WWU-INSTRUCTIONAL PLAN
Teacher: Jordan Milliman Grade: K Cohort: 22 Date: 5/12/2011
Subject/Lesson Title: Make Your Characters Speak Lesson Time: 30 min # Students: 13
Instructional Model: Direct Instruction Instructional Level: I– D -M
Curriculum Context: Students have been learning about using quotation marks in their writing to represent the exact language of a character. They will now learn how to express dialogue between two characters by using speech bubbles.Long Term Goals: By learning how to use dialogue in their writing, students will be able to better develop their characters and enhance the plot of their stories.
EALRs/GLEs:
EALR 2. The student writes in a variety of forms for different audiences and purposes.
2.2.2. Writes for different purposes.
2.2.3. Writes in a variety of forms/genres.
EALR 3. The student writes clearly and effectively.
3.3.2. Uses appropriate style.
Short Term Learning Targets/Objective(s) for This Lesson:
Given a worksheet with two character bubbles, students will draw two characters and fill in the bubbles with dialogue with 100% accuracy.
Assessment Plan:
Pre-Assessment: Students have become adept at using quotation marks to represent exact speech. They have been working on making their writing more interesting by using rich vocabulary. Children have seen character bubbles used in stories they have read, and now they will benefit from learning how to use them in their own writing.
Formative Assessment: After explaining the correct use of speech bubbles, I will call students up two at a time. There will be two speech bubbles written on the whiteboard. One will contain the question, “What color do you like best?” The other will be blank. Students will stand under the bubbles and one will read the question. The other will answer, and then we will write it in the board. After a couple of tries, I will ask students to do this without my help, and I will use the thumbs-up/thumbs-down method to check for understanding.
Summative Assessment: (How does this indicate successful mastery of learning targets?):
Students will fill out a worksheet in which they draw two characters. One will be asking a question and the other will be answering the question. I will be able to see if students use the correct placement of dialog (question on left, answer on right), and I will be able to tell if they understand the use of speech bubbles.
Time: /
INSTRUCTIONAL SEQUENCE
OpeningSet/Hook: I will read the children an “Elephant and Piggie” book, which uses speech bubbles throughout. I will explain that speech bubbles are a way to show that two characters are talking to each other.
Activating Prior Knowledge: I will explain that children have seen speech bubbles used in various books. I will remind children that they know how to show exactly what someone said by using quotation marks, and speech bubbles are another way to show speech between characters.
Communicating Learning Targets: (Explicit statement of what is being taught and why it is important)
“Today you are going to learn how to use speech bubbles in your writing. By the end of today’s lesson you will know two things.
1. How to know who is talking first and who is answering by looking at where the bubbles are on the page.
2. How to write in the speech bubbles to show that your characters are talking to each other.
Using speech bubbles sometimes will make your writing more interesting for your readers.”
Instructional Materials, Resources, and Technology:
Elephant and Piggie book, worksheets, pencils, dry erase markers
Learning Experiences
(Student and teacher actions and interactions during: Instruction, Checking for Understanding, Questioning Strategies, Guided Practice, Discovery, Transitions and Independent Practice.)Teacher Tasks
· Before the lesson have speech bubbles written on the board.
· “I have two speech bubbles written on the board. Notice that there are little stems that hang down from the bubbles. These are there to point to the person who is talking.”
· “When we are reading words in a book we always read from left to right. It is the same with speech bubbles. We know that the bubble on the left is for the person who speaks first, and the bubble on the right is the person that speaks after that.”
· “Speech bubbles are used to show that people are talking to each other. Today we will practice with making one character asking a question, and the other character answering.”
· “Someone raising a quiet hand, if the person asking the question is talking first, which speech bubble will we use to write the question- the one on the left, or the right?”
· Write “What color do you like best?” in the bubble on the left.
· “Now I need two volunteers to come up and pretend to be my characters.”
· Call on quiet hands
· Ask first student to read the question I have written.
· “So ______is the first character and she/he asked a question.”
· “Now ______will answer and we will write the answer in the second speech bubble.”
· Write answer in speech bubble on right.
· Repeat with two more students and let the student who answers write their answer in the bubble on the right.
· “Now I am going to give you directions, and it is very important that you use your listening ears so that you know what to do.
· “In a moment, you will be getting a worksheet that looks just like what we have written on the whiteboard, but both bubbles will be empty.”
· Hold up worksheet.
· “I want you to draw two characters underneath the speech bubbles. They can be you and someone else, two people you know, or made up characters.”
· “I would draw me talking to my mom.”
· Draw my mom and me on the board under the speech bubbles.
· “You will make one of your characters ask a question and one of them answer- just like we did in our example.”
· “You can use the question that we have written on the board, or you can make up your own question.”
· “Who can raise a quiet hand and give me an example of another question you could make your character ask?”
· Write new question on the board.
· Repeat process two more times.
· “Here are some other ideas of questions you could ask, or you could make up your own. Do your best to sound out your words if you don’t know just how to spell them.”
· “I am going to pass out the worksheets now, along with colored pencils. Draw your characters first with colored pencil, then write the question and answer with a pencil.”
· “Please stay in your seat until you have finished. If you have a question or need help, you can ask your neighbor, or raise your hand and I will come help you.”
· “When you are done, you may put your work in the finished work tray and do one of the tasks on your poster.”
· Pass out worksheets and colored pencils
· Circulate and check for understanding. / Student Tasks
· Students will listen quietly as I conduct the lesson.
· Students will raise quiet hands/ one will answer.
· Students will volunteer to come up by raising their hands.
· One student will read the question.
· One student will answer
· Two students will repeat the process
· The student who answers this time will write their answer in the bubble on the whiteboard.
· Students will sit quietly and listen to directions.
· Students will raise quiet hands and give examples of other questions.
· Students will work quietly at their desks to complete their worksheets. They will raise their hands if they have questions. / Management, Modifications, Differentiated Instruction
· Dismiss students in their table groups as a contest to see who can be the quietest.
· Give Lucas and Timofei a chance to come up to the board.
· Draw simple stick figures so that students can copy the drawings if necessary.
· Make sure to word questions in a way that is easy for everyone to read.
· Make sure that everyone starts with the colored pencils. Hand out pencils as children start to finish their drawings.
· Go to Lucas first to make sure that he understands the directions and starts out on track.
· Make sure that Ben stays on task.
Closure
Management/Logistical Issues (state specific behavioral expectations):
The teacher will remind students of rules that are pertinent to follow before conducting each section of the activity, such as using listening ears, quiet mouths, and raising hands to answer questions.
Students will be told when to use each of the materials, and materials they don’t need yet will not be handed out until they are ready for them.
Accommodations/Modifications [list individuals on learning plans (IEP, 504, Behavior Plans, etc.) and specify learning tasks that match those plans as it relates to your learning targets]:
Lucas will be called on to come to the board towards the beginning of the lesson in order to get him engaged. I will give him his worksheet last and begin working with him at that time.
Differentiated Instruction [How did you differentiate instruction in your lesson (be specific)? Explain in what way(s) it was differentiated (content, process, product).]:
I am allowing students to come up to the board in pairs, speak to one another, and write on the board themselves. This could be good for visual and auditory learners. In addition, I am allowing students to ask one another questions and discuss the assignment during table work. I am giving students the option to use what is already written on the board, or they can create their own sentences. I provide options for early finishers.
Family Interactions:
Students will receive a copy of the worksheet to take home, and will complete it with a caretaker based on a conversation that happened at home. The caretaker will fill in one bubble, and the student will fill in the other.
Self-Reflection of Teaching:
Thinking About This Lesson:
Thinking Ahead:
What did you learn about yourself as a teacher?
Western Washington University Instructional Plan – Seattle Education Center 8/20/10