ECH Lesson Plan Format

ECH Lesson Plan Format Becky Chopp

1. Eggs-ellent Summaries a. Story used: The Emperor’s Egg, by Martin Jenkins; from the Harcourt student edition literature book.  Tuesday, 3/9/10  Reading and Literature  Second Grade  24 students  1 hour 15 minutes

2. Purpose/Rationale The lesson fits into the whole picture because the students are currently going to be reading the story, The Emperor’s Egg, written by Martin Jenkins and Illustrated by Jane Chapman. They will be introduced to the new vocabulary words on Friday and will be introduced to the story on Monday. The children will be familiar with the vocabulary words and the story. The purpose of this lesson is for the students to use a variety of strategies to expand reading, listening, and speaking vocabularies. Another purpose of this lesson is to expand their comprehension by having the students actively engage in the reading process and use a variety of comprehension strategies to understand the meaning of the texts that have been read. The students are going to practice using their comprehension skills to write summaries, which will incorporate an informational writing. They are also going to practice vocabulary skills by using at least one new vocabulary word in their summary that is related to the story. If they choose to use more than one vocabulary word they are welcome to, but only one vocabulary word is required because they will only be required to write four sentences.

This lesson will cover Grade Level 2, Strand I. Reading and Literature, Sub-strand B. Vocabulary Expansion, C. Comprehension, and D. Literature. It also covers Grade Level 2, Strand II. Sub-Strands, A. Types of Writing, B. Elements of Composition, C. Spelling Grammar and Usage.

3. Objectives/Outcomes and how they will be assessed

Objectives/Outcomes: How Assessed?

Students will effectively use comprehension Students will identify key points that skills happened in the beginning, the middle, and the end of the story Students will write an informational Student will write one sentence about the summary beginning of the story, two sentences about the middle of the story, and one sentence about the end of the story Student will use vocabulary words Student will use at least one vocabulary word in proper context.

4. Skills to be learned: Listening, vocabulary, comprehension, fluency, word recognition, analysis, literature, types of writing, elements of composition, spelling and grammar skills.

5. Resources/Materials The resource that was used was the, Teacher Edition of Harcourt Trophies, Literature book. The materials that need to be prepared prior to this lesson are 24 egg shaped pieces of writing paper to have the students write their summaries on and 24 large pieces of construction paper with eggs traced on them. The students will need white crayons and scissors for the art project. I will also prepare a word document that I can put up on the smart board for all of the students to see. This document will remind them of what needs to be included in their summaries (I have attached it at the end of this document).

6. Procedure  Transition into the lesson—The children will finish reading the story with the teacher. I will then inform the students to go to the group area by calling them by their tables. This will only take a few minutes.

 Introduction to and motivation for the lesson—Once we are in the group area I will ask questions about the story. Starting with what was the story about? Once I give some students chances to tell me what happens in the story, I will then inform them that they just “summarized” the story. I will inform them that they gave me a simple summary of the story.

 Lesson Body—I am going to have the students write summaries of the story, The Emperor’s Egg. First I will ask them if they know what a summary is. I’ll let them give me their thoughts if they have any. Then I will read to them what a summary is, out of the teachers guide. Then I will ask them what main ideas are and what important details are (since they are very important to summaries). I am then going to ask them if they have ever read a summary, and where if they have. I will then explain to them where summaries can be found and why they are important. Such as if you walk into a library and decide a book looks good, how do you find out what it is about. Do you read the entire book? OR , Do you read a summary to find out what it is about?

I will then tell them that I am going to read them a summary. First, I will show them the book, The Bravest Dog Ever: The True story of Balto, and ask them if any of them have read it. I will then show them the summary on the back of the book…..I have written a different summary that is about four sentences long and has the main idea and key points that should be in a summary. I will then ask them to listen very carefully to the summary. I am choosing to read a summary from a different book to give them a good idea of what a good summary consists of. After I read the book I will ask them if they think it will be a good book. Then I will ask them what is the main idea of the book. What are the key points of the story. This will help them understand how important it is to include the main idea and key points in their summaries.

I will then talk to them about what the beginning, middle, and the end of the story are about and how important it is to include the beginning, middle, and end parts of the story in the summary. I am going to use a small white board and divide it into three sections with beginning, middle, and end written on it. I will then ask students to name “key points” of the beginning, middle, and end of the story. After we have a list of key points for the beginning, middle, and end of the story, I will inform students that they are going to write a summary.

Their summaries will include one sentence for beginning information, two sentences for middle information, and one sentence for end information. Then we will go over the vocabulary words and definitions because I am going to require that they use at least one vocabulary word in their summaries.

I will then send the students back to their spots to get started on their rough draft of their summary. I will also inform them to keep their books out and flipped open to the story so that if they don’t remember how to spell a big word they can refer to their text. They need to understand that spelling counts. I am then going to post a quick little reminder on the smart board. It will say remember: #1: important information (main points, key ideas); #2 Beginning, Middle, and End information (1-beginning sentence, 2-middle sentences, 1-end sentence); #3: Use at least 1 Vocabulary word. This will be a great visual for them to refer back to, and the white board will be placed in a visible area for them to refer back to are “brain stormed” ideas.

I will walk around and monitor the progress and help students who need help. When the students are done with their rough drafts and I have corrected them or made sure that they have required material they will copy their summaries onto the fun egg-shaped paper.

 Closure to the lesson—I will inform students that they need to stay on task so they can finish their summaries because later on during the day we will do a fun quick art project to go with the summaries. I will inform the students that if they are not done with their summaries they will be finishing them when the students who are done with their summaries are working on their art project. The art project is just having the students cut out a giant egg and decorating it with a white crayon, and then gluing their egg shaped piece of paper with their summary on it in the middle of the egg. Their summaries will then be displayed out in the hallway.

7. Accommodations for Diverse Learners

Some accommodations that I am using are different teaching styles. I will use visual aids as well as vocally informing them of different concepts. I will repeat what I am saying often and rephrase so every student can understand the directions. I will also provide visual aids as well as verbally explaining it to the students. For a select few individuals I will only require that they write three sentences because of their struggles in writing.

8. Assessment

 Pre-Assessment—I will ask the students what the story is about to assess what they know about the story. I need to make sure that they understand the story fairly well or are at least familiar to it, so they can write the summary at ease.

 Evaluation of the objectives/outcomes—There were only a few students who had trouble and only two students who did not use the one vocabulary words like they were supposed to. There was also only one student who wrote three sentences instead of four sentences and that was because I only required her to write three sentences. However the other students that I only had required to write three sentence ended up writing four sentences. There were only a few students who I had to re-explain things to and I did it on a one-on-one basis and used different wording. Everything worked out fine after a few students being redirected to our notes on the white board.

9. Self Reflection on Lesson— I was nervous at first but once I started it was really fun. I was very impressed because some of the students that my practicum teacher did not think would finished actually finished their summaries. I think most of the students had the incentive to finish their summaries because if they did not finish their summaries in the allotted time they would have to finish them when we were doing our art project; if they did not finish there was the possibility that they would not get to do the art project. I think that worked out very well giving them something that really interested them and was fun and relaxing, because it gave them the incentive to actually finish the summaries. There were only a few students who had trouble but as soon as I redirected them to the sources we were allowed to use and the main ideas we jotted down on the board, they seemed to do fine and understand it. I was very impressed at some of the students summaries especially some of the title one students who have a lot of difficulties with writing and reading. I am not sure that I would do anything differently except giving them more time to complete their summaries, but there really was not the allotted time. (Everything is really booked and planned out!) 10.References:

Ada, Alma Flor, et al. Harcourt Trophies: Banner Days, Teacher’s Edition. Orlando, Florida: Harcourt Inc., 2007

(This reminder will go on the Smart Board) Remember!!

1. Important information

 Main points

 Key ideas

2. Beginning, Middle, and End information

 1 Beginning Sentences

 2 Middle Sentences

 1 Ending Sentence

3. At least 1 Vocabulary word