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LESSON PREPARATION AND EVALUATION Lesson Preparation #3 Teacher Candidate: Daphnie Peterson Title of Lesson: Give Me 5 Grade Level

: Third Grade Subject Area: Language Arts Lesson Topic (What is the “big idea?”): While reading, an introduction of who, what, when, where, why questions will asked to help aide in remembering specifics aspects of the story. Informal assessments will be conducted throughout lesson to monitor comprehension. What standard(s) and/or IEP goal(s) will it address? Content Are: Reading, Writing, and Communication Standard: 2. Reading for all purposes CCSD.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what,where, when , why and how to demonstrate understanding of key details in a text. Standard 3: Writing and Comprehension CCSD.ELA-Ltieracy.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) Main Objective of Instruction (What do you want the student(s) to learn?): Student will: Using Daily Comprehension Questions of Who, What, When, Where, Why and How as shown in Exhibit 5.9 (Idol, p. 120) and The Critical Thinking Map Method of a story map (Idol, p. 121) along with using illustrations in text to help student increase reading comprehension from <60% to 80% by the end of the school year

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Supporting Objectives: Build comprehension through a variety of activities Interact with text by looking at the illustrations and glancing at the words on the page Repeat a 5 to 7 word statement about who, what, when, where, why or how of the text (See Birsh, 2011, Chap. 12, p. 371)

Specific Strategies to be taught/ modeled: How to use the questions of who, what, when, where, why to aide in the comprehension of a story and be able to retell details of the story to a peer/ teacher. Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? I need watch my pacing while reading text with the student since comprehension is the key to this specific instruction.

What background knowledge do the students have? 1. Ask student if she has ever thought of questions while she read a story. 2. Has she ever heard of the who, what, when, where, why questions before How will you assess students’ learning – pre, during and post? Pre: Have the student do a picture walk of the story, asking the comprehension questions of who, what, when, where and why to reveal some ideas to look for during reading. During: The student will answer questions aloud with teacher while thinking about the comprehension questions. This will be done in the Your Turn of the lesson. After: I will ask student to answer comprehension questions following the example from Exhibit 5.9 (Idol, p. 120)

What management/grouping issues do you need to consider? I will need to be sure that I have fully these questions while we read and how to get the needed information to answer the Positive praise will be given throughout

explained the use of inference the text to questions correctly. the instruction.

Materials and Resources: Pencil Pen White board Dry erase marker(s) 3rd grade level text. The True story of the 3 Little Pigs.

Birsh, J.R (Ed.).(2011). Multisensory teaching of basic language skills (3rd ed.), Baltimore: Paul H. Brooks Publishing Co. Idol, L.(1997)Reading Success. Austin, TX: Pro ed

How/where will students be able to integrate (generalize) this learning? Student will work with a small group in the general education classroom working with peers and teacher in a heterogenic grouping. How will you evaluate the lesson (judicious review)? If student is having difficulty understanding these question, then teacher will introduce strategy using who, what, when, where, why questions to help student reach an independent level in reading comprehension. Lesson Title: Reading Comprehension Main Objective of this lesson: To increase reading comprehension by teaching student how to use a graphic organizer to answer the 5 W’s (who, what, when, where and why) questions while reading any given text.

(CONTENT-PROCESS) Opening: (SET – How will you get the student(s)’ attention?) Relate lesson to prior learning. Communicate the objective of the lesson. 1. Read story we will be focusing on aloud. 2. Ask the student: “What can you tell me about the story I just read?” 3. Say to the student: “Today I am going to help you in remembering 5 key parts of what you have read or what someone has read to you. These 5 key parts are the who, what, when, where, why details of a story.” Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) Strategies (I Do): This will be a direct instruction in the general education classroom.

Check for Understanding- What will you ask? Teacher will ask the questions of who, what, when, where, why question to the student while they read. Differentiation: Throughout the lesson I will be asking open ended questions referring to the 5 W’s and having student make their own connections.

(PRODUCT) Guided Practice (We Do):  The teacher and the student will work together to identify and to answer the comprehension questions about the text.

Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). Formally END the lesson. Student will: 1. Answer to the appropriate comprehension questions asked by teacher. 2. Celebrate accomplishment.

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