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LESSON PLAN OUTLINE

JMU Elementary Education Program


Sydney Rose
Ms. Smiths 1st Grade
Spotswood Elementary

I. TITLE OF LESSON Planes: Fire and Rescue by RH Disney.


II. CONTEXT OF LESSON
After analyzing the literacy assessment that the case study child completed I looked for areas of
improvement. He aced most of the components of the literacy assessment and I wanted to provide him with a
challenge and task that he does not usually engage in. The case study child does not like to read out loud, and
is never challenged to do so. After working with him throughout the semester I realized that he had read and
understood at a much higher level then his teacher believed. A large reason that I chose to structure the
lesson the way I did was to show both him and his teacher that he had a higher reading ability then believed.
The lesson is two parts; the first to have the case study read the Planes: Fire and Rescue book out loud, and
the second to identify words while he is reading that he struggles with. The words that we reviewed during
the reading, and words I identified as tricky words will be reviewed in the conclusion of the lesson and I will
look for correct pronunciation.
III. LEARNING OBJECTIVES
Understand: The student will understand more about planes, helicopters, and machinery that aids in Fire
fighting, and fire fighting in national parks specifically.
Know: The Student will learn various pieces of transportation and heavy machinery and their functions.
Do: The student will be able to identify various pieces of machinery and transportation and also various
vocabulary words surrounding these machines, and important sight words.
IV. COLLECTION OF ASSESSMENT DATA
The student will read Planes: Fire and Rescue in its entirety to the teacher, me in this case.
We will stop throughout the book on words that he struggles to pronounce, and those that I do not think he
knows the meaning to. We will also have a running conversation on the machines we see. In conclusion of
the reading we will review words that he struggled with, and also words I identified as important sight words
that he may or may not have known during the reading.
V. RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS
(Preschool)
Oral Language
1.1 The student will continue to demonstrate growth in the use of oral language.
e) express ideas orally in complete sentences.
1.2 The student will expand understanding and use of word meanings.
a) increase listening and speaking vocabulary

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b) begin to ask for clarification and explanation of words and ideas.


d) use vocabulary from other content areas
Reading
1.5 The student apply knowledge of how print is organized and read.
a) read from right to left and from top to bottom.
b) match spoken words with print.
c) identify letters, words, sentences, and ending punctuation.
1.6 The student will apply phonetic principles to read and spell.
e) blend beginning, middle, and ending sounds to recognize and read words.
f) use word patterns to decode unfamiliar words.
1.7 The student will use semantic clues and syntax to expand vocabulary when reading.
a) use words, phrases, and sentences.
c) use information in the story to read words.
f) reread and self correct.
1.8 The student will expand vocabulary.
a) discuss meanings of words in context.
b) develop vocabulary by listening to and reading a variety of texts.
c) ask for the meaning of unknown words and make connections to familiar words.
d) use text clues such as words or pictures to discern meanings of unknown words.
VI. MATERIALS NEEDED
Planes: Fire and Rescue by RH Disney.
For teacher: Sheet with identified words and room at bottom to record words as you read.
VII. PROCEDURE
A. PREPARATION OF THE LEARNING ENVIRONMENT
I will have the book in a folder with the sheet of identified words. I will take a moment to explain the activity
and the process before giving the student the book.
I will have the identified vocabulary words already written out, and room to add more words. This will stay
next to me on the far side from the student so they cannot look at the words before we begin the activity.
B. INTRODUCTION AND ORGANIZATION
Direct the one student over the large table in the back of the room for the activity. Explain how you are going
to be reading a fun book today that you think that student will enjoy. Add that they will be reading the book
out loud to you, and if they have any questions or need any help with words that it is okay to ask for help!
Discuss every few pages the different planes, and pieces of machinery you have read about. Ask certain
questions about their functions and what prior knowledge the student had on the topic/machines.
Point out words that you think the student does not know the meaning to, if he or she does not indicate this.
Make sure to give praise for correctly pronounced tricky words, and asking for help.
This book in particular will resonate and connect to many of the boys, and girls who like cars/Disney in your
classroom. You can make text to real world connections as well as draw from their prior knowledge.

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C. IMPLEMENTATION
We will spend 25 minutes reading the storybook, and discussing various parts of the book including plot,
characters, and vocabulary. I will focus on helping direct conversations, and being prepared to steer the
student back to the book if they get off on a tangent too much about any of the characters and topics. I will
make a point to reinforce and repeat any vocab words we discuss.
D. CLOSURE
In conclusion, we will review the story as a whole, and I will ask what characters he remembers, his favorite
characters, and something new that he learned. As a wrap up activity we will also review vocabulary words
that I identified before the activity, or that he struggled with during the activity. I will look for correct
pronunciation as well recall on the meaning behind the word. I will be prepared to give hints for the words if
the student is still struggling.
E. CLEAN-UP
The clean up for this lesson will be simple. I will make sure to recollect the book, tuck in the chairs at the
table, and take my folder with the recorded words with me.
VIII. DIFFERENTIATION
For differentiation, I will be prepared a few different ways. The main reason I selected this book was
with a certain student and reading level in mind. You must be prepared however for anything, and could
overestimate or underestimate a students ability. For those students that may struggle to get through a book
like this I would be prepared to do the reading instead of the student and ask them to point to each word as
we go so they are practicing word recognition. For those students who this book would be too easy for, I
would still have them read the book to me but go into a more depth conversation about the characters. I
would also ask them for real world connections and other instances they have seen these machines. Since I
would already be identifying vocabulary words, I would ask them to highlight or pick out any words they
were unsure of. Instead of just reviewing the meaning and pronunciation of these words I would ask the
students to try spelling these words.
IX. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Opening of the Lesson:
Some students may resist being asked to read. The target student for this lesson has never read anything out
loud to me, except for the literacy assessment, which was a struggle in itself. Some students may also
struggle to settle down from the past activity or station they were engaged in. It is a change of pace to ask
first graders to come and sit down quietly and begin reading a book. If I notice that students need another
minute to settle down I will allow them to get water quickly or engage in conversation for a minute or two
about what activity they just came from. This would hopefully allow students to decompress and settle down.
Lesson:
The key for the lesson to be successful is for the student to sit still and focus on the task at hand. It will be
my job to keep the conversations and readings engaging. I think that also asking students for personal ties
will be key in keeping them engaged and interested. You could also run into a student who knows very few
of the vocabulary words, or essentially all of the words. It is important to be able to think on your toes and
identify alternative vocabulary words. I also often worry about running out of time. One way to still get
constructive information even if cut short is to take notes while the reading and discussion is occurring. You
should be taking notes on the original pronunciation of the vocab words, the words they struggle with, and if


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time allots their final ability to identify and pronounce the vocabulary words. If you have recorded notes the
entire time, and run out of time, you will still have some information and feedback from the activity.
Closing of the Lesson:
There should not be much trouble closing the lesson. After sitting still for 25 minutes students are usually
ready to get up and move around again. Some students may dillydally and want to stay at the station because
they enjoyed the activity, or would rather spend time with me as the practicum student then do anything else.
Behavior:
Throughout the lesson, I need to be aware of behaviors during the lesson. The student that I will be
conducting this activity will most likely have difficulty sitting still and engaged for the entire 25 minutes. I
am hoping he finds the activity engaging and interesting and has an easier time staying on task. Aside from
getting distracted or bored I will also need to be aware that students may steer the discussion way off topic,
and may refuse to do the activities at hand. I will be prepared to ask students to stay on task and give them a
one or two minute break if needed. I also hope that by laying out a schedule or order of events this will
help those students who are usually distracted stay on task.
X. REFLECTION
For me personally, I felt this lesson reflects various part of the course content for READ 366. We have
spent a lot of time on reading fluency and comprehension. We have also touched on the importance of
building a childs vocabulary, but more importantly their confidence when reading. Having a student read
out loud to you allows the teacher to give individualized attention to this student, and chart where their
reading proficiency is. It does not take on the standard assessment format, and allows conversation to be
more student directed. Lastly, by highlighting vocabulary words this lesson covers word study, as well as
work with phonics.
I was beyond excited when we were given this assignment. All semester I had been watch my case study
child develop and grow, but still struggled to help in this academic progression. He is a very strong willed
person, and would always refuse to read books to be during morning centers. I had lots of students read out
loud to me, and then ones that could not due to language barriers, or ability, I would read to most of the time.
All but 3 students read to me, and I was determined to get my case study child to as well. From my
observations I could tell that he was intelligent and that my teacher and his peers often doubted him. I think
his behavioral struggles often got in the way of his learning, and that became all that my CT saw. I took this
opportunity to have one on one time with him, and went out to find a book I knew he would find interesting.
The key to his success will be a teacher believing in him and giving him engaging materials. For this reason,
I selected Planes: Fire and Rescue, based off of the popular Disney movie Planes. The objectives for me
were all important, and this lesson touched upon 16 different goals, but the biggest for me was the case study
reading independently. When I told him what we were going to do he was taken aback that we were going to
get to read something so fun, and that I had brought the book for him to read from home. Getting to know
your students allows you to tie certain lessons to their interests, and will allow you to conduct a more
productive lesson. Lastly, I selected vocabulary words as the activity to go along with the reading because I
knew some of the words would be a bit challenging for the student. I also based this off of his proficiency
with phonemes, beginning sounds, and letter and word identification in his literacy assessment. I believe his
talents surpass the work he is given in class and I wanted to give him a challenge.
I contribute almost all of the case study students success and progress during this lesson to his
engagement in the activity. He was engaged and intrigued from the moment I presented the book to him. He
could not wait to discuss the book, and formed complete thoughts and fluid sentences to me verbally.
Additionally, he engaged in conversations with me about the book and real life examples and connections. I
assessed his progress toward my objectives by his ability to pronounce certain words and to ask for help
when he was unsure of the words. I also measured his progress by the attention he gave to the task at hand.


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This was the first time I had seen the case study child sit still for longer then 5 minutes and stay engaged.
I believe that his engagement had a large impact on his learning. He missed 3 out of the 10 words I had
identified before the reading for us to review while we were reading and after. These words were: rescue,
control, and leader. I had hoped that the case study child had some prior knowledge of some these words,
and if not, he would remember then after we went over them a few time in the text. I recorded the pre-set
words under review section. I also kept a tab of words that the case study child did not know, and was not
able to guess. These include Blaze, tower, newest. Lastly, there were a few words that I did not write down
as vocabulary words, but that I was very surprised he knew. These include: helicopter, dusty, heroine,
scoops, heavy lift, dozens, bucket, lookout, and everything. When the case study child did not know a word,
he was able to sound it out and either get the word, or get close to the word. It is interesting to see a child

sound out each individual phoneme, but some of the rules or tricky sounds they do not know yet, so their
words turn out a little funky for now.

This activity was very different then the first lesson plan I conducted for my read aloud lesson. For
the first lesson I read Giraffes Cant Dance aloud to 4 groups of the students in the class. The first difference


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with the last lesson is that I targeted the lesson to one student, and based the lesson upon his literacy
assessment. When I created the first lesson I had no target student or audience, and did not know the students
as well as I do as the semester comes to an end. Both lessons were similar in the way that neither had formal
assessments in the form of a worksheet or activity. I feel that having open-ended discussions are very useful
and have the potential to generate more authentic responses from students. Students also engage in
discussions and give their true opinions and take away what they remember and connected with, not just
what they think or know will be on the worksheet. That being said, I would probably have some sort of
closing activity or something just so the students have something to physically take away from the lesson. I
did one read aloud for Stellaluna, and although we discussed the book throughout the reading, and had a
discussion, the students also cut out bats, and made beginning, middle, end plot cards. This is an example
of one students work:

The kids really enjoyed having a tangible take away from the read aloud and asked if we could do
more activities like that. Even something so simple as cutting out a bat and letting the students glue their
eyes on made a huge difference in reference to their engagement. For the Planes book I now realize it would
have been better if I had requested more then 25 minutes for the activity and could have incorporated a
planes craft. This craft could have been as simple as cutting out a plane and on one side the student writes
word they do not know and then on the other they can make any design they want. Lastly, although there are
a few changes I would make in hindsight, I would keep the discussion aspect to the lessons. It is important to
prepare discussion questions and prompts, but with these in hand, it is possible to have meaningful and
reflective discussions with students.

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