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Methods Lesson Plan


Name: Andrew Flagg
Lesson Title: Reading Comprehension
Age or Grade Level: 2nd-3rd grade
minutes
Central Focus

Date: 9/17/15
Subject: Reading/Literacy Lesson
Number of Student Involved in Lesson: 15

Time Frame: 30

Learning Central Focus


The central focus for the content in the learning segment is to have the students grow their reading
comprehension through the usage of children literature.

What is the central focus for the content in


the learning segment?
Common Core State Standards or New
York State Standards
What standard(s) are most relevant to the
learning goals?

-Describe characters in a story (e.g., their traits,


motivations, or feelings) and explain how their actions
contribute to the sequence of events.
- Describe how characters in a story respond to major events and
challenges.
http://www.p12.nysed.gov/ciai/common core . Ask and answer questions to demonstrate understanding of
standards
a text, referring explicitly to the text as the basis for the
answers
Student Learning Objective(s)
-Given the reading of the children literature story Twas the Night before Christmas by Clement
Blooms Taxonomy
Moore students will apply their reading comprehension skills to clarify the elements of the story.
Academic Content and Language
Objectives (if applicable)
-After the reading, students will correctly identify the elements within the story and summarize the
story with 80% accuracy.
Skills (up to 4)
What are the specific learning goal(s) for
-Students will identify the elements of the story including: the main characters, morale of the story,
student in this lesson?
setting, climax, and main point through the usage of a story map
Evidence-Based Practices (2) APA
citation
What are the specific strategies for students
in this lesson?

The strategies for students in this lesson would be a story map and reading comprehension.

Adler, C. (2004). Seven Strategies to Teach Students Text Comprehension.


Concepts and reasoning/problem
solving/thinking/strategies1

Armbruster, B. B., Lehr, F., & Osborn, J. (2001) Put reading first: The research building blocks for

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What are the specific learning goal(s) for
students in this lesson?

Linking Theory to Practice


Why are the learning tasks for this lesson
appropriate for your students?

Prior Academic Knowledge, Conceptions


and Requisite Skills
What knowledge, skills, and concepts must
students already know to be successful with
this lesson?
What prior knowledge and/or gaps in
knowledge do these students have that are
necessary to support the learning of the skills
and concepts for this lesson?

teaching children to read kindergarten through grade three. Washington, DC: The U.S. Department of
Education.
-In order for the students to improve their reading comprehension skills students will use a story map
because it provides students with a framework for identifying the elements of a story.

-Students have the prior knowledge, skills and concepts what a setting is, how to identify main
character, and be able to understand the content being read to them.
-These needed to support the learning of the skills and concepts for this lesson. Although, scaffolding
of story map might be necessary.

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Common Errors, Developmental
Approximations, Misconceptions, Partial
Understandings, or Misunderstandings

-The common errors is answering the reading comprehension to quickly and lack of critically
thinking.

What are common errors or


misunderstandings of students related to the
central focus of this lesson?
I will address them for this group by giving plenty of waiting time for the students in this class. In
How will you address them for this group of addition, I will allow the students to work in small groups.
students?

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Instructional Strategies and Learning Tasks
Description of what will you be doing and/or what the students will be doing.
Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment
and the evaluation criteria/rubric in the resources section at the end of the lesson plan. Add as many as needed.
Type of assessment
Description of assessment Modifications to the assessment so that
Evaluation Criteria - What evidence of student
(Formative/
progress monitoring
all students could demonstrate their
learning (related to the learning objectives and
Summative or
learning.
central focus) does the assessment provide?
Informal/Formal)
After reading the story to the 1. Story map reading
The assessment provide evidence that the
Summative Formal
class students will complete 2. extended time
students comprehended the key elements of the
the story map worksheet
children literature in an effort to improve the
either independently or in a
students reading comprehension.
small group.

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Differentiation/ Planned
Support

Whole Class: The students will have the childrens literature read to them aloud by myself.
Groups of students with similar needs: Students will be able to work together in small groups.

How will you provide


students access to learning
based on individual and group
needs?

Individual students: Students will able to ask questions about the book.

Students with IEPs or 504 plans: Students will be given extra time to complete the story map.
Strategies for responding to common errors and misunderstandings (where is the learning breaking down?).
What are your students
abilities with regard to the
oral and written language
associated with this lesson?
What content specific terms
(vocabulary) do students
need to support learning of
the learning objective for
this lesson?
What specific way(s) will
students need to use
language (reading, writing,
listening and/or speaking)
to participate in learning
tasks and demonstrate their
learning for this lesson?
What are your students
abilities with regard to the
oral and written language
associated with this lesson?

Academic Language Demand(s) Discipline Specific Language (ie Math, ELA):


The student is familiar with the oral, written and academic language because the book is at the appropriate reading
level for the class.

The students need to know what the vocabulary terms presented on the story map.

The students will need to use language to participate in the learning tasks and demonstrate their for this lesson when
completing the story map worksheet.

The student is familiar with the oral, written and academic language because the book is at the appropriate reading
level for the class.

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How will you support
students so they can
understand and use the
language associated with
the language function and
other demands in meeting
the learning objectives of
the lesson?

I can support students by reading the book aloud out and go over the questions on the story map worksheet.

Materials

The materials the teacher need is the childrens book and enough copies of the story maps for the students.

What materials does the


teacher need for this lesson?

The materials the students need are a pencil and a story map worksheet.

What materials do the


students need for this lesson?
Anticipatory Set
______5____ Minutes
How will you start the lesson
to engage and motivate
students in learning?

I will the lesson by asking the students what they know about Christmas by giving me words they think when they
think about the holiday.

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Instruction
______10____ Minutes

-I will determine if the students are meeting the intended learning objectives the answers in their worksheet and the
questions they may have.

How will you determine if


students are meeting the
intended learning objectives?

-I will engage the students in the developing understanding of the lesson objective by reviewing what I just read
aloud to the class.
-I will link new content to students prior academic learning by connect the story map terms with the story.

What will you do to engage


students in developing
understanding of the lesson
objective(s)?

-I will read the story aloud.


-I will ask what the story is about.

How will you link the new


content (skills and concepts)
to students prior academic
learning and their
personal/cultural and
community assets?
What will you say and do?
What questions will you ask?
How will you engage students
to help them understand the
concepts?
What will students do?
How will you determine if
students are meeting the
intended learning objectives?

-I will engage students to help them understand the concepts by reading the story aloud.
-The students will pay attention as I read the story aloud.
-I will determine if the students are meeting the intended learning objectives by the answer they are providing on the
worksheet.

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Structured Practice and
Application
____10______ Minutes
How will you give students
the opportunity to practice so
you can provide feedback?

-I will give students the opportunity to practice by having them complete the worksheet and go over it as a class.

How will students apply what


they have learned?

Students will applied what they have learned by completing the story map worksheet.

How will you determine if


students are meeting the
intended learning objectives?

-I will determine if the students are meeting the intended learning objectives by the answer they are providing on the
worksheet.

Closure
____5______ Minutes

I end the lesson by reviewing how their words about Christmas correlate with the book.

How will you end the lesson?

Re-Engage
How will you revisit or
review?

I will revisit by reviewing the story.

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Analysis and Reflection of Teaching
To be completed after the lesson has been taught
What worked?
What didnt?
How did you reengage?
Evidence of
Student
Learning
(including data)
Adjustments
What
instructional
changes do you
need to make as
you prepare for
the lesson
tomorrow?
Proposed
Changes.
If you could
teach this lesson
again to this
group of
students what
changes would
you make to
your assessment
and instruction?
Justification
Why will these
changes
improve student
learning?

n/a
n/a
n/a

n/a

Whole class: n/a


Groups of students: n/a
Individual students: n/a

n/a

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What research/
theory support
these changes?
Resources:

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Attach each asse

ssment and associated evaluation criteria/rubric.