Elementary Inclusive Preservice Program Lesson Plan
Lesson title: Reading Coming up With the Whole Book Idea Grade/age level: second/6-7 Date (intended teaching date): October 10, 2013
Learning Objective(s) What do you want students to know, understand, or be able to do as a result of this lesson?
Students should learn that although books use characters and story to teach a specific lesson related to the story, that lesson can be interpreted and applied to other circumstances as a general life lesson. Evidence for assessment Where will you look (product, performance, documentation you create, etc.) for signs of student learning? What will you look for? What are your criteria? (examples of statements or actions that would show the particular kinds of understandings, learnings, &/or skills you are after?)
After I model the thought process of how I go from thinking about the specific lesson, to the general lesson of a book using a story they are already familiar with, I will ask them if they can do the same using another book. I will call on some students with raised hands, and others who tend not to participate. When I call on those students who do not typically participate, if they dont come up with an answer right away or seem uncomfortable, I will provide hints about what the meaning is. I will also have them make post it notes in books when they are working independently, and so will move around the class while they are reading to see what they write down. Rationale Why are you teaching this lesson? What connections does it have to standards? Does it connect to students interests, strengths, and needs?
This lesson has value because it contextualizes an individual book within students life experiences, and within the broader context of other books. For example, if a student takes away that the general message of a book is that they should be brave and stick up for other people, they may connect the value of this story to real life, and may be more likely to act in this manner. Similarly, if they connect that this message is similar to messages in other books, they can begin to see that there are many different ways of telling similar stories. This can aid them in understanding other texts, if they can apply strategies for decoding that they learned from the first text. It is also an introductory way to begin working on the concept of abstraction, which will assist them in more complex books. It fits students need to see connections between what they are learning in school, and values for how to participate in daily life. It relates to, and builds on the standard that requires that students Identify the main purpose of a text, including what the author wants to answer, explain, or describe
Prerequisite Knowledge What prior knowledge are you counting on? Will this be a problem for any of your students and if so, what will you do?
I expect that students will recall the two stories I will be using as examples (The Big Orange Splot and Officer Buckle and Gloria), and be able to extrapolate from that, the specific lesson of each. If there are any students who dont recall the story, or arent able to figure out the lesson, they will be able to participate, because we will review the plots of each, and I will model my thinking for the specific and general plot of one. Learning Experience In each section below, specify the sequence of instructional activities. Consider how you will manage materials, bodies, and time. Use small boxes to indicate time. Assessment What will you look/listen to/for? Starting It How will you invite students into the learning experience?
I. Connection Students will come to the rug, and I will begin by saying that I just finished reading a book, which was about a brother and a sister who get in a fight, because the sister thought that the brother didnt want her to be on his football team. At the end, they end up on the same team, and won the game because they practiced together. I thought about how it was a good lesson, that they were able to win because they both were good at football, and played well together. Then I was thinking that maybe the author was trying to teach a lesson that was about more than a football game, that maybe she was trying to teach me a big life lesson. I will see who is paying attention by who is looking in my direction and/or facing me Doing It Outline your sequence of instructional moves including participation structures, materials, intellectual resources, and time allotted. Is there a product or performance you will be expecting students to create? II. Teaching Point I will say that the lessons in books dont just apply only to the story they come from, but can often be used to apply to other stories or to real life. That we can come up with a Whole Book Idea in which the author is telling us something important (write Whole Book Idea on the whiteboard). An idea like this will often start with the sentence, A person I will be looking for students to be able to connect that Officer Buckle and Glorias Whole Book Idea is that people work better when they are working together, helping each other out. I can assess this with the turn and talk, and when I call on students to tell me what they think the whole book idea is
1 min should or Its important that and then you fill in the end of the sentence with something the author thinks it is important that you know (Write A person should, People should on the white board).
III. Model Ill model this practice using the Big Orange Splot. First I will quickly recount the plot, in which Mr. Plumbean had a big orange splot on his house, and his neighbors wanted him to change it, but instead he made it look like his dreams. Then when his neighbors would go to speak to him about painting it so it looked the same as everyone elses, to make a neat street, instead theyd change their houses to look like their dreams. The specific lesson of the story is that at first, Mr. Plumbeans neighbors wanted to have a neat street, and so wanted Mr. Plumbean to paint his house to look like everyone elses. But then after talking to him, they realized they wanted their houses to look like their dreams, which looked like ships, and palaces, and hot air balloons. I will model asking myself: Is the Whole Book Idea that people should be able to paint their houses whatever color they want? No Then what is the Whole Book Idea? What are things I can think about to figure out what the authors Whole Book Idea is?
Show evolution of thinking: -First I noticed that Mr. Plumbean wanted his house to be different than his neighbors, even though they wanted him to be the same -Then I thought about how we have talked in class about how being different is really great, and how we should learn about each other because we are all different and thats what makes us interesting. -Then I thought about other books where characters are different, like The Story of Ferdinand In the book, Mr. Plumbeans neighbors at first say that everyones houses should look the same. So maybe the Whole Book Idea isnt just that its okay for a house to look different, maybe it is that its okay for a person to be different, or look different, or like different things A person should.be allowed to be different
IV. Active Engagement
After modeling this type of thinking, I will say that together we are going to try to figure out the Whole Book Idea of Officer Buckle and Gloria, but first I will refresh their memories, by giving a 5 finger retell. First Officer Buckle spoke to students at Napville school about safety, but they didnt really listen. Next, he got a partner dog named Gloria, who did fun tricks when he spoke to students about safety so the students started to listen more Then, Officer Buckle thought that people were only paying attention to Gloria, and so didnt want to talk about safety anymore After that, Gloria went to the school for the safety speech, but didnt do anything (because dogs cant talk), and the students didnt listen and had a very unsafe day Finally, Officer Buckle and Gloria went back to giving talks about safety together
Ill ask, what was the authors specific lesson? (That Officer Buckle and Gloria worked best as a team, and not very well when it was just the two of them.)
What is the Whole Book Idea? If the students have trouble getting started, Ill start by remembering that -Officer Buckle had a hard time getting students to listen to him when he spoke to students at Napville School by himself, but when Gloria became his partner, the students paid attention -When Officer Buckle wouldnt go to the school and it was just Gloria, the students didnt pay attention either. -I wonder if it has something to do with partners.In kindergarten and first grade we had reading buddies, and now we have line partners
At this point, Ill ask the students to think about how they think this information might be related to the Whole Book Ideaand to turn and talk to their neighbor about what they think the Whole Book Idea might be
Then we will talk about how the Whole Book Idea is that people can help each other out when they work together, and that when they work together, they do better than when they are on their own People shouldwork
10-15min
together to do their best work. V. Independent Work Students will then be instructed to pick a book from a basket of short books I have pre-selected, and take post its and a pencil to their reading spot. After they finish their book, they should make post it notes with what they think the specific lesson of the book is, what the Whole Book Idea is, and why. If they finish their book and post it, they should go back and make more post it notes for the other reader tools we have talked about, like places in the book that surprised them, or made them predict, or made them laugh. I will put a list of tasks they should be doing on the whiteboard to remind them.
Mini Lesson During the time when the students are working independently, I will convene with a small group of 4-5 students who are at lower reading levels. I will re- teach them the lesson Colette taught them in September in which they stop every 5 pages to reflect on what they have learned. I will remind them that when we read, it is important to pause and reflect, to think about what we have learned while we are reading. I will give examples of things that strong readers think about when they pause and reflect, such as asking -Who are the characters? -Whats happened in the plot so far? I will model this activity, by picking a book to read to them. First, I will count 5 pages from the beginning, and put a book mark in to remind myself to stop. Then I will read 5 pages aloud to them, then stop and ask myself these questions. Ill answer the questions, making sure to look back over the 5 pages to show them where I found the answers in the story, to demonstrate the importance of being able to use clues from the text. Also, now that we are stronger readers, we can use post its to write down the answers to these questions. I then count ahead another 5 pages, put the bookmark in again, and repeat the process. Students will be instructed to do this 3 times. Debrief We will debrief after 15 minutes, and they will give me examples of what they wrote on their post its. We will talk about how writing down facts about characters and events helps to clarify what is important, and to remember it later. The small group will now be instructed to try the Whole Book Idea activity that the rest of the class is doing.
30 min mins
Finishing It How will you bring students to closure with this learning experience and connect it to future learning?
VI. Debrief At the end of the lesson, I will call the students back to the rug, and ask volunteers to give examples of Whole Book Ideas that they found in their book. After a few examples, Ill ask why its important to find the Whole Book Idea. I will explain that I can use what I learned in this lesson to make me a stronger reader. It will allow me to make connections between what I read in books to my life, like the book I read about the brother and sister, and connections to other books. I will say that I can now remember whenever I read a book to ask myself, what is the books Whole Book Idea?
Accessibility What accessibility and participation challenges have you taken into account and how have you addressed them? (material and human resources, sequence of instruction) For students who have a hard time performing the work of abstracting the lesson of Officer Buckle, I can seed their thinking by giving them ideas of what is important in the book, such as noticing how well Officer Buckle and Gloria worked together. Materials Needed
Officer Buckle and Gloria, The Big Orange Splot, Whiteboard, 28 short fiction books, post its