Lesson Plan - Week #4

Name: Katelynne Burns Cooperating Teacher Initials:___________ Subject: English ate Turne! In: "#$% ate Taught:"#$% &bjecti'e(s): Stu!ents *ill create a +ol!able e,pressing the - W.s +rom a +iction book/ T01S: 2""%/"$/ 0nglish Language 3rts an! 4ea!ing
(3) Reading/Beginning Reading/Strategies. Students comprehend a variety of te ts dra!ing on useful strategies as needed. Students are e pected to" (B) as# relevant $uestions% see# clarification% and locate facts and details a&out stories and other te ts and support ans!ers !ith evidence from te t' and (()) Reading/*omprehension of +nformational ,e t/E pository ,e t. Students analy-e% ma#e inferences and dra! conclusions a&out and understand e pository te t and provide evidence from te t to support their understanding. Students are e pected to" B) locate the facts that are clearly stated in a te t 5555555555555555555555555555555555555555555555555555555555555555555555555555555

6aterials: Computer Smart boar! Paper Pencils Construction paper White boar!s 7ooks Teaching Proce!ure:
"/ 6oti'ation: .Remem&er !hen !e created our o!n /R tests yesterday01 2ell today !e are going to do the same thing e cept !ith fiction &oo#s1 2hat is the difference &et!een fiction and non3fiction0 Some of you may en4oy fiction more than non3fiction. ,oday your $uestions !ill &e a&out a story line rather than facts. 5esterday some of you as#ed $uestions that the &oo# didn6t ans!er. 2e !ant to ma#e sure that !e can find it in the &oo#. Sometimes !ith fiction &oo#s !e are a&le to infer !hat the ans!er !ould &e1 2e are going to start &y reading a fiction &oo# !ith the class.7
8/ Prior Learning: .2e have &een learning many different s#ills to help us !ith reading. Kno!ing ho! to as# and ans!er these $uestions !ill help us understand a &oo# a lot &etter1 5esterday !e did the 8 26s and 9 !ith non3 fiction &oo#1 2ell today !e are using fiction. 5ou should all already #no! ho! to pull $uestions out of &oo#s.7 $/ Statement o+ &bjecti'e: .,oday !e !ill &e reading a &oo# together and you !ill get to create your o!n $uestions to help you understand !hat is going on in the te t17 4/ Purpose (statement#9uestion): .2hy is it important that !e as# ourselves $uestions !hile reading0 :o you

thin# you can ma#e your o!n $uestions0 2ill these $uestions help us understand more0 2ill it ma#e our ideas clearer0 2hat #ind of $uestions can you come up !ith0

-/ Instructional steps: (include sample higher level $s% modeling% guided practice% independent practice% etc.)

:ui!e!: a. ;resent a &oo# from the class fiction &oo#s. &. 2hen the &oo# is finished play% !rite% .2ho% 2hat% 2here% 2hen% 2hy% and 9o!7 on the flip chart &oard. c. /s# the students to generate $uestions for each pertaining to the &oo#. ,hen ans!er the $uestions !ith the students. d. Students !ill use these $uestions to help them !ith their activity e. Remind the students ho! to loo# for these $uestions. <ive them clues a&out !ho (tal#ing a&out someone) and !hen (referring to time).

+ndependent" a. Students !ill &e handed a piece of construction paper. &. Students !ill then fold it in to = parts la&eling it !ith the 8 26s and 9. c. Students !ill pic# out a &oo# to !rite = $uestions a&out. d. Students may !rite do!n > $uestions for ( section% as long as they have = $uestions total. e. Students !ill !rite their name and then turn their papers in to the drop &o . f. /s# students !hat !as different a&out fiction and non3fiction.

4e'ie*: .*an anyone tell me all of the $uestions !e practiced today0 2hy are these $uestions important to as# yourself0 :id any of your $uestions focus on the main idea0 ,oday !e learned ho! to generate $uestions from the te t. 2e pulled information from the te t to ans!er these $uestions. 5ou have to reali-e that sometimes !e can6t find ans!ers straight from the te t and !e have to ma#e inferences.7 ;uture Learning: .2e !ill continue !or#ing !ith the 8 26s and 91 5ou all are &ecoming great readers and all of these s#ills !ill help you even more to progress.7

Lesson 0,tension an!#or 6o!i+ications: <imm= *ill ha'e his specialist *ith him/ Stu!ents *ill *ork on 34 *hen +inishe! *ith the acti'it=/ 3ssessment o+ Learning: The assessment *ill be the chart that the stu!ents +ill out/ It *ill be taken as a !ail= gra!e accor!ing to stu!ents. 9uestions an! ans*ers/ The 9uestions nee! to make sense an! the stu!ents *ill nee! to ans*er their 9uestions in complete sentences/
Sel+ 0'aluations on the 7ack
(2hat !ent !ell !ith this lesson0 2hat did not go !ell0 2hat could &e done differently in the future0)