Lindsay Gross

Edu 412

9/29/10

Directed Reading Activity Lesson Plan

Name: / Lindsay Gross / Day/Date of Lesson: / 9/28/10 / Room #:
Course/Subject: / Language Arts / Grade: / 1 / Period/Time: / Unit/Theme: / Sequencing
At what point in the sequence of the unit is this lesson?
x / at the beginning of the unit of study
between the beginning and the end of the unit of study
at the end of the unit of study
  1. California Academic Content Standard(s) Addressed:
Reading Comprehension
2.1Identify text that uses sequence or other logical order.
Materials List:
-Open Court Big book with the nursery rhyme “ The House the Jack Built”
-Poster board and markers
-Picture patterns that correspond with the characters in the story for sequencing whole group activity
-White Board
-Reading Workbook for Open Court
-Sequencing Homework
B.Major Objectives of the Lesson: Key Concepts to be Taught/Students will…
Sequence the events in the nursery rhyme The House that jack built.
B2. How will you communicate these to students?
I will explain that they will be learning a new concept of sequencing before I start the lesson. This will be in my hook. I will ask them if they have read or heard of the books, “ if you give a mouse a cookie” or the nursery rhyme the lady that swallowed a fly. Then I will see if they know what all of these stories have in common: order, sequence.
C. How are A & B related?
B puts the standard in A into application.
D. How will the content of the lesson build on what students already know and are able to do?
The lesson will build on the student’s ability to comprehend non-traditional texts as well as find patterns in these texts.
D2. How will the content of the lesson connect to the content of preceding and subsequent lessons?
Students should have already been introduced to nursery rhymes in kindergarten. This is another nursery rhyme that they can add tot their collection. Subsequent lessons will focus more on sequence and order and reinforce this concept for the students so they learn it.
E. What difficulties do you anticipate students could have with the lesson content and why?
ELL may have a difficult time understanding the language used in the old English nursery rhymes.
F. TPEs addressed : 1 2 3 4 5 6 7 8 9 10 11 12 13
Lesson Phase /

TEACHER actions/ Instructional Strategies

/

STUDENT Tasks/

Activities and Grouping

/

Accommodations:

Student 1(EL)

/

Student 2 (Special needs,

GATE, or other instructional challenge)

I.
Hook/Opening
How is this engaging or effective? /

1.Teacher will tell students to all sit as a group on the carpet.

2.Teacher will explain that students must follow classroom rules and also three specific rules that the students must follow in order to make this lesson successful. Rule 1: Do not talk when the teacher is talking 2. Please raise your hand when you would like to speak 3. Have fun.

3.Activate Prior Knowledge about nursery rhymes and ask the students if they have read/heard The House that Jack built. After student volunteers, teacher explains about the nursery rhyme to the class

3. Teacher will write Sequence on the board and ask, “ Can anyone read this word?
4. Teacher explains what it means to the class and introduces the vocabulary words found in the story to the class with note cards. She explains what the words mean and uses each word in a sentence.
5. Teacher browses big book with class. /

2. Students will repeat the 3 new rules to follow and individual students will raise their hand to explain what each rule means.

3. Students volunteer to explain their knowledge on nursery rhymes by raising their hands.

  1. Students answer the question and define the word if they think they what it means
  1. Students as a whole group read the vocabulary word after the teacher.
  1. Students browse the Big Decodable book with the teacher and explain what they predict will happen in the book.
/ Use visuals to explain new vocabulary words. Also by having students volunteer to say words or explain concepts, EL students are able to hear English. Repetition of the order in the story will be used,
II.Instruction:(explicit, direct, modeling,
Etc.)
Why did you choose this activity and participant structure? /

1. Teacher reads the nursery rhyme to the class and pauses after every 2-page spread to discuss sequence.

2. Teacher stops after every 2 page spread to go over the order of the story so far.
3.Teacher and students create a sequence poster of the events that occurred in the story. Pictures are used with a word describing the picture. These pictures of the characters are put in the correct order in which they occurred in the story. Numbers also correspond with the sequence in the story. /

1. Students sit on the carpet quietly and listen to the nursery rhyme.

2. Students individually answer questions about what has happened in the story, about sequence, after each 2 page spread.
3. Students use their higher order thinking skills to apply sequence from the story to the whole class sequence poster.

III.

Closing/ Reflection
What did students learn? /

1. Teacher tells the students to go back to their desks and start a worksheet in their reading open court workbook that corresponds with sequence in “The house that Jack built”

2. After a few minutes, the teacher gets the attention of the whole class and does the worksheet on the overhead with the class.
Teacher goes over what sequence means with the class and stresses it in the worksheet activity. /

1. Students go back to their desks and by their selves, work on the workbook page.

2. Class goes over the worksheet with the teacher.
2. Individual students help complete the worksheet and explain what sequence is again to the teacher.
IV.
Outcome/ Assessment
How will you know you achieved the objective? /

Teacher will give the children a sequencing assignment for homework. Also in IWT (individual work time) the next day, their will be a sequencing activity based on the house that jack built.

/

Students will complete the sequencing homework.

The next day in class students will work on the IWT sequencing worksheet.
V.
Notes/
Next Steps/
Comments
What are you building towards? What would you do differently or next time? /

Read the next Decodable big book in the unit and discuss the appropriate concepts that goes with it. Introduce more new vocabulary words to the students.

In my lesson, the students who participated the most were the higher students in the class. These students are the students who always raise their hand. Also, since the teacher had received 5 new students into her class on the day that I taught my lesson, they were new and shy when trying to participate in my class discussion about sequence. The calmer students were able to focus during my lesson. Also, students who did not sit next to a talkative student were able to concentrate as well. Saul, Matthew and Shanyl, three very strong, high level, students participated the most in my lesson. I think this is because it did involve a comprehension skill (sequence) that is difficult for many to understand.

To improve my lesson, I could have explained more examples of sequence to the students. I could have used an everyday experience such as the student’s daily routine to explain sequence. Also, by improving my classroom management skills, I think my lesson would be able to help more students understand. At times, the class was a little noisy and I was not sure how to correctly manage the noise. However, I did mange the class pretty well and the children seemed to understand the concept. I should have stopped when one person was not following the rules, repeated the rule to the entire class and then started my instruction again,

I would differentiate by using visuals and simple words for all of the students. Repetition, clear language, will be used. I could differentiate the lesson workbook activity; make it harder/easier for the different level of students in the class. I could also highlight key words for ESL students in the class. Having a whole class poster with the sequence of the story shown by numbers, pictures and words in order was a way I differentiated for the students in the classroom.

10/01/09