TE 402 READING LESSON PLAN
Reading Lesson Plan # 1
Your Name: Taylor Harris Grade Level: 1
Date lesson was taught: 4/13/11 Number of Students: 3
1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?):
When I taught my language arts lesson plan on bullying, I modeled a story for the students with important aspects to include (place, time, characters, etc). After I modeled this, my CT said to the class, “remember, good writers use details. They re-read what they wrote and they add more details. Details are very important.” The students did include details, but I feel that the next step is using descriptive words to make their details even better. This will help the students to bring their story writing process to the next level.
2) List which reading skill/strategy is the main focus of your lesson (select ONE area):
Descriptive words
3) Objective for this lesson (performance, condition, criteria):
· : States what a learner is expected to be able to do to demonstrate learning
· Students should use descriptive words when giving hints about the object when it is their turn to grab an object in the bag by using more than just bland words but descriptive words and detailed observations they can make just by touching the object.
4) Materials & supplies needed:
paper bag
small objects
5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):
• Introduction to the lesson (5 minutes)
When we write we want to use details so that the person who is reading it can really understand what we’re talking about. When using details, we are using something called descriptive language. The more details we give, the better a reader/listener can understand what we’re talking about. Can you describe to me what you are wearing right now?
-Listen to descriptions then add useful details such as: colors, material, length, etc.
Good job! Let’s move on to the activity.
• OUTLINE of key events during the lesson (10 minutes)
We are going to take turns pulling objects out of the bag and describing them to one another. You can pull the object out and look at it, but you can’t let anyone else see it. You need to try and get the other people to guess the object from your descriptive clues. Remember, these are things that add more details to what we are talking about to make something more specific. I will start so that you both can see exactly how we will do this activity.
Model the first round of guessing by pulling out an object, looking at it and feeling it while having my back turned to the children, then holding it behind my back as I speak.
Ex: If talking about a stuffed animal: This object is fuzzy, it can take the shape of an animal, it has two circular objects with one triangular shaped object below (eyes and nose).
• Closing summary for the lesson (5 minutes)
That was fun and you guys did great using your descriptive language. Remember, the details we used (give examples that they used) are great for when we write or tell stories. The more details we use, the better! Can anyone tell me what descriptive language we used in the activity today?
-If students struggled with creating details, give examples of details they could have given while showing each object from the bag.
6) Ongoing-Assessment: When completing writing tasks in class I will observe if they are using more details than previously used in writing assignments. When talking about things that could be described in depth I will listen for specific details.
7) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?
The students will most likely want to play with the objects. I will have to keep them focused by reminding them that they are participating in a lesson. If they correctly guess an object they can hold that object for the rest of the activity if they are still participating.
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