LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
• Bailey Dismore
• Tusing. Ashby Lee Elementary
• Presented 11/28
• Submitted 11/26

A. Expression Tic-Tac-Toe

B. CONTEXT OF LESSON
Students work on reading and rereading poems in class chorally, individually, and in
small groups to gain practice in their fluency. Based on this, students are familiar with the
texts being used in this lesson and therefore will be ready for a game that builds their
confidence and experience in reading.

C. LEARNING OBJECTIVES
Understand – what are the broad
generalizations the students
should begin to develop? (These
are typically difficult to assess in “knows” must be assessed in
one lesson.)
Students will understand that
reading with expression is a
characteristic of a fluent
reader.
Know – what are the facts, rules,
specific data the students will
gain through this lesson? (These
your lesson.)
Students will know how to
read with expression.
Do – what are the specific
thinking behaviors students will
be able to do through this lesson?
(These will also be assessed in
your lesson.)
Students will read with
different types of expressions.

D. ASSESSING LEARNING
I will listen as students read the poems using different expressions. I will be listening for
appropriate expression that matches what they have selected on the tic-tac-toe board. If it
matches, I will make a note of it on a student roster. If it does not match, I will make a
note of it so the student can have another opportunity to practice, perhaps with a group.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL

STANDARDS if required)
2.8 The student will read and demonstrate comprehension of fictional texts.
j) Read and reread familiar stories, poems, and passages with fluency,
accuracy, and meaningful expression.
F. MATERIALS NEEDED
• Poem folders
• Tic-Tac-Toe game board

G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
• Preparation of the learning environment (if required)
 • Create a tic-tac-toe chart on word or chart paper that includes different
voices for students to use while reading.
• Engage -Introduction of the lesson
• Have students read their most recent poem aloud as a group two or three
times for practice.
• Implementation of the lesson (specific procedures and directions for teacher and
students)
• Split the class into two teams, the X team and O team.
• One student from each team should play rock-paper-scissors to
determine which team will go first.
• In order, students will be called on from alternating teams to read the
poem in a certain voice. The student may choose to either read on their
own or as a team.
• Once the poem is read by the student or team, the student may point to
where they would like to place an X or O.
• The team who creates three in a row wins.
• Repeat game until each student gets a chance to place a marker on the
board, about three times.
• Closure
• Have students vote on their favorite voice and have them read it
altogether once to wrap up.
• Clean-up (if required)

H. DIFFERENTIATION
• Students may choose to read the poem individually or as a group.
 Fluency Lesson Reflection

I planned this lesson by going off the fluency program already set up in my classroom.

The students have folders with poems in them and they will read the poems several times

altogether until they master them. I used the next poem in their folders and created a game to use

with it to shake up their routine a bit. I knew this would be appropriate because the poems are

used by all the second-grade classrooms for fluency instruction.

I made two changed to this lesson throughout that were unplanned. First, I decided that

the students would read the poem as a team instead of having the option of reading it

individually. I made this choice because the students seemed to be a little hesitant about what to

do since it was new for them. The second choice I made was halfway through the lesson. The

students were getting a bit distracted when the other team was reading, so I asked that when a

team chose how to read a poem that the entire class read it that way. Initially, I was nervous that

the students would be uninterested in this because during the first two choices of how to read the

poem they were quiet and hesitant. After a couple more times, however, the students were more

engaged and eventually got very excited to read the poems. As we continued, the students just

about memorized their poems and would engage with one another across the table using

exaggerated expression in a fun way. It was fun to watch students who generally are struggling

readers demonstrate confidence while they read.

Although most of the class was engaged and responded well to the activity, I had two

students who I squatted near when it was their turn to read. They were silent unless I was right

near them helping them point to the words. If I was moving forward in this instruction, I would

find an expression they liked to do and incorporate that more into fluency lessons. For example,

one of the students who struggled got excited when he got to do a monster voice and would
participate. The other one needed someone to sit right next to him and encourage him the whole

time.

Throughout the lesson, students became more and more engaged and enthusiastic. Their

enthusiasm seemed to be because of their increased confidence in reading. At the beginning, the

class was hesitant and sounded monotone, reading each word separate from one another without

any meaning behind them. By the end of the lesson, they read with more expression and when

asked to read with their own expression instead of one of the expressions in the game, they were

confident and read appropriately.

Next time, I would let students who did not get to pick a voice choose their favorite so

that everyone gets to pick the voice and likely be more invested in participating in rereading.

During this lesson, the student who speaks mostly Spanish was pulled out, but in the case that he

wasn’t, I would sit with him prior to this lesson during their Chromebook time and help him

work through the words on the poem paper. This would give him an introduction so that he is

less lost in the lesson. Another change I would make next time is starting with a poem they

already are familiar with and then moving onto a new poem. This would help them to feel

confident about starting the activity before reading something new.

In my future classroom, I would model fluency when I read aloud to students. I would

love to incorporate a reader’s theater in the classroom and do a small bit of it every day. The

class would be split into a few groups and perform the theatres for one another after they are

done. For this, I would need about 15 minutes of the reading block every day or every other day,

depending on the schedule set by the school. For this instruction, I would need multiple copies

of books for the students to use for reader’s theatre. I would need a few different reading levels
for the students to be put into groups to work on this. I could even find short stories online for

them to use.