to the story map.? Clean-up (if required) I will collect the completed papers. H. DIFFERENTIATION There wasn’t too much differentiation needed for my lesson, because as previously mentioned, all the students in this Power Up group are at the same reading level (lower 2nd/upper 3rd). They all need help with comprehension, so I figured a guided read-aloud of a book at about a first grade level would be best for introducing predicting/inferring and summarizing. Although we are predicting/inferring as a class, the story map the students have to complete alone could be too hard or too easy depending on the student. If a student is struggling, I will assist them using the scaffolding technique. I may say, “Where in your life do you see the kinds of objects located in the pictures,” to a student that couldn’t figure out what the setting of the story was. It may also be beneficial to allow struggling students to look back through the book to refresh their memories. Students that aren’t struggling will be given the task of drawing pictures to go along with their beginning, middle, and end events, requiring them to use another comprehension strategy; picturing.I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? Depending on how long it takes me to introduce the comprehension strategies and how long it takes us to read, “Miss Nelson is Missing,” while also stopping to predict/infer, there may not be enough time left for the students to complete their story maps. If this happens I will have to ask my cooperating teacher if the lesson can be carried over to the next Power Up session, as it will be important for me to go over the correct answers and to close the lesson with an end discussion. Another thing that could go wrong is that some of the students may have already read, “Miss Nelson is Missing,” this might take away from making predictions/inferences, because the students could already know how the book ends. If this is the case, I will have to ask the students to refrain from spoiling the book for the rest of the class, and instead ask them to think about what they thought would happen in the story, before they read the book. The last thing that could go wrong with the lesson could be that multiple children may need to look back at the story. I only have one copy, so it could get tricky. If this happens I will have to encourage the students to find what they are looking for fast and then pass it onto the next person. ResourcesAllard, H. (1977). Miss Nelson is missing. New York, NY: Houghton Mifflin Company BostonMartin, D. J. (2012). Elementary science methods: A constructivist approach (6th ed.) Belmont, CA: Wadsworth Cengage LearningLESSON PLAN REFLECTIONA. How did your actual lesson differ from your plans? Describe the changes you made & explain why you made them. Be thorough & specific in your description. It didn’t take the children as long as I expected to complete the story map worksheet and for us to have the end discussion, so I decided to relate the prediction and summary strategies to the book my cooperating teacher has been reading to the Power Up group over a period of time. I asked the students to predict what they thought would happen in the next chapter of the book. We had time to share a few predictions and I told them to remember their predictions so we could compare them to what actually happened. I also pretended I didn’t know what the story was about and asked them to summarize it for me. Pop-corn style I asked each of the students to tell me a story element (characters, setting, problem, etc.) or an event I should know about. If I was teaching this lesson again, I would add this to my lesson, because it required the children to apply their new knowledge of strategies.B. Evaluate the impact of the lesson based on your plan for assessing learning and the individual data you collected on each objective. Cite multiple examples of student behavior & language that document your conclusions. At the end of the lesson, I asked the students what the two strategies that we worked on today. When I asked for the first one they said all together, “Predicting!” When I asked for the second one they all said together, “Summarizing!” The students’ responses to these questions show me that the students understand that summaries and predictions are two comprehension strategies. To assess whether or not the students understood what a prediction was, I asked them the definition during the end discussion. They all agreed that a prediction was a guess and one student even raised his hand to tell me that it was an “educated guess” because you had to base your guess off of clues. To assess whether the students understood what a summary was, I asked them the definition during the end discussion. They responded with answers such as, “a story map,” “story elements,” and “important parts you want to remember.” There answers to these two questions showed me they indeed understood what the basis for each of the strategies was. One of my “Do” objectives was that the students would be able to make predictions/inferences while reading “Miss Nelson is Missing.” Everyone got to share a prediction/inference at least twice and no one said anything irrelevant or silly, showing me that they were successful. I liked the answers I got for the question, “Where do you think Miss Nelson is? Do you think she was attacked by sharks?” One response was, “I think she is on vacation, because she just needs a break from the students because they were being so bad.” Another response was, “I think Miss Viola Swamp is Miss Nelson dressed up, because they have the same rosy cheeks!” The students were also able to summarize the story via a story map. They all agreed that the setting was in a school and that the main characters were Miss Swamp and Miss Nelson. Several students wrote that the school was in Texas, because they noticed the Texas flag in the classroom. All of the students had similar answers for the beginning, middle, and end events. As you can see from the attached worksheets, some of the students were even able to recognize that Miss Nelson and Miss Swamp was the same person. One student wrote for the end event that, “Miss Veola Swamp was relly Miss Nelson.” Another student wrote, “Miss Nelson put on a costum and trid to get the children to lison,” for their middle event. Overall the assessments prove my lesson was helpful!C. Describe at least one way you could incorporate developmentally appropriate practice in a better or more thorough way if you were to present this lesson again.If I was to present this lesson again, I think I would specify that I wanted the students to write in complete sentences on their story maps and to also add more details. Although the purpose of their Power Up group is to make progress with their reading, writing goes hand in hand with reading. Next time I presented this lesson, I think I would have the students apply these new strategies to their good fit books. This would make my lesson more developmentally appropriate because although the students are categorized as being on the same reading level, I know they also differ in many ways. Their good fit books would be within their zone of proximal development while adding the interest factor. This would make my lesson not only appropriate but also a constructive struggle for each individual child.D. If you were the teacher in this classroom, what follow-up experiences would you plan? (Develop your answer based on the data that was collected and your observations during the lesson.) Based on my assessments (see B) the students were successful in meetings all of the objectives. A follow up experience that I might plan would be a book talk instead of a story map. A book talk is another way to summarize a book and has all the elements of a story map. You would still have to explain the characters, problem, and events, but it becomes more of a challenge because they are all combined into one written form. Because the students were also successful in making predictions/inferences, I think the next step could be for the students to write what they think might come after the already-written endings to stories. This would challenge the students to take their predictions/inferences one step further and use evidence to come up with an ending that would make sense or go with the rest of the story. E. Share something you learned about children, teaching, and yourself as a result of planning and conducting the activity. Relate this new knowledge to principles of literacy from your READ 436 course. In READ 436 we recently read a supplemental article on canvas that focused on the importance of coaching students in word recognition. The article said it is our job as teachers to craft instructional cues that enable students to apply their developing reading skills and knowledge of strategies as they attempt to complete the task of recognizing a word. The article also said we need to look at recognizing words as a complex problem solving process. After this teaching this lesson, I realize the coaching method can also be applied to building comprehension and comprehension strategies. In my lesson I coached and guided my students to make predictions/inferences to figure out what was happening in the story. I also had them summarize the story using key points. My lesson was a problem solving process because I only acted as the facilitator and never gave answers away. Also, as a result of planning and conducting this lesson, I learned that preparations for lessons aren’t as easy as everyone thinks. Even a mini-lesson such as this one, on a simple concept such as comprehension strategies, takes careful planning and consideration. ................
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