Ashley Little

Jaime Coulling at Berkeley Glenn Elementary School

December 3rd, 2018 from 1:00pm-2:00pm
Submitted to teacher for review on December 1st, 2018
LESSON PLAN OUTLINE
JMU Elementary Education Program

(Include the title of each of the following sections in your written plan.)

A. TITLE/TYPE OF LESSON

This lesson will be a small group reading lesson. Students are in small groups for reading instruction and practice, so I
will be leading each small group for 20 minutes each. Each week they are introduced a new book and topic of study.
This lesson will happen at the end of the day for one hour.

B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students’ readiness, interests, and/or learning
preferences? Why is this an appropriate activity for these students at this time? How does this lesson
fit in the curriculum sequence? How does this lesson fit with what you know about child
development?

There was no formal preassessment to determine student’s readiness for this lesson. Students have been reading in
these groups all year. Each week students read a book, talk about it and complete different activities to ensure
comprehension. Throughout the week students will be observed and watched to determine reading level and
understanding. Students change groups depending on their success with reading over a period. This lesson fits the
curriculum sequence because Waynesboro follows a reading curriculum that is specifically written out for each week.
This lesson fits with what I know about child development because I know it is crucial for students to learn to read and
continue reading. Students need to practice these reading skills and techniques daily to keep up their skills and develop
new skills.
This week groups will be reading one of two books: Brer Rabbit and Cis Cow, Terrapian Races Rabbit or Anasi and
Sky King, Hare and Lion.

C. LEARNING OBJECTIVES

Understand – what are the broad
generalizations the students should
begin to develop? (These are
typically difficult to assess in one
lesson.)
Know – what are the facts, rules, Do – what are the specific thinking
specific data the students will gain behaviors students will be able to do
through this lesson? (These “knows” through this lesson? (These will also
must be assessed in your lesson.) be assessed in your lesson.)

-Students will understand how to
read for learning and comprehend
new information.
-Students will know how to read
for understanding, not for
pronunciation of words.
-Students will know how to use
context clues to say new words.
-Students will take turns reading
the book as a group.
-Students will participate in
answering questions about the
reading and reading to learn.
Ashley Little
Jaime Coulling at Berkeley Glenn Elementary School
December 3rd, 2018 from 1:00pm-2:00pm
Submitted to teacher for review on December 1st, 2018

D. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember – every objective must be assessed for every student!

There will be no formal assessment of my objectives until later in the week. Throughout reading, we will take breaks
and talk about what we read to ensure understanding and comprehension of what was read thus far. I will ask students
questions that will cause them to rely on the text to find the answer. I will also ask students questions that will make
them rely on context clues to make an educated guess on what words mean in the text. During the reading students will
take turns reading different paragraphs of the text. I will monitor to ensure that each student has a fair amount of turns
to read during our reading group. At the end of the week, students are given a comprehension quiz to assess
understanding of the text for the week. This is a graded assignment, so it is crucial that students participate and engage
during group time all week.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

4.5 The student will read and demonstrate comprehension of fictional texts, narrative nonfiction texts, and
poetry.
a) Explain the author’s purpose.
b) Describe how the choice of language, setting, characters, and information contributes to the author’s
purpose.
c) Identify the main idea.
d) Summarize supporting details.
e) Identify the problem and solution.
f) Describe the relationship between text and previously read materials.
g) Identify sensory words.
h) Draw conclusions/make inferences about text.
i) Make, confirm, or revise predictions.
j) Identify cause and effect relationships.
k) Use reading strategies throughout the reading process to monitor comprehension.
l) Read with fluency and accuracy.

F. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
Who will be responsible for securing each item?

Teacher Provided:
-Books for each group
-Brer Rabbit and Cis Cow, Terrapian Races Rabbit
-Anasi and Sky King, Hare and Lion

Student Provided:
-Themselves �
Ashley Little
Jaime Coulling at Berkeley Glenn Elementary School
December 3rd, 2018 from 1:00pm-2:00pm
Submitted to teacher for review on December 1st, 2018
G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
 Preparation of the learning environment (if required)
 Engage -Introduction of the lesson
 Implementation of the lesson (specific procedures and directions for teacher and students)
 Closure
 Clean-up (if required)

Preparation of Learning Environment:

-The learning environment will be prepared during the day. The chairs will be set up at the table and the table will be
clear. I will have each groups container that has the books, reading guide, and comprehension questions to ask.

Engage:
-To engage students in this lesson I will start by handing out the new books for each group. The books for the groups
are called Brer Rabbit and Cis Cow, Terrapian Races Rabbit and the other book is called Anasi and Sky King, Hare and
Lion. I will ask students what they know about trickster tales and we will review what they are before beginning. We
will then take a “picture walk” where students will take a look through the book to glance at pictures and gain a feel
for what the book is about.

Implementation of Lesson:
-This lesson will begin with reading. I will call on one student to begin and read a full paragraph or page of the book.
That student will complete reading and call on someone else to read the next paragraph or page. Students will continue
taking turns reading until their time is up at the reading group and we need to switch to the next group. Throughout the
lesson, we will pause, and I will ask a variety of questions to keep students engaged and reading for understanding and
comprehension. These questions will range from asking about the text to asking students personal preferences, so they
get a chance to share their opinion and thoughts and feelings on the topic. Examples of questions include “What does
the author mean when he or she says…” and “Would you ever want to…” Another example of a question would be
asking if anyone can make a text to self, text to text, or text to world connection. Students have been learning what it
means to compare and contrast, so I may ask a question to look for comparisons and contrasts between different things
in the text.

Closure:
-To close each group, I will ask everyone to close their books. Then I will tell them that we are done reading for the
day and that it is time to transition to their next group.

Clean up:
Clean up will consist of putting away books and taking out the new books for the next group.
Ashley Little
Jaime Coulling at Berkeley Glenn Elementary School
December 3rd, 2018 from 1:00pm-2:00pm
Submitted to teacher for review on December 1st, 2018
H. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with varied
learning styles and abilities, English language proficiency, health, physical ability, etc. How will you
extend and enrich the learning of students who finish early? How will you support the learning of
children struggling with your objectives?

This lesson will be differentiated among groups based on their reading level. There is a higher-level reading, a grade
point level reading, and a lower level reading group that each student has been assigned to. Each student is in a group
that suits their needs. The lower level reading group will read a book that is different from the other two groups. The
other two groups will read the same book, but questions and comprehension assessments will appear different for each
group. Each group is given a book that challenges their reading and pushes students to say and understand new words
and concepts. No students will finish early as this is a group read aloud. For groups that may be struggling, I will offer
support and model a strong example of reading. I will be sure to answer any questions students have so that they aren’t
left wondering what is going on in the reading.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation.

One concern I have for this lesson is students calling out outside of their turn in group. Many students are excited and
eager to read, especially when there is a new book for the week. I will remind students of our rules that they are not to
call out and must wait quietly to have a turn while reading. Another concern I have is that students will take a while to
decide who they are calling on for the popcorn reading. Some students make it a dramatic decision to decide who they
want to read after them. I also worry that some students may shut down, and not want to read with their head on the
table. To avoid this, I will remind them how important their participation is and that they will have to read during
recess if they choose not to read with the group. My last concern is that there will be another fire drill during my lesson
and we will lose instruction time. I am hoping this doesn’t happen but if it does we are able to return to our work
quickly and efficiently.