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Reflective Narrative Comprehension Lesson Plan INTASC Principle 1: Making Content Meaningful The teacher understands the central

concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students. NAEYC Standards: 4b. Using developmentally effective approaches 4c. Understanding content knowledge in early education 4d. Building meaningful curriculum This artifact is a phonics lesson plan implemented in my primary semester at Dundalk Elementary in a first grade classroom. Today we will sequence the events of Walking in the Woods by categorizing the story in beginning, middle and end. This lesson was designed to teach students about sequencing by using the story, A Walk in the Woods. The students ordered the story from the beginning, middle and end while in a small group setting. The objective for the students was to learn the criteria that determines its placement in each category. The process was to find a story that offered itself as a great example of sequencing. I selected A Walk in the Woods because it used text features to help clarify the sequence and elements of the story. We made a reference chart to provide explicit criteria to determine the beginning, middle and end. Finally, the students using the reference chart sequenced the story independently from beginning, middle and end. This artifact represents INTASC principle 1 and NAEYC standard 4b, 4c and 4d since this lesson was about comprehension and making the content more meaningful. Inquiry questions were used to help the students gain more insight into the elements and plot of the story which helped sequencing. This lesson allowed me work with a small group of students on sequencing events from beginning, middle and end. Working in a small group setting allowed me to work one-on-one with the students and implement any accommodations necessary. Small group work allowed me to see the students style of learning. The students learned the criteria necessary to sequence the events of a story from beginning, middle and end. They learned to use picture clues and text features to help determine the sequence of a story. The students then learned how to sequence independently using our selfmade reference chart of criteria for beginning, middle and end. 1|Page

Denyse Fiero ECED 361 April 17, 2012

Lesson Plan
Comprehension Implement: 4/19/12


This lesson will be implemented in a first grade classroom at Dundalk Elementary. Dundalk Elementary is a Title 1 school located on 2717 Playfield Street Baltimore, MD 21222. The Baltimore County Public Schools spends $12,118 per pupil in current expenditures. There are nineteen students in the class.

There is one student with who have Individualize Education Plans. There are 3 students who are provided ELL services. The students have been exposed to reading with comprehension.

Planning and Teaching Participants/Grouping: The students range from ages 6-7 years old and are developing at a typical to advanced level. This lesson will be taught in a small group setting of 5 students (Metzi, Alexis, Janyia, Soloman, Jenna). The lesson will be implemented on the carpet for instruction and at tables for independent practice.

Standard 3.0 Comprehension of Literary Text Topic A.

Indicator 2|Page

3. Use elements of narrative texts to facilitate understanding Objectives Identify the elements of a story, including characters, setting, problem, and solution Identify and explain character traits and actions Sequence the important events

Lesson Objectives: Today we will sequence the events of Walking in the Woods by categorizing the story in beginning, middle and end. Key Concept: Why is it important for good readers to sequence the events of a story?

Responsiveness for All Children: Visuals will be provided for visual learners and ELL students I will ask open ended questions during each activity to ensure the comprehension of all children. I will position students that are easily distracted in a close proximity to me. We will read unfamiliar words in the story and provide meaning to the words prior to reading. We will use picture clues to make predictions and sequence events.


6 - A Walk in the Woods books 2 White boards 1 Dry-erase marker 6 Event sorting work sheet 6 glue sticks


Procedures: Introduction and Motivation: (Students setting; whole group on the carpet/5 minutes) We will look at the cover and discuss whether the story is fiction or non-fiction. (Using clues like illustrations, cartoon characters) Fiction or non-fiction We will make predictions looking at the cover illustration and the title I will ask about the setting - "Where is this happening?" I will go through unfamiliar vocabulary prior to reading. I will write the word and discuss the meaning. The vocabulary words are; road, way, wait, outside, teach, sign.

Modeling: (Students setting; small group on the carpet/3 minutes) We are going to read, A Walk in The Woods to determine the beginning, Middle and End. Before we decide lets come up with elements of the story that gives us clues to what part of the story it belongs. Let's make a list of what we find in each beginning, middle and end part of the story. -Beginning (introduce characters, find out about the world in which they live, plot is introduced, where are your characters going, what do they want) - Middle (Where most of the story happens) - End (What happened to your characters)

Guided Practice: (Students setting; whole group on the carpet/5 minutes) We will read the story together. I will provide think aloud opportunities that focus on sequencing. - pgs. 2 (What can you tell about the story from the pictures? Where is this happening? The animals are in the woods. (The introduction to the setting would fall under what part of the story; beginning, middle or end)


-pg3 Let's read the words on our text feature the sign: This Way to Fox's Den. A den is a fox's home. Why do you think Mule and Pig are walking in that direction? Do you think reading this sign will fall in the beginning, middle or end? (It will fall in the beginning because it introduces the plot) -pg. 5: point to the sign in this picture. Let's read it together. Why might this be a warning to the animals? What part of the story is this; beginning, middle or end? - pg. 7-8: Where are the animals now? Point to the mailbox. The words on it are: Mr. Fox. That means Mr. Fox lives here. How did the animals end up at Mr. Fox's house? Mule pretends to read the words on the mailbox. He thinks it says: Water here. What part of the story is this; beginning, middle or end? -pg12: Tell what Hen is doing with the animals. How does learning to read help Mule, Pig, Duck and Goat? What part of the story is this; beginning, middle or end? We will discuss what happened in the beginning, middle and end (I will write down elements on the white board for each sequence) What happened in the beginning of the story? (Using list as reference sheet) What happened in the middle of the story? (Using list as reference sheet) How did our story end (Using list as reference sheet)

Independent: (Students setting; small group at tables working in partners/5 minutes) Students will sequence the events of A Walk in the Woods by gluing pictures that discuss elements from the beginning, middle and end. (the elements will be precut to save time)

Assessment: (Completed at their tables ) Formative: Students understood why good readers need to have events sequenced in order from beginning, middle and end to comprehend the story. When we were making a reference chart I realized the students didn't know how to categorize the events. Summative: Students will sequence the events of A Walk in the Woods by gluing pictures that discuss elements from the beginning, middle and end. 5|Page

Analysis/Evaluation: Four out of five were able to sequence three events in sequential order. We read all the events together and then the students worked independently to complete the assessment. One student needed the sentence repeated to help him process the information. He was able to put the events in order after the second reading. The one student who was not able to sequence the story had difficulties with attentiveness during the comprehension lesson. This assessment may not show her true ability for sequential order. I will need to work with her one-on-one in a more quiet setting to determine the student's comprehension skills.

Sequence in order (Beginning, Middle, End)

Metzi Alexis Janyia Soloman 3/3 3/3 1/3 3/3 (needed sentences reread & needed extra time) Jenna 3/3 100% 100% 100% 33%- retest 100%

Class Average: 80%

Reflection: The comprehension lesson of sequencing events from beginning, middle and end was really effective in a small group setting. The students were able to get more personal attention and help with I was able to work one-on-one with two students that needed extra support. The lesson was structured and organized. The students learned the criteria that caregorizes each event from beginning, middle and end. In my reflection of planning changes I would have had all students look at picture clues as well as read passages from the text to determine the beginning, middle and end. Some classroom management changes would be to change a student's seating arrangements to a seat closer to me and further away from distraction. The student had challenging behavior throughout the day and had 2 sit and think times prior to this lesson . I tried 6|Page

some behavior management strategies like to have her sit on her hands, redirection, I would call on her to keep her attention. However, these strategies did not work with this student. Unfortunately, I had to move her clip and she was already on yellow which meant moving to orange- sit and think which made her leave the lesson. So, after 5 minutes I had the student move her sit-in-think chair to our learning area so I could teach her one-on-one and then took the assessment. She wasn't able to correctly sequence the events. I will need to re-test the student to see if she needs support in comprehension or accommodations to help her attentiveness. A professional development reflection was to provide ample think time to get more participation and have the students help drive instruction. During the end of the lesson, I noticed that I was losing the attention of some of the students in the group. So, I quickly did a recap to bring closure before taking the assessment. I will provide more engaging questions to keep the students attention and the discussion more lively.