LESSON PLANNING

Name ____Missy Doylida____ Grade level ____Second__ Observation: 1 2 3 4

General goals of LESSON Long term: Be able to recognize more words in books the students read.

Short term: Be able to sound out more words so the students can be better, confident independent readers. Specific goals of lesson Long term: To recognize this units words in future books. Short term: To learn the words in the unit when the students read them in Max Found Two Sticks.

1. Title of Research Lesson: ______Max Found Two Sticks________ 2. Standards addressed:

o o o o o o o

Understands the cognitive processes associated with various kinds of learning; Knows strategies to maximize student attentiveness and engagement; Knows how to evaluate and use student performance data to adjust instruction while teaching; Understands that the reading process involves the construction of meaning through the interactions of the reader's background knowledge and experiences, the information in the text, and the purpose of the reading situation; Knows appropriate and varied instructional approaches, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content area Facilitates the use of appropriate word identification and vocabulary strategies to develop each students understanding of content; Teaches fluency strategies to facilitate comprehension of contents. CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.

3. Background of the LESSON: The students have read similar books The students have used the red book before and gone over words in a routine like this before

5. Lesson procedures time activities

(Divide this into sections. Sections might include: Setup, Introduction, Teacher-guided instruction, Individual Practice, Group Work, Sharing Ideas, Summary, etc.)

page _2__ dialogue

(Teachers Questions; Anticipated Student Responses)

environment
(Materials, Strategies, Adaptations)

comments

9:459:48

Make a web (building background), write on the promethean board the web and the childrens answers in new circles surrounding the main circle neighborhood sounds

In your neighborhood there are many different noises we hear. What noises do you hear in Urbana by the school? By your house? -ASR: fire trucks, police cars, birds, snow plows, cars honking, dogs barking Which noises do you like? -ASR: dogs barking, birds chirping, kids playing on the playground Which noises annoy you? -ASR: sirens, construction, cars honking When do you hear the noises? -ASR: Morning, at night, after school, going to school

Red book Promethean Board

9:489:50

Develop concepts by talking about a drum, see what the children already know about drums

In the story, the boy named Max will talk about drums and there will be drum references. How would you describe the noise a drum makes? -ASR: loud, low, booming

Where have you seen drums played? -ASR: in a parade, in a band, at a concert Are there different kinds of drums? -ASR: band drum, rock and roll drum, bass drum, snare drum Can you pretend to play the drum on your desk? Can you play a rhythm with your drum?

9:509:53

Read the new vocabulary words that relate to the story so the students understand what each word means

Have the students read the words See if there are smaller words within the words -ASR: appeared has appear in it, created has create in it, startled has start in it Have the students read the words as a class

9:549:58

Read the vocabulary power story blurb so the students can see each word used in context

Use sticks to pick the students who read For word created say what is another word for created? -ASR: made, crafted, shaped, formed For word rhythm say what makes a rhythm? Lets make a rhythm with our hands, this is like when we did the drums on our desk

-ASR: a notes that make a pattern, a pattern that repeats For word imitated say what is another for imitated? -ASR: copy, repeat, For word startled say what did he do to show he was startled? Or what did he do because he was startled? -ASR: he jumped, he made a shocked face For word conductor say what is his job? What does he have to do at his job? -ASR: takes tickets, drives the train, helps people on the train

9:5910:02

Do high frequency words on the board, make sure they are familiar with and recognize all of them

The high frequency words are sisters, windows, pat Start to write the words on the board and have them guess as I put each letter up

10:0310:06

Say synonyms for new vocabulary and high frequency words to make sure the students understand what each words means and how to use it

Give the students a synonym for the vocabulary words and high frequency words Rhythm: which word tells us about sounds made by a drum? Created: which word means made? Appeared: which word means came into view?

Conductor: which word means someone who is in charge of driving the train? Startled: which word means surprised? Imitated: which word means to copy? Sisters: which word means girl siblings? Windows: these allow you to look out of your house. Pat: this is what you do when u tap or stroke something gently.

10:0710:13

Turn on story Max Found Two Sticks from iTunes so the children can listen and follow along

Discuss the genre What does fiction mean? -ASR: fake, not real, pretend Do you have an example of another fictional story? -ASR: Scooby doo, country mouse, Amelia bedilia, magic tree house While you are reading, pay attention to what Max does with his sticks and why he has them

10:1310:16

Talk about the story and make sure the students comprehended it for later retelling work the next day

Why did Max have the sticks? Where did he get them?

6. Evaluation:

(How will you know whether or not you have achieved your short-term specific goals? What did the childrens responses to this lesson tell you about whether your goals were met? I will know if the students can read the words easily when we read the story. I will see the students following along the story because they know what is going on. The students can answer my concept questions and synonym questions if they understand the words. The students can retell the story and characters after they listened to the story.

7. Post-lesson reflection:

What would you change about this lesson and why would those changes improve it?

I would try to stay on topic more. Sometimes the students got excited about neighborhood sounds or drums and wanted to share stories which got off topic. I would also pay more attention to time. I got everything done in my lesson but the last bit I felt was a little rushed. I would also pull the group together more often because I feel it is slightly tedious but it is necessary to make sure everyone is paying attention.

How did your organization and materials affect the success of the lesson?

Organization of the material went great. I went in the right order and the lesson flowed nicely. The students were able to be with every step of the way and followed what I was doing. There were no real surprises because they have done similar things like this before, but they responded to me doing it this time well.

What were some challenges with this lesson? What surprised you?

Some students were not willing to listen or stop talking. I went through the usual steps to quiet everyone down and did the classrooms policies if the students dont listen, but some of the students didnt seem to care. I will need to come up with something ne w to get their attention or put something else in my lesson to make them want to be more engaged.

Additional comments?

I think occasionally because the students do a version of this lesson every week but with different stories some of them seem to be a little bored with it. For next time, I think I want to try to throw in a different activity or something extra to switch it up so the children dont fall into a mindless routine.