Bailey Lesson Plan 2

 

Reading Lesson Plan # 2   Rationale:  The students have had to answer questions about stories and usually are able to refer back to the book whenever they work on graphic organizers.  They could use more practice comprehending stories using a graphic organizer that asks about the big idea and main ideas of the book.   Objective for this lesson: The learner will practice using a graphic organizer to story map using the book So You Want to be President in order to help them retell what is in the book and see if they comprehended the content of the book (after they learn the meanings of the words in the book- from first lesson).   Materials & supplies needed: Book: So you Want to be President by Judith St. George and illustrated by David Small and graphic organizer (1 big idea and 4 main ideas with details)

Procedures and approximate time allocated for each event    • Introduction to the lesson    1.     “Remember last time we worked together and found out the meaning of words in this book?  Today we are going to read the last half of the book.  After reading the book, you will each have a graphic organizer to help you tell what happened in the book.  This is a good way to see if you know and remember what happened in the story.” 2.     “I have seen you do this in your shine time groups when you read biographies.  You made little booklets about each person you read about.  This is similar to that activity, but we will just be doing it for this book to learn more about being the President.” 3.     “This is what you will fill out after I read the book aloud.” 4.     I will show them the worksheet and take a minute to go over it.   (5 minutes)   • OUTLINE of key events during the lesson   1.     I will explain the expectations that the students should adhere to during the lesson- level zero voice when I am reading, listen to the story, think about the main ideas, sit in your seat, ask questions, etc. 2.     I will read the book aloud to the students. 3.     If we need to go over any word-meanings, then we will use the word-meaning strategies from the first mini lesson. 4.     After reading, we will talk about the book and what events occurred or the certain people in the story.  I will model one example of a main idea in the story and give a little detail about it. 5.     I will give them time to complete the organizer together or alone.     (15 minutes)   • Closing summary for the lesson   1.     “Did this worksheet help you retell the story and if so how did it?” 2.     Give them each time to respond. 3.     “Would you rather do this kind of worksheet again or learn new words and why?” 4.     Give them each time to respond. 5.     “You can use an organizer like this to help you understand the story and use the strategies we did last time to understand the meaning of words, which will also help you understand the story.”   (5 minutes)   Ongoing-Assessment: I will know the students are progressing toward my objective by watching them work alone or together to complete the graphic organizer that shows they comprehended the main ideas of the book.  They will have time to discuss the book with each other and me, and then complete the organizer about the book.  Both students have to fill out their own organizer, so both of them are required to participate in the activity.  In order for them to complete the organizer, they will have to pay close attention to the story being read aloud.  I will observe them fill out their organizer and see what details they thought were important in the story.

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 read the book aloud so the students can focus on what the main ideas are of the book.  I will model one main idea of the book and give a little detail about it so they understand what they are supposed to be doing.  They will have regular class expectations for reading time and I will remind them of the expectations.  If they need help spelling or cannot remember something, then I will assist them or allow them to look in the book.