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Trevor Hancock

ED 463A
11/29/2014
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(1) What is the topic of your lesson plan?
My topic for my lesson plan during the read aloud was to get the students thinking about
where they wanted to go in life, and what they wanted to accomplish. It was also to show the
students that there will be some moments of struggle through life that they will have to work
through.
(2) What are the specific instructional objectives of your content area lesson?
Students would sit and listen to the read aloud. During, they would answer the questions
asked to them about the story. Afterwards, they would complete an art project, and write a few
sentences about the question I asked them. I chose this book for second grade level. The common
core standards I chose for this book are; looking at how rhyme, alliteration, and repetitions add
meaning and emphasis to the story, looking at how characters respond to events in a story, how
the information gained from illustrations in the book help add understanding and meaning to
plot, and also the story.
(3) What is the text you intend to use for this particular lesson?
Oh, the Places Youll go by Dr. Seuss
(4) Survey the text. Review the reading benchmarks to determine the skills needed to
successfully understand the text you are using. Identify benchmark(s) you could address in your
lesson. See Common Core State Standards for grade specific standards:
http://www.ode.state.or.us/teachlearn/real/newspaper/newspaper section.aspx?subjectcd=ELA_
See answer #2 for common core standards I chose.
(5) What particular reading strategy is appropriate for your instructional objectives and reading
target?
A read aloud with a picture walk is an appropriate instructional objective for this reading
(6) In planning your lesson, consider the following three points:
a. Pre-reading
______How do you intend to set a purpose for reading?

_____ What do you intend to do to tap into your students experiences or prior
knowledge?
_____ Are there any specific vocabulary words the students need to understand the text
they are about to read?
b. During Reading
_____ What strategies do you intend to use to help students remain active readers? Are
you making students aware of the strategy? _____ Are you going to read aloud, model strategies,
stop periodically to check
comprehension?
_____ How can you keep students engaged with the text?
c. After Reading
_____ What do you intend to do to get students to reflect on what they have read?
____ Do you revisit the original purpose for reading and the instructional objectives?
(7) Lesson Follow-up. After completing the lesson, consider:
a. How did students respond to the activity?
I thought the students responded very well to the activity. I had the students draw a
picture of a place they wanted to go in the future. The students also had to write a few sentences
as to why they wanted to go to that particular place.
b. How do you know if you have been successful? In other words, how do you intend to
document the effectiveness of your lesson and your students mastery of concepts?
I knew my lesson was successful do to the responses I received during the brief stopping
points to ask students questions about the book. My first stopping point question was, what does
the author mean by hang-ups, and bang-ups? I followed that with, are these controllable, or does
everyone have these throughout life? My second question was, the author refers to life as a great
balancing act. What do you have to balance in your life? Both of these questions showed the
students that throughout life we have to balance many different things, and it also shows that
everyone goes through a period of hard times.
c. How can you improve on your lesson?
This was my very first read aloud that I had to plan a lesson to go with it, so just having a
better understanding of how this whole procedure works will better my lesson plan for next time.

I think the lack of time to read the book and to do the activity really put a restraint on the
possibilities for the activity. With more time allotted for the activity I could put together a better
activity.