Craft Lesson Plan 1

Your Name:  Danielle Craft                                             

Grade Level:  4th

Date lesson was taught:  4/20/11                                    

Number of Students: 2

1) Rationale

           

• In my placement I see the students read many different texts and then answer questions on a worksheet. It’s not very often that the students are able to really interact with the story. Because of this I wanted to give the students a time where they will really be able to explore and build on their thoughts during the story.

2) List which reading skill/strategy is the main focus of your lesson (select ONE area):

• Predicting

3) Objective for this lesson (performance, condition, criteria):

• During and after reading The Stranger by Chris Van Allsburg, students will predict and then summarizing what happened in the story using a Double-Entry Journal.

4) Materials & supplies needed:

• The Stranger by Chris Van Allsburg
• Lined paper
• Pencil

5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):

• Introduction to the lesson ( 2 minutes) 

·         “I am going to be reading you a story, The Stranger by Chris Van Allsburg. Now in this story there is a stranger and we will have to try to figure out their real identity. Throughout the story we are all going to make predictions about who we think this stranger might be. Can some one tell me what is means to predict something? Okay now I want you to put your thinking caps on because we really need to find out who this is!”

• OUTLINE of key events during the lesson (20 minutes)

·         Pass out a piece of lined paper to each student. Have them draw a line down the middle, labeling the left side “predictions” and the right “what happened”.

·         “Now remember while I am reading we are going to be predicting who we think the stranger is. At any time if you have a guess who or what it might be I want you to write that guess on the left side of your paper. Even though you are going to writing while I am reading you still need to be quiet and paying attention to the story “

·         Read the story stopping randomly throughout the book to discuss about who the stranger might be. Good times to stop would be when the students are writing predictions to talk about what they are writing as well as when they are not writing to see why they aren’t making predictions.

• Closing summary for the lesson (10 minutes)

·         When the story is finished have a brief discussion about who the stranger really was asking the following questions. “So who was the stranger? Looking back what are some of the clues that showed us who the stranger really was? What were some of the clues that threw you off and made you think the stranger was someone else?” Children should be able to answer these questions using their predictions made while reading as well as looking back in the story.

·         Students then need to fill out the right side of their journal. “Now I want you to fill out the right side of your paper. In order to do this you need to look at each prediction you made on the left side and put whether it was right or wrong. If it was wrong you also need to explain why this prediction was not correct. It is important to go back and looking at your thinking so you can better understand what actually happened in the story and also so you can understand why your thoughts might have been incorrect.”

·         When students are finished they can hand their journals in and go back to class.

6) Ongoing-Assessment:

• I will know the students are progressing toward my objective by monitoring their predictions during the reading of the story. This includes making sure all students are making predictions as well as discussing these predictions during the story. I will make sure to pay attention to who is writing their predictions on their own and who is only writing predictions after we have small discussions about them. This will let me know who really understands how to make predictions and who might not be getting it as well as the others. I will be able to tell if the students understood if their predictions were correct or not by reading over their responses in the right column after the story in finished.

7) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

• When giving directions I will make sure I give them in a very clear and precise way. I will also not move on unless I know that all of the students understand exactly what they are suppose to be doing
• During the story I will stop when I feel like it is needed in order to give the students support for their predictions. If I do not see the students writing as much as I think they should I will make sure to verbally ask them what they are thinking in order to foster their thoughts.
• While the students are individually filling out the right column I will be there if any of the students need help or have questions. Also, during the time the book will be available for the students to go back and look through for more support.