Cross Reading Lesson Plan #2

Reading Lesson Plan # 2

Your Name: Joel Cross Grade Level: 5^th

Date lesson was taught: 3/30/11 Number of Students: 2

1) Rationale: I didn’t rewrite the overview section for this plan for two reasons. The first is that the guidelines for this activity wanted us to write about two focus students and I used the same ones again. The rationale for this lesson is also very similar to the one from before. My CT has identified these students as ones who need help.

2) List which reading skill/strategy is the main focus of your lesson: This is another comprehension objective. It is similar to the first, but deals more with determining importance.

3) Objective for this lesson: Students will create a diagram while reading through the story The Three Century Woman that shows they can identify the main plot patterns of the story.

4) Materials & supplies needed: Copy of text The Three Century Woman, blank paper, and pencils.

5) OUTLINE OF LESSON PLAN:

• Introduction to the lesson: My CT wants to introduce the main points of this lesson to the whole class. She will read the book The Three Little Pigs to the class to use a book that is familiar to them. She will point out as they move through the text the different parts of the plot. These include the introduction, the rising action, the climax, and the resolution. She will show them how she can use an inverted v, or mountain like shape to track these parts. When I start the lesson I will remind my two focus students that we are going to create our own version of Mrs. L’s chart while using our text from the week, The Three Century Woman. (5 minutes)

• OUTLINE of key events during the lesson: We will start by reading through The Three Century Woman one page at a time. At the end of each page we will stop and discuss whether any of the parts of the plot have been revealed. We will then add the parts that we find to our diagram as they are discovered. I will tell the students that I am reading the text. This will support comprehension for these students. I want them to concentrate on comprehension not on decoding. There are important concepts for them to understand that I will cover as we move on to each new part of the plot. During the introduction I will remind the students that we are looking for clues as to what is going to happen in the story and information about the characters. When we find this information I will tell them that we are moving on to find the elements of ascending action. These are the clues that tell us something exciting is about to happen. They build on that background knowledge we wrote down earlier. We will then look for what part of the story we think the climax is. This will be the part of the story where we can tell something different is happening. Finally, we will look for the resolution. This will be what happens to summarize the story. I think the main question that I will have to use with this lesson is “What is the main idea of this paragraph?” Hopefully this will help them make the connection about what the author is telling us. If they struggle with this I will pick out a part of the paragraph and ask them if that is what the paragraph is about. I will throw in some things that could be slightly off so I know if they are just agreeing with me or if they are really thinking about the text. (30 minutes)

• Closing summary for the lesson: I will close the lesson when we have gotten all of the elements of the plot on the paper. I will ask the students if they think they could do this on their own now. I don’t have the luxury of being able to assign another project for them, but if I saw them regularly I would plan a follow up mini lesson where they preformed this task on a short story. (1 minute)

6) Ongoing-Assessment: I will know that the students are meeting my objective if they are able to pick out elements of plot with less support from me. I will look for them to notice on their own that there was an element of the plot in the section we just read. I will look for them to know when the story has moved on to the next element of plot. I will also look to see if they are putting these elements on the right spots on their charts. This will show an understanding of how the plot of most stories moves.

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

I noticed in my last lesson that reading aloud may be a sticking point for these students. Comprehension was limited by decoding. I will read the story to them to help with this problem. I will also provide them with diminishing support as we move through the process. These students need more support at first than their classmates that will also be working on the same task so I will be there to guide their questions and help them find main ideas.