Rachel Booker- Reading Lesson Plan 2

Reading Lesson Plan # _2__ Rationale (What evidence do you have that your focus students need to learn this skill/strategy?): Students recently underwent several reading assessments with the Mentor and Reading teacher. Their performance with comprehension was below grade level. Students have trouble making connections in text, to self, and to world. This lesson is to teach the skill of connecting text to self while highlighting details in the story. Objective for this lesson (performance, condition, criteria): “Identifying Big Ideas” Students will identify details of the story Students will circle the Big Idea of details Students will conclude the Big Main Idea of the book Materials & supplies needed: Book: “Voices in the Park” Paper (folded into 4 columns) Pencils

Procedures and approximate time allocated for each event  • Introduction to the lesson  (What will you say to help children understand the purpose of the lesson?  How will you help them make connections to prior lessons or experiences?  How will you motivate them to become engaged in the lesson?) (_5__ minutes)  Majority of my students (if not all) love to go outside to play and visit the park. The book was previously used to identify perspectives of each voice in the text.  This time around students will section their paper in four columns and write details of each voice, later students will go back and circle the big idea of each voice. “Remember when we read, “Voices in the Park”? “Today we are writing details of each character. We already personally connected with each of these characters but now we want to see the big idea or detail of each character. You being able to identify big ideas help you comprehend/ understand the story. I will read the first voice and model how we will use this strategy and then you will do it as well. We will do it for each voice then we will decide what was the big idea of the book. • OUTLINE of key events during the lesson (Include specific details about how you will begin and end activities; how you will teach students what the strategy is, how to use the strategy, and when to use it; what questions you will use; how you will help children understand behavior expectations during the lesson; when/how you will distribute supplies and materials) (_20__ minutes) We will go over participation and reading norms ·       We will be respectful by raising our hands, not interrupting, and waiting our turn. Most of all we will enjoy listening and reading. While one is reading, everybody else will be following along silently I will read the first voice in a clear and expressive tone. I will pause after Voice 1 is read and then model how to identify important details and list them. After I read, modeled, and them scaffold them through Voice 1. Each student will read 1 voice in the text but everybody will connect to each character. After voice we will pause, think, discuss, and then write the important details in the corresponding column  (for each voice) Once all voices have had their details identified students will ·       Discuss what details are most important of each voice/ character ·       Circle the big idea/main idea of each character ·       Discuss the big idea of the book o   Why is it the big idea? o   What details support it ·       Conclude our findings and big ideas • Closing summary for the lesson (How will you bring closure to the lesson and involve children in reflecting on their experiences?  How will you involve them making connections to prior lessons or prepare for future experiences?  What kind of feedback do you want from them at this time?) (5___ minutes) Did you notice how the details we identified helped us understand the story? How can we use this strategy with other books? My students will respond with how the strategy can be used with other books, they will share how it aids in comprehension, and discuss questions/misconceptions. Ongoing-Assessment: (How will you know the students are progressing toward your identified objective?  What will you observe for and/or take notes on to help you plan follow-up instruction?) Students will use this skill/strategy during reading hour. I will monitor their use of the strategy and ask comprehension questions about the book they are reading. They will have to provide main ideas and supporting details.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? I will model and scaffold the strategy throughout the lesson and when needed.