Claflin University School of Education

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model

Name: Monica Barr Date: October 7, 2014

PART I: PLANNING


Title of Lesson
Introducing Questioning, The Mitten


Source
https://www.teachervision.com/lesson-plan/reading-comprehension/48619.html

Subject Area (s)
Reading Comprehension

Grade Level
K-3


(Curriculum Standards)

CCSS.ELA-Literacy.RL.3.1

Description and Background
Information

For the activity we will make questions before the reading, during and after the reading as
well. Also I will ask them to help me answer the questions so that way they will get an
understanding on how thinking about the questions and providing answers can help them
understand any story that they will read.

Lesson Objectives


This lesson is designed to introduce primary students to the importance of asking
questions before, during, and after listening to a story. In this lesson, using the story The
Mitten by Jan Brett, students learn how to become good readers by asking questions. This
is the first lesson in a set of questioning lessons designed for primary grades.


Varying Objectives for
Individuals Needs

How will I vary these objectives for students who do not understand the material? I will
provide examples by creating questions for the students and by working with them to
create questions based on the story.
How will I vary these objectives for students who have already mastered the concept? I will
have students write discussion questions to use towards the class. Also I will have them
write a paragraph on why they chose those questions that they created.
How will I vary these objectives for students who are presently learning English?



Statement of Purpose

It is important for students to learn this content so they would be able to ask and answer
questions to demonstrate understanding of a text. This will help with their reading
comprehension and to become better readers.


Materials and Resources


The Mitten by Jan Brett
Chart paper

Anticipatory Set

I would ask students how many of them wear mittens ; why do they wear mittens & what
color or kind of mittens do they have. Also I will have mittens to show the students so that
way I can tell them that todays story will be about mittens.


Part II: IMPLEMENTATION

Pre-assessment

I will show the students some mittens and the book and ask do they know what this (the
mitten) is and ask could they come up with some questions before we engage in the
reading.

Teacher Modeling or
Demonstration
I will write a question (based on the story that we read) and provide an answer to it to show
that I comprehended the story.

Guided Practice
Explain to students that as you read a story you always ask yourself questions. Explain to
students that I am going to read The Mitten aloud to them and I will ask them to help me
make a list of questions before, during, and after I read. Then I'll ask them to help me
answer the questions to see how thinking about the questions and knowing the answers
can help them understand The Mitten better.

Checking for Understanding
I will ask questions based on the story. I will also have a student come and write a question
on the board that they created with their classmates.


Independent Practice
Students will each write five questions on their own, along with the answers to the story.

Closure
I will conclude the lesson by getting the students to have a discussion on the mitten and
ask them when it is important to use mittens. I will wrap up the lesson by asking students if
the questions that were provided by them and answered benefited them in understanding
the story better. Also I will explain to students that asking questions after reading a book
helps them to think more about the story or connect to the story in some way.


Assessment
(attach to lesson plan)
To assess whether students have mastered the importance of asking questions before,
during, and after reading, generate six new questions about The Mitten and ask students to
tell you under which heading the questions should go. Then, have students answer the
questions to assess their reading comprehension (i.e., how much of the story they
understand.)

Extension Activities
Students can read a book or watch one of their favorite television shows with their family
member and have their family member ask questions to them so that way they can work on
their comprehending skills. I can have another 3
rd
grade teacher come and have her
students team up with my students to create questions and answers based on lesson that
we have both taught to our class.




Technology

I will use the smart board in my classroom to provide a video of the book (if possible). Also I will
demonstrate and show my questions on the smartboard and have students do the same as well.



Connection Across the
Curriculum
How will you connect this lesson with other content areas across the curriculum?

The Arts: Students can design their own mittens in the classroom after reading the story or draw their
favorite part in the story and explain it.


Health: I can show students how wearing mittens in the wintertime, along with other winter
accessories can prevent them from becoming sick.


Physical Education:



PART III: REFLECTION (Complete JOURNAL RESPONSE after individual lesson
presentation)


Strengths
Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.


Describe the weaknesses of your instructional techniques, strategies and classroom management.
Describe the weaknesses of student engagement.

Weaknesses

Suggestions for
Improvement

What would you change when teaching this lesson again?

Revised 6-2013
THE CLAFLI N I MPERATI VE
PREPARI NG STDUENTS FOR LEADERSHI P AND SERVI CE I N A
MULTICULTURAL, GLOBAL AND TECHNOLOGI CAL SOCIETY