miss alaineus lesson plan

Lesson Plan 1MISS ALAINEUS LESSON PLAN

Miss Alaineus Lesson Plan

Nicole R. Moreno

National University

Curriculum and Instruction I

TED 622A

Professor Michael Coder

June 13, 2009


LESSON PLAN

Lesson Plan Design

Grade: 5 Lesson Topic: Comprehension

Candidate’s Name: Nicole Moreno _________________ID 006986350

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner, create bridges from past learning, behavior expectations)

READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of text, and they relate text structure, organization, and purpose. The quality and complexity of the materials to be read by students are illustrated in The California Reading List. In addition, by grade 8, students read one million words annually on their own, including a good representation of narrative (i.e., classic and contemporary literature) and expository (e.g., magazines, newspapers, on-line information) text appropriate for each grade.

Comprehension and Analysis of Grade-Level-Appropriate Text:

3. Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas

Rationale:


4. Draw inferences, conclusions, or generalizations about text and support them with evidence

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you measure mastery of the outcome?)

As a result of this lesson, students will have more practice at and will

be better at making inferences from a text

be better at summarizing

be able to explain what elements to include in a summary of a narrative text

be able to give at least two strategies to use when reading a narrative text to increase understanding of the text

Rationale:

3. Pre-assessment Activity: (Determine students’ abilities to achieve the Learner Outcome and prescribe instruction accordingly. Consider: linguistic background, academic language abilities, content knowledge, cultural and health considerations, interests and aspirations, physical development, social development, emotional development. )

Rationale:


BEFORE READING:

1. The teacher will have the class come to the group meeting area.

2. The teacher tells that class that they are going to work on two different strategies that they can use when they are reading a narrative text. The teacher asks the students to recall what a narrative text is. The teacher listens to student responses. If the students are having difficulty, the teacher may remind the students that a narrative text has different elements. The teacher will then guide students to recalling that narrative texts have characters, a setting, a plot, a theme, a conflict and a resolution. The teacher should write down the different elements on the chart paper. The teacher tells that class that knowing the different parts of a narrative makes it easier for them to do one of the techniques that they will learn today: Summarizing. The teacher tells the students that when they summarize, they should try to include all of the elements of the narrative. The teacher should hand students the Summarizing Guide sheet (a sheet with spaces for title, author, characters, setting, plot, and theme). The teacher should tell the students that when they read the story, they will look for and discuss these elements so that the students will be able to summarize the story by the end..

3. The teacher tells the class that another technique that they will be working on is inferencing. The teacher asks the class if they remember what inferencing is. The teacher listens to student responses. If the students are

1. Rationale: The teacher is bringing the group to a group meeting area so that everyone will be able to hear each other and see the book.

Rationale: Summarizing is a reading strategy that helps students understand literature. The teacher prepares the students to do summaries so that they may apply this strategy to their reading. The teacher gives them a guide because research shows that students do better summaries when they have a guide. The teacher relates this lesson to the previous lesson because it helps students to construct meaning when


having difficulty the teacher may remind students that inferencing is the "process of judging, concluding, or reasoning from some given information". The teacher hands out the inferencing guide sheet. The teacher goes over the strategy of using inferencing to understand text by looking for clue in the book, thinking about what they know about the topic, and using the clues and what they know to figure out what the author means. The teacher gives the class the example that if the teacher read "Samantha was very excited. She was running as fast as she could. As she reached the finish line, her whole face glowed with her smile." The teacher asks the students what they think is happening. The teacher listens to student responses. The teacher asks the students why they knew that Samantha won the race. The teacher listens to student responses. The teacher tells the class that this is inferencing. The teacher congratulates the class on their ability to inference. The teacher tells the students that they will use inferencing in this text not only to understand what is happening in the story, but also to make predictions. The teacher tells the students that they will work on this technique while reading the story.

4. The teacher asks the students to look at the book. The teacher holds the book up for everyone to see. The teacher asks the class to identify the tittle and author of the book. The teacher calls on a student to response. The teacher asks the class if they have read any other books by this author. The teacher listens to student responses. If no one responds, the

they relate ideas to prior knowledge


teacher may remind the class that she has also written One the Day You Were Born and Out of the Ocean. The teacher lets any students respond who have read these texts.

Rationale: The teacher asks students to recall their previous knowledge about inferencing to help students connect this lesson to their previous knowledge. This helps students construct meaning. The teacher is helping prepare the students to inference in this lesson. The teacher is teaching inferencing because it is an important strategy for students to be able to use and apply to help them construct meaning while reading.

Rationale: The teacher is trying to activate the student’s prior knowledge and background to help


them construct meaning, "by relating ideas from a text to one’s prior knowledge."

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify Learning Activities based on learner characteristics to meet the needs of ELL & special needs students, highly achieving students and low achieving students)

This lesson meets the needs to a variety of learners. Visual learners will benefit from the visual presented on the chart paper, the guide on the overhead, and from seeing the book. Auditory learners will benefit from the discussion and reading aloud of the book. Students from a variety of reading levels will be able to participate in the class discussion. In addition, students who are having difficulty will benefit from the teacher and student modeling while the students who are doing well will be challenged with the more difficult questions.

Rationale http://www.debrafrasier.com/pages/books/msa.html has wonderful additions to this book that can apply to both ends of the spectrum

To include games:

http://www.debrafrasier.com/cla_sup_downloads/msa_word.pdf

for advance students and

classroom support such as a vocabulary parade that would be beneficial to target b who reads at 7th grade level.

http://www.debrafrasier.com/cla_sup_downloads/msa_word.pdf


5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)

Book: Miss Alaineus by Debra Frasier

Chart Paper

Summarizing Guide

Inferencing Guide

Summarizing Model

Rationale:

6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for Understanding)

DURING READING:

The majority of reading includes teacher modeling of using inferencing and summarizing techniques. The teacher modeling is important so that the teacher shows the students how to use and how to think about the strategy. TITLE PAGE

The teacher asks the class to look at the picture. The teacher asks the students to look at the lady handing out yellow sheets. The teacher asks the students to think about what might be happening in the picture. Where might the people be? The

Rationale:

This will help students when they

practice the strategy, which is also

done in the reading. The students do

guided practice to provide models for

other students who do not

understanding how to do the

technique and to help students get

better at using the technique. The

majority of these rationales are built

off of these concepts.


teacher reads the sign. It says 5th Grade, Room 202, Mrs. Page. The teacher says that she thinks that the people are at school and that the lady handing out the paper is the teacher. The teacher tells the class that this is an inference she is making from the picture. The teacher explains that the lady looks like she is older, and teachers are usually giving students papers..

NEXT PAGE

The teacher reads the text. The teacher asks the students what they think the text means. What is it? The teacher listens to student responses. Who is it from? How do they know this? It does not say anywhere who the sheet is from. The teacher points out that the students have inferred that the note card is from the teacher.

Page A

The teacher asks the students to think about the text. What does the text make them think? What do they think is going to happen? The teacher will think aloud and say that because of the title, and the fact that she says not to get sick on Vocabulary Day...Something may happen because the

Rationale: The teacher is providing

guided practice for students to help

them infer. The teacher is showing the

students how to use and how to think

about the strategy being taught by

"thinking aloud" with them

Rationale: The teacher is continuing to

model how to infer and is promoting

guided practice for students. This is

important so that students practice and

get better at inferring, and may later be

used to ensure that students understand

and can use the strategy.


misses the vocabulary. The teacher points out that she is inferring this from the text and the title.

Page B

The teacher reads the text. The teacher asks the students to pay attention to who the characters are. The teacher asks the students what characters have been introduced. The teacher writes them on the chart paper in the appropriate place. The teacher asks the students to think about what is happening and make any predictions as to what they think may happen.

Page C

The teacher reads the page. The teacher rereads, "My mom told her yes, I had my math problems and vocabulary words, and yes, I would get better soon." The teacher asks the class what they think may be going on here. The teacher asks the class why her mother would be answering the teacher. The teacher is trying to get the students to infer that the teacher had asked the mother is Sage had gotten her math and vocabulary and told her to get better soon. The teacher asks the class to think about what

Rationale: The teacher is promoting

student practice of the skill of predicting.

This is part of inferencing because they

are using available information and prior

knowledge to construct meaning.

Rationale: The teacher is helping

students pay attention to the key story

elements so that they will be able to

discuss these elements later in the lesson

and write a summary.


may happen..

Page D

The teacher reads the text. The teacher asks the class what they think could have happened on Monday

Pages E-F

The teacher reads the page. The teacher talks to the class about how Sage is using her previous knowledge about the vocabulary words to figure out why Miss Alaineus is included in the text. The teacher talks to the class about how she is inferring why Miss Alaineus may be included in the vocabulary by comparing this name to her previous names.

Pages G-H

The teacher reads the text. The teacher asks the students to think about places in this page where Sage had to make inferences. Sage inferred what Miss Alaineus was by reflecting on different times she had heard the word

Pages I-J

The teacher reads the next page. The teacher asks the class if her definition makes sense according to Sage’s


students practice inferencing through

modeling and guided practice

. Rationale: The teacher is having the

students predict, which is part of

inferencing.

Rationale: The teacher is using Sage to

show students how people use

inferencing. This helps students see how


experiences with the word Miss Alaineus and other times that she has heard people’s names used as words. The teacher listens to student responses.

Pages K-L

The teacher reads the next two pages to the class. She asks the students to think about what might happen

Pages M-N

The teacher reads the next page. The teacher asks the class what had happened? The teacher calls on a student and listens to the answer. The teacher asks the class if they have ever made a mistake like that in front of a class. The teacher listens to student responses. reading.

Pages O-P

The teacher reads the next page. The teacher asks the class what the author means that the day took a week to end. The teacher listens to responses. The teacher asks the class to keep thinking about their story elements. The teacher asks the class to think about the problem(s) that exist in the story. The teacher lists these on the chart paper. The teacher reminds the class that

other people can use inferencing and

helps students understand what

inferencing is. This is important so that

students see how inferencing may be

used in other situations besides reading a

book.

. Rationale: Once again, the teacher is

using Sage as an example of how people

infer in their daily lives to help them

construct meaning.

Rationale: The teacher is promoting

critical thinking about inferencing. The

teacher is helping students understand

that sometimes inferencing does not

always bring you to the correct answer.

This will help students have a better

understanding of inferencing because

they are thinking critically about it.


they should be paying attention to the problems and solutions.

Pages Q-R

The teacher reads the text. The teacher asks the class why the class was laughing. The teacher reminds the class that the author did not say that they laughed because of Sage’s mistake, but that they inferred this from the previous text..

Pages S-T

The teacher reads the next two pages. The teacher asks the students what they think might happen. Rationale: The teacher is having students practice predicting, which is part of inferring.

Page U

The teacher reads the next page. The teacher asks the class why Sage was grinning. The teacher listens to student responses and points out that they inferred this from the text.

Pages V-W-X

The teacher reads the next two pages. She asks the class to guess what Sage may be next year

Pages Y-Z


students practice the strategy

summarizing. Also, the teacher is

helping students relate to the book.

Relating to or empathizing with

characters is important in


The teacher reads the last page. The teacher asks the students if they were correct in their responses.

Check for Understanding:

Rationale: The teacher is bringing to the

students attention that they inferred from

the text and picture. This is to help

students see that they infer often, without

having to think about doing it

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and provide feedback and re-teaching)

AFTER READING:

Rationale:


1. The teacher asks the class to think about the problems they have listed. Did they think of anymore? The teacher lists the problems that the class gives on the chart paper. The teacher asks the class to think about what the solution(s) to the problem(s) is/are. The teacher lists the student responses on the paper. The teacher asks the class what the setting was. The teacher lists the students’ responses. The teacher asks the class to list any characters that they do not have listed. The teacher writes these on the chart paper. Next, the teacher asks the students to think about the plot. The teacher asks the students to raise their hands of they can give the plot. The teacher calls on a student and writes his/her response. Lastly, the teacher asks the students to think about whether or not this story had a theme (the students should be familiar with plot and theme so a reteaching of these ideas should not be necessary. However, if students seem to be struggling, the teacher should refresh their memories about what plot and theme are). The teacher lists the student responses on the board. The teacher tells the students that they are going to use this information to write a summary about Miss Alaineus. The teacher tells the students that they may begin their summaries with the title and author. For example, they may write, "The story Miss Alaineus by Debra Frasier takes place in a fifth grade class." The teacher puts up an overhead that students may use if they are having difficulty writing their summaries. The students may use this overhead as a guide to write their own summaries. The teacher tells the class


that a good summary includes all of the elements that they have listed: characters, setting, plot, problem(s), solution(s) and theme. The teacher asks the class to go back to their seats and begin working on their summaries. While working, the teacher will circulate the room, helping when necessary. Once students have finished their summaries, the teacher may ask for volunteers to share their work. The teacher allows students to share their summaries. Rationale: Responding is the essence of literacy. The teacher is allowing students to respond to the story, practice summarizing, and share their responses.

2. The teacher collects student work. The teacher asks the class what two techniques they have worked on today. The teacher listens to student responses. The teacher asks the class why they think these techniques are helpful to use when reading a text. The teacher allows the students to respond. The teacher tells the class that these are only two strategies that one may use to help them understand a text. They will practice these strategies more and learn different strategies so that they will be expert readers who know many different strategies for reading. They will be able to choose which types to use. The teacher explains that when they have had enough practice, they will automatically use these strategies and not even need to think about what they are doing. The teacher explains that when they read at this stage, they will be well on their way to becoming expert readers.

Rationale: The teacher is working with the class to help identify important information in the text. The is important so that students may apply this strategy when they read on their own which will help students improve meaning construction.



Rationale: The teacher is helping the students practice summarizing. Through practice, they will become better at these techniques and will become able to apply them when they are reading. Summarizing helps student understand the text because is it helps them pull together the essential elements in a longer passage of text. The teacher gives the students the guide because research has shown that guidelines help students develop this skill.

Rationale: The teacher collects the papers for assessment. He/she is gathering information to assess whether or not the students were able


to apply the lesson and create a summary. The teacher has assessed whether or not students are able to infer from the discussion. The teacher has the students think about the lesson and reflect on it to help them internalize the lesson. The teacher tells the students that as they become better readers it gets easier and easier to use the strategies to increase student motivation and help them want to learn how to read using the different strategies.

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent activities are assigned assuming that students understand the concept well enough to work on their own.)


Rationale:


9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning. Describe differentiating assessment strategies you will use for ELL, special needs students, highly achieving students and low achieving students.)

The teacher will assess student learning informally

through listening to student responses. In this

way, the teacher will get an idea whether or not

students are following the lesson. The teacher will

assess student learning more formally by reading

their summaries. IF students are able to include all

of the information in their summaries, the teacher

may assume that they have an understanding of

how to do summaries. The teacher would be able

to assess whether or not students have an

understanding of how to infer and summarize by

having them do another lesson where they work in

small groups and read and discuss the text and

where they must make inferences.

Adapted from Lesson by Christy Carter

hotchalks.com

Rationale:

This book is ideal for the teacher to use

with the special needs student because

although it may challenging enough for

excelled student the imagery the colorful

picture are powerful enough to be able for

all students to discuss and understand on

some level.

10. Closure: (Describe how students will reflect on what they have learned.)

Then, after they read the text, the group could

write a summary of the text.

Rationale:

The teacher could read their summaries

to make sure that they have included all

of the components and understand how

to summarize.


Note: An electronic copy of the Lesson Plan Design may be found on the Nu-Fast website: http://www.nu-fast.com . Links: SOE – TED – TED 629 – StudentPortfolio

http://www.nu-fast.com/


References

Eby J., Herrell A. & Jordon M. (2006). Teaching K-12 schools: A reflective action approach (4th ed.). Englewood Cliffs, NJ: Prentice Hall.

California Department of Education. www.cde.ca.gov

miss alaineus lesson plan

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