LESSON PLAN

Name: Caila Bishop

Date: 4-27-11

Grade Level/Subject: ESL First grade/Reading

Prerequisite Knowledge:

This lesson is designed only to introduce a unit on “using background knowledge to visualize.” After this lesson students will engage in discussion and a writing activity that will further show the different ways that students can put themselves into a story and imagine that they are right there in the action.

Approximate Time: 30-35 minutes

Student Objectives/Student Outcomes: During a post-reading discussion of The Little Red Hen Makes a Pizza, students will be

introduced to the idea of putting themselves into a story. They’ll find out that there’s a way they can jump right into the story themselves.

Illinois Standards:

CC .1 R.L.1. Key Ideas and details: Ask and answer questions about key details in a text CC. 1. R. 1.7 Integration of Knowledge of Ideas: Use illustrations and details in a text to describe

it’s key idea CC. 1. W. 8 Research to Build and Present knowledge: with guidance and support from adults

recall information from experiences or gather information from provided sources to answer a question

CC. 1. R. L. 9 Integration of knowledge and ideas: use illustrations and details in a story to describe its character, settings and events

Materials/Resources/Technology:

The Little Red Hen Makes a Pizza by Philemon Sturges Worksheet Cut out characters (Dog, Cat, Duck) pencil

Implementation (USE FRAMEWORK BELOW):

Time 10 Opening of lesson: (Objectives, hook, behavior expectations)

minutes Ask the student if they have ever read a story and imagined themselves in the book. Ask the students if they imagined themselves as one of the characters

Continue the discussion until a few students have shared their experience of imagining themselves in a story. Discuss whether or not they personified a character. Ask the student if they did anything differently than the character in the story. Explain that today they will learn how to put themselves into a story

20 min Procedures: Include critical thinking questions and accommodations for individual needs

20 minutes

Materials: The Little Red Hen Makes a Pizza by Philemon Sturges

Tell students: “We are going to read a book about a hen that makes a pizza. Each time the Hen asks for afavor no one wants to help her. As we read the book, imagine yourself in the story. Would you doto help the Hen? How would you help the Hen? and Why would you help the Hen?

Gather the students around you and read/show the The Little Red Hen Makes a Pizza. This is Primarily a picture book; you can guide through verbal discussion of the pictures as you go throughthe book or just ask the students to think silently about the questions while you show the pages ofthe book.

To focus student attention to each page, ask questions like:

What will the dog, cat and duck say this time? What would you say to the Hen? If you were in Little Red Hen’s kitchen, what would you say to her? What does the Little Red Hen have to do all by herself? The Little Red Hen is very busy chopping, slicing and grating. What would you be doing if

you were there?

Accommodation for special needs:

All children would probably benefit from sitting close to the teacher for the book reading (on a carpet, etc.) A child with a vision problem or an attention problem should be seated directly in front of the teacher during the book reading portion of the lesson so that the child can better see and/or attend to the reading.

15 min Summary/Closing:

Materials: worksheet cut out character

pencil

Give students the option to be the dog, cat or duck. Administer to the students the cut-out character and the response sheet. Make sure that students have a pencil to write their response.

Say to students: “I would like for you all to imagine yourselves in this story. As the character you have chosen I would like for you to answer the following questions on the response sheet: If you were the dog, cat or duck would you help the hen? If you answered yes how would you help the hen? I then would like for you all to answer why you would help the hen.”

Check student responses as they are writing. You should see students answering all three questions if they answered yes and two questions if they answered no. Make sure students are writing in English and that you are there to assist with any spelling errors or struggles they may have.

Student Assessment:The primary form of assessment for this lesson is the student drawing.Assessment Rubric for drawing.

*Grades are not Typically assigned at the K-1 level, so this rubric is used for assessment of understanding only, not for purposes of assigning grades. Therefore there are no “point levels” used in the rubric.

Post Lesson Reflection:

Student InterestThe students were very interested in the lesson. They enjoyed the illustrations in the book and the worksheet activity where they got to choose the animal they wanted to be in the story. I feel as if I could have sparked the student interest more if I had them create a short story where they retold the story and changed the way their animal responded to the hen when the hen asked for help.Student MotivationStudents remained motivated throughout the lessons. Students received positive feedback on their worksheets. I think I could have motivated the students more if I would have wrote some common English words on the board that they struggled spelling. I feel as if some of the students got discouraged as they filled out their worksheet because they had to ask how to spell numerous words

Good Acceptable Review or Re-teaching Needed

Drawing for lesson

Student written responses clearly displays understanding of concept(s) with no help (hints, etc.) needed from the teacher

Student written responses displays understanding of concept(s) with some help and clarification from teacher

Students does not appear to understand concept(s); can only written response if told what to draw by teacher

Verbal and/or written description and explanation of drawing

Student shows understanding of concept(s) with little or no probing or scaffolding from teacher

Students shows understanding of concepts with some probes and scaffolding from teacher

Students does not show understanding of concept(s) with probes and scaffolding by teacher

in English.

Teacher KnowledgeI was knowledgeable about lesson’s objectives. I was able to define and introduce new vocabulary words that the students needed to learn. I understood that the student’s native language was not English so I used gestures to help convey ideas, and introduce new terms. I think I could of did a better job using gestures to convey the meaning and difference of the words “chopped, sliced and grated” that appeared throughout the text.

Teacher OrganizationThe materials that I needed for the lesson were readily at hand. I prepared the materials that the students needed for the lesson. I think I could have did a better job preparing for the lesson if I would of taken into consideration the difficulties they may have writing in English on the worksheet. I should have went over some of the spelling of the words and maybe written a few words on the board for them to reference. Teacher ArticulationI did a much better job articulating than I did with the first lesson plan. I spoke slowly and clearly and asked questions to reaffirm that the students understood. This is one area where I improved tremendously. Student UnderstandingStudents understood the story that I read to them. Students asked questions when they were not familiar with words or concepts. I could have helped with student understanding by using more gestures when reading and providing words in English on the board. Other I did a great job with this lesson. I found it helpful to the students when I pointed to the words as I Read the story. One improvement I could have made that would of made the lesson more fun and creative for the students was to have them color their character and paste it on the worksheet. The teacher thought this would be a great way to incorporate art into the lesson as well.