Lesson Plan Template s6

Shannon Cooney July 3, 2008 EDC 528 Dr. Kern

Lesson Plan Template Grade/Content Area Grade 2/English Language Arts Lesson Title Previously GLEs/GSEs R-2-2.1 Students identify the meaning of unfamiliar vocabulary by… Using strategies to unlock meaning (e.g. knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries, thesauruses; or prior knowledge) (State)

R-2-13 Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational text. (Local) EXAMPLES of reading comprehension strategies might include: using prior knowledge; sampling a page for readability; summarizing; predicting and making text based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (e.g. making pictures in one’s mind); making connections (text to self, text to text, and text to world); taking notes; locating, using, and analyzing text features (e.g. transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g. chronological, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential) (Local)

Context of the This lesson will be taught in a suburban 2nd grade classroom of 20 Lesson students in Coventry at a K-5 elementary school which is made up of students who come from a varied socioeconomic status. This lesson will be the first time the specific strategy of making inferences will be taught explicitly. Through previous comprehension lesson assessment it was found that these students would benefit from instruction on this strategy to build on their existing reading comprehension foundation.

Opportunities There are several students in this class who have IEP’s for attention

Shannon Cooney, Previously Page 1 of 6 to Learn disorders and reading difficulties. To address the needs of all students in the classroom there will be several copies of the book Previously available for their use. For struggling readers and any student who chooses to use them, there will also be audio copies of the book available to use in the listening center. This lesson caters to the needs of different types of learners. Students who are visual will benefit from how the illustrations in the book aid in comprehension, auditory learners will benefit from having the book on tape available for their use and kinesthetic learners will benefit from completing the follow up graphic organizer worksheet. The teacher will address all reading and attention issues by providing additional individual support to any student who requires it.

Materials: Ahlberg, Allan. Previously. Cambridge: Candlewick Press, 2007.

Technology: Students will be able to listen to an audio version (the book on tape) of Previously at the listening center. Also, students will be able to read an extract from the book at the computer center on the website and online source: http://www.lovereading4kids.co.uk/author/964/Allan_Ahlberg.html

Objectives The student will develop and demonstrate their knowledge of key concept vocabulary word PREVIOUSLY by accurately completing the follow up worksheet. The student will accurately demonstrate their understanding of making inferences by correctly modeling and executing the strategy aloud with a peer. Opening: Ok boys and girls I want take a minute right now to conduct a survey with you by asking you to raise your hand if you Instructional know the fairytales I’m going to ask you about. Ok, ready? Raise your hand if you’ve heard the story Goldilocks and the Three Procedures Bears. Wow lots of you know that one! Next, who has heard the story of Jack and the Beanstalk? Alright, what about the Gingerbread Man? And finally who knows the story of Cinderella? I thought I would see lots of hands for that one! Well it looks like everyone knows at least one of the fairytales I just asked you about so right now I want you to take five minutes in your writer’s notebooks to tell me about your favorite fairytale of the ones I just mentioned. Try to think about everything you know of that story and the characters that are in it and why you like it to help you write about it.

Shannon Cooney, Previously Page 2 of 6 The students will be activating prior knowledge during this writing exercise. Once they are done writing they will share what they wrote with a partner who wrote about a different fairytale (if possible). Next I will bring the students attention back to whole group to begin the think aloud portion of the lesson.

Engagement: In fairytales just like in every book there is a beginning, a middle and an end. Every story, every person and every thing started somewhere. In today’s lesson I’m going to read you a book called Previously by Allan Ahlberg and we’re going to find out what all of our favorite fairytale characters were up to previously. Now I know some of you may not know what that word previously means and that is ok because today while I’m reading aloud to you I’m going to practice a reading strategy called making inferences. Another way to say that is coming up with a conclusion using evidence. That means we use what we already know and what we are reading to make predictions, answer questions, draw conclusions and come up with meaning to help us get a better understanding of what we read. So it is important that you all use your good listening skills right now because I’m going to show you how I use the making inferences strategy as I read the first few pages aloud to you and then you’re going to show me how you can do it too! By the end of this lesson we are all going to know what the word previously means.

Read 1st and 2nd pages of text and show illustrations. Hmm, now I know that Goldilocks is that girl that went into the house of that bear family and got into all of their things while they weren’t home. In this picture it looks like she was coming from somewhere else before she did that. Ok so first she was humming a tune in the woods and THEN she climbed through the window at the bear home. It sounds like there was a whole sequence of events leading up to Goldilocks eating their porridge and sitting in their chairs and sleeping in their beds.

Read 3rd and 4th pages of the text and show illustrations. Oh Jack and the Beanstalk, I love that fairytale! Before I was a 2nd grade teacher I used to volunteer at the library and that was one of my favorite stories to read to the children. Previously, when I was a little girl, it was my favorite fairytale.

Read 5th and 6th pages of text and show illustrations. I didn’t know that Jack had a sister but since I can see in this illustration that they are tumbling down a hill and carrying buckets of water I’m going to predict that his sister must be Jill and that is

Shannon Cooney, Previously Page 3 of 6 another fairtytale that I already know about. This must be what they were doing before Jack traded his cow for the magic beans!

For the 7th, 8th and 9th pages continue modeling making inferences for students but allow for an ample amount of student participation. Encourage them to think aloud to use what they already know about these fairytales and characters, to make predictions about the text, to try and answer questions they have about the text, to draw conclusions and to interpret the text to figure out the theme and the meaning of the concept word previously. For the remainder of the book pair students up and have them take turns reading the pages to one another and tell them you are going to be walking around the room and looking and listening for them to be using the strategy you just showed them to read the rest of the story.

Closure: Bring the students back to whole group and give them positive feedback and great examples of making inferences from what you heard while observing them in pairs. Tell them you are going to come up with a list of synonyms for the word previously based on what they understand the definition to be from the strategy they used while reading the book. Ask them to raise their hand and come to the white board and write the words they come up with down on a list for everyone to see. Based on the words they give you can assess which students correctly understand the concept and which do not and you can gage how much further explanation you need to provide. You can also take it one step further and come up with antonyms. Then engage the students in a closing question and answer. What strategy were we using to help us comprehend the book we read today? When else can we use the strategy to help us? What are other times when we might use the word previously and or it’s synonyms in out writing? Tomorrow I’m going to ask you to complete a graphic organizer worksheet that has to do with the concept word previously and we are going to see how many of the words we can remember from the list we just made!

Assessment 1. Listen closely to the students while they are modeling the strategy during the interactive portion of the think aloud as well as during the portion when they are paired up and modeling the strategy individually to one another to see if they correctly understand how to execute the strategy. 2. The next day following the lesson students will complete the worksheet to demonstrate their level of understanding of the concept word previously.

Shannon Cooney, Previously Page 4 of 6 Reflections Student Work Sample 1 – Approaching Proficiency:

Student Work Sample 2 – Proficient:

Student Work Sample 3 – Exceeds Proficiency:

Lesson Implementation:

Worksheet for follow up activity Directions: Write a sentence about what you did today and then write a sentence about what you did PREVIOUSLY. Then draw a picture similar to the ones that were in the book Previously by Allan Ahlberg to illustrate your sentences.

1. What I did today…

2. What I did previously…

Drawing:

Shannon Cooney, Previously Page 5 of 6 Shannon Cooney, Previously Page 6 of 6