Meeting Four

GV Daily Lesson Plan

Student Name: Alisha Sinclair                               Course Title; Semester: EDUC 324; Spring 2013

 

Title of Lesson: Describing Main Characters   Total Lesson Time: 30 minutes                      

Grade(s): 5^th Grade                                          Subject Area: Reading Comprehension          

 

This lesson is part of a unit over working with a struggling reader._____________________

 

Curriculum Standard(s):

Iowa Core/District/ National Key Ideas and Details •RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

 

Learning Objectives and How Assessed:

Learning Objective(s)	Assessment Plan
Student will be able to: 1. Read words with long “U” sounds and long “O” sounds. 2. Describe Annie and Jack, the two main characters out of the book Dinosaurs Before Dark by Mary Pope Osborne.	1. Student will complete word sort provided   2. Student will read the first two chapters from Dinosaurs Before Dark. The student will then complete a character visualization worksheet.

 

Content Outline of the Lesson:                                   Materials Needed:

What is the subject content or skill you will be teaching? I will be teaching character characteristics. By helping the student describe/visualize the characters, I’m hoping it will help with their comprehension skills.

Word Sort Dinosaurs Before Dark Character Consideration

 

Lesson Procedures:	Time	Differentiation (Adaptations for Diverse Learners, ELL, Gifted)
1. Activate Prior Knowledge/Introduction We will begin the session by working on a long vowel word sort. The word sort will contain words with long “O” and long “U” sounds. She will be able to begin this task immediately because we have worked with word sorts before.    2.Explicit/Direct Instruction Once we finish the word sort we will discuss her performance. We will go over where she placed the words and if they are sorted correctly. Once we have successfully completed this task, the student will read the first two chapters out of Dinosaurs Before Dark. While the student is reading we will stop and discuss what is happening in the text. I will help guide the discussion by providing prompts, such as think alouds and asking questions.   3. Guided Practice During the reading I will encourage the reader to provide at least two think alouds and one question. We will discuss how being able to visualize the characters in the book helps us as readers. We will talk about the different benefits of being able to visualize characters and events in text that we read. Such as it helps with comprehension.   4. Independent Practice The student will be asked to fill out a character visualization worksheet. If the child is having trouble I will prompt her by asking questions about the characters in the text. If more help is needed I will guide her through the worksheet.   5.Closure I will ask her what her thoughts are about the chapters we have read thus far. I will have her make a prediction of what she thinks is going to happen in the next chapter. The struggling reader will write this prediction down on lined paper. We will look at this prediction when we meet next.	5 min               9 min                       5-7 min                 8 min             3 min

 

References/Work Cited:

http://www.fcrr.org/

 

Reflection on Student Learning:

While completing the word sort the reader mixed up a few long “O” and long “U” words. While she sorted the words I observed her actions. Once she told me she was finished I had her explain how she sorted the words. Her answer was that she sorted the words by the vowel sound. Together we read through the words. While we read through the words I asked questions when we came to words that weren’t in the correct spot. Such as, how did we pronounce that word? Followed by, so what type of vowel sound does that word have? After we put all the words into the correct category and discussed why each word was either in the long “O” category or the long “U” category I had her complete a different long “O” long “U” word sort. She completed this word sort with a higher level of success. Once the second word sort was completed and discussed there wasn’t much time left in our session. To end our session I gave the reader the book Dinosaurs Before Dark. I had her explore the book for 30 seconds. I then asked her what she thought the book was going to be about. After we talked about her prediction I asked her what helped her make this prediction. She told me the cover of the book. I then had her write her prediction down. This way we can look at her prediction next time we meet and while we continue to read Dinosaurs Before Dark. Today I learned that lessons do not always go as planned. As a teacher, you need to be flexible, and you need to be able to tweak your lessons on the spot to best meet the needs of your students.