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EDUC 429

Lesson Plan Template Lesson 1 2 3 4 5

Teacher Candidate: Shakema Smith Subject/EEDA/SSCA: ELA-Beginning, Middle, and End Grade: 2nd Date and Time of Lesson: February 14, 2013 at 9 a.m.

Learning Objective: Students will be able to explain what is happening in the beginning, middle, and end of a story. Alignment with Standards:  RL 2.5 – Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.  SL 2.2 – Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Developmental Appropriateness:  The learning objectives are appropriate because the students have prior knowledge of beginning, middle, and end. The students will use the skill, reading the beginning of the story and thinking of one word that describes what is happening. The students will also do this skill with the middle and end. The students like to act out things to learn them so the students will be acting out the scenes in the beginning, middle, and end. Assessment(s) of the Objectives:  Pre-assessment: Ask students to explain beginning, middle, and end.  During: Students are thinking of one word that describes what happens in the beginning, middle, and end.  Post-assessment: Students will be acting out the scenes that are happening in the beginning, middle, and end of the story correctly. Accommodations: 1. When listening to students explain what is happening in the beginning, middle, and end of a story, if the student makes a miscue which interferes with what is happening in the beginning, middle, and end, I will ask questions such as: a. What do you see happening in the beginning? What do you see happening in the middle? What do you see happening in the end? b. If that happened in the beginning, middle, and or end, then what else happened in the beginning, middle, or end? 2. If the students enjoyed this text, they may also enjoy the next book of the Wishy-Washy series. 3. If the students are having difficulty with explaining what is happening in the beginning, middle, and end of a story based on the assessment that I gave, I will re-teach the meaning of beginning, middle, and end using other books. 4. I will clearly and slowly read the book so the students will get a clear understanding of the story. I will clearly explain what is happening in the beginning, middle, and end. I will also. For the ADHD students, I will give clear and precise directions.

Materials: Wishy-Washy Day big book, sketch markers, and sticky notes.  Use of Technology: There will be no technology needed for this lesson.

EDUC 429

Lesson Plan Template Lesson 1 2 3 4 5

Procedures: 1. We are going be reading Wishy-Washy Day together one more time because we have to go over one more lesson to do with this book. 2. Before we begin, who can tell me what we did yesterday with this story? (Students should respond by saying, “Diagraphs!”) Good job! What were the four diagraphs we were learning? (Students should respond by saying, “wh, ch, sh, th”) That’s correct! 3. Begin reading story. 4. Now that we are finished reading let’s go back through the book and mark what happened in the beginning, middle, and end. 5. What happened in the beginning? (Allow a couple of students to share) (Teacher should combine all comment into one word to describe the beginning) (Write word on the sticky note and place it on the t-chart. 6. What happened in the middle? (Allow a couple of students to share) (Teacher should combine all comment into one word to describe the middle) (Write word on the sticky note and place it on the t-chart. 7. What happened at the end? (Allow a couple of students to share) (Teacher should combine all comment into one word to describe the end) (Write word on the sticky note and place it on the t-chart. 8. Now that we are done filling out the chart, we are going to act out the one of these scenes. 9. I want everyone to slide back so the people who are performing can have enough room to perform. 10. I am going to choose four students to come up and act out the beginning, middle, or end. I will whisper in your ear what you will be doing and the rest of the class will guess what part of the story the students are acting out. (Call on four students and whisper the scene they will have to act out to them) ( Do this step until all students have acted out a scene) 11. Everybody did a good job with their scene. What happened in the beginning of the story? What happened in the middle of the story? What happened at the end of the story? 12. How did everyone feel about the story Wishy-Washy Day? Did everyone like it? (Allow students to share their feelings) References: N/A Activity Analysis: The instructional strategy supports the lesson objectives by the students learning how to explain what happens at the beginning, middle, and end of a story. The students enjoy learning things by working with a partner and acting them out so this lesson will allow the students to do this. I will use the Wishy-Washy Day big book to help implement the activity.