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Muskingum University Teacher Education Programs Lesson Plan Format for Student Teachers

Revised 2/9/12

Teacher ___Miss Crown_____ Subject: English/ Language ArtsReading Grade _1st I. Learning Goals Ohio Academic Content Standard(s): Benchmark(s): Indicator(s):
OR Common Core: RL 1.2 RL 1.3 Domain(s) Reading: Literature Standard(s): Key Ides and Details Standard 2 and 3

Describe the interconnections among the components of the content within the discipline and the relationship of the content to at least two other content areas. In other words, thoroughly describe how the content taught in your lesson relates to at least two other content areas. This lesson will connect to Speaking and Listening-Presentation of Knowledge and Ideas and Reading-Literature: Craft and Structure

What will your students know and be able to do at the end of this lesson? At the end of this lesson my students will be able to retell stories, including key details, settings and characters. Students will be able to make connections with the worries Wemberly has to personal worries they have, recall events in their lives that have caused worry, write about their own feelings

II.

Student Background Knowledge and Experience What prior knowledge and skills do students need in order to be successful in reaching the goals of this lesson? Students will need to be able to identify and recognize main characters in a story. They will also need to know what the word worried means. This could be accomplished by asking the class if they know, and if not I will explain a brief definition of the word. Students also need to know how to write a complete sentence for the formative assessment.

How do you know if students have the knowledge and skills they need in order to be successful? I know students have the knowledge and skills to be successful for this lesson based on formative assessments from previous lessons. I will only execute this lesson if my students have the ability to listen to a whole story and have the knowledge to begin retelling the story. My chosen activities can change based on the skills my students have.

How will you use or accommodate the diverse experiences that your students bring to class (gender, race/ethnicity, English language proficiency, economic status, exceptionalities, skill level, learning styles)? This book is gender neutral. Every student can relate to the worries that Wemberly has throughout the book. The book is also diverse, just as my classroom will be. Wemberly is a white mouse with spots, her dad is a grey mouse, her friend is a brown mouse and her other classmates are also brown, grey and white. To accommodate all learners it is case by case. I will modify the after reading activities for my students who will achieve better success with different activities.

III.

Instructional Procedures Content summary, including concepts and essential understandings: Students will learn and focus on the skill of retelling a story with key details, describe characters and setting, as well as understand what the theme or main idea of the story is.

Teaching methods: This lesson will be a whole class read aloud of the book Wemberly Worried, discuss what worries first graders have in a whole class discussion, students will actively participate during reading by giving thumbs up or thumbs down throughout the story.

IV.

Classroom Environment Identify the components of the classroom environment (room arrangement, grouping patterns, learning resources, and materials) needed for teaching the entire planned lesson. Provide a strong rationale for each of the environmental decisions made. Room arrangement (with rationale provided): Students will be sitting in a three-quarters circle on our reading carpet (so every student can see the book). I will be sitting in the reading chair by our chart paper to have access to the paper for our reading activity. By having students on the reading carpet, they are aware of how they should be behaving because each read aloud lesson is completed in this manner. I will be able to make eye contact with

each student and keep them engaged as seeing the illustrations and our chart paper will be easier with this arrangement. Grouping patterns (with rationale provided): This is a whole class literature lesson. We will be working in a whole group for the read aloud and first activity. This way students are able to bounce ideas off of what their classmates say when we talk about feelings. Students will then have centers for their morning work where they will work in small groups and individually. The small formative assessment that will be given in centers will be an individual writing of two sentences.

Learning resources, including technology (with rational provided for each): V. Copy of Wemberely Worried, chart paper, markers, Reminds Me of Chart Each material will be used for the read aloud lesson and activities before and after reading. Time Allotted 35 Minutes

Instructional Activities Lesson sequence, including important questions to ask students. Provide a thorough description of each:

Opening: Before reading aloud Wemberly Worried, I will introduce the book so students have an idea of the story. Wemberly is a little mouse who worries about everything, big things and little things. I will have chart paper and markers ready for the students to write down their responses to the question What are some things we as first graders worry about? I will chose students to come up to the paper and write whatever they personally chose based on their behavior on the reading rug. I will say to my students I like the way my friend (childs name who is sitting quietly with still hands) is sitting. The goal is for all students to be ready and attentive with listening ears. After everyone who wants to write a response has had the chance, I will tell students We are going to find out that Wemberly was most nervous about going to school. Think back to your first day of school, what were you most worried about when coming to first grade? After students respond to this question I will begin reading the book. Main Activities: As we read the story pay close attention to what Wemberly is worrying about so we can fill in the left side of our chart. I will begin to read the story to my students. After some of Wemberlys worries are stated I will actively engage students by asking Put your thumbs up if you worry like Wemberly or thumbs down if you do not. I will do this throughout the entire story. As the worries come up I will ask students to state the worry to me so I can fill out our Worry Chart. To keep students involved in the story I will ask students Do you think that is a big worry or a little worry? Closing: At the end of the story I will ask the students How does Wemberly feel about school now?. We will discuss details from the story as a class. I will also ask students Were you less nervous when you met a friend in first grade?. For an activity student will go back to their desks and work on the Remind Me Chart (attached). This chart is used as an assessment. The students will recall the worries

Wemberly faced in the story and relate it to their own worries under the Me column. VI. Assessment/Evaluation How will you know if each student has met the learning goals? Attach assessments and assessment criteria. To assess my students I will be having them write two sentences for me during centers. One sentence will be for them to tell me something Wemberly worried about in the story. The other sentence is for each student to tell me something they worry about, whether it is at home, school or something that may never happen. These sentences strips will then be place on our Classroom Worry Wall.