Prekindergarten Lesson Plan
Central Focus
The central focus of this lesson is to extend students’ knowledge of story sequence. The lesson will also lend itself to introducing the idea of rhyme and rhyming words.
Learning Experiences
1. Reread There Was a Cold Lady Who Swallowed Some Snow.
2. Review and continue studying the process of sequencing.
3. Demonstrate and understanding of sequencing.
Curriculum/Main Content Area
The students will be able to retell the story in order.
NYS Standards Addressed
RSL 1: With prompting and support, ask and answer about details in a text.
RSL 2: With prompting and support retell familiar stories.
RSL 3: With prompting and support ask and answer questions about characters and major events in a story.
RSL 10: Actively engage in group reading activities with purpose ad understanding.
PD 1c: Uses materials such as pencils, paint brushes, eating utensils, and blunt scissors effectively.
PA 2a: Engage in language play.
PA 2b: Recognize and match words that rhyme.
Outcomes
1. Students will be able to retell the story.
2. Students will be able to use blunt scissors effectively.
3. Students will be able to work in pairs to talk about story sequence.
4. Students will be able to demonstrate an understanding of rhyming words.
Prior Learning Experiences
The students have been introduced to the “There Was an Old Lady” series.
The have also performed 1 sequencing task with the book Mrs. Wishy Washy.
Key Principle from Theory
The CORE Literacy Library stresses the importance or predicting and recognizing text structure in order to comprehend a story.
Materials
Procedure
1. Remind students of the sequencing work they did with Mrs. Wishy Washy.
2. Reread There Was a Cold Lady Who Swallowed Some Snow
3. Stop throughout the story to make sure students are listening. Ask questions about the sequence of the story and ask students to make predictions about what the cold lady may swallow next and what she may end up releasing from her body at the end of the story.
4. After the story is finished review with the students in partners which of the items comes first, second, third, fourth etc…
5. Use the pictures of the items and have the students stick the things she swallows onto her mouth in order. Repeat this activity twice, once with the students using whatever language they choose, then another while encouraging them to use the words first, second, third, etc.
6. To assess the students understanding of the sequence of the story, have them work on the sequencing worksheet.
7. Use the worksheet to assess the students’ learning.
Supports for Varied Learning Needs
Lower learners will receive more help prompting while higher learners will be encouraged to assist and explain the sequence to lower learners.
Students who finish their worksheet early will have a chance to work on another worksheet where they will practice writing the words from the story.
When I work with Masha I will make sure the words of the different objects are repeated until she understands
Deepening of Learning
Later in the week the students will do another sequencing activity with another book.
Assessment
Discussions during the reading of the book as well as the students finished worksheets will serve as the assessment for the lesson.
Third Grade Lesson Plan
AIM / OBJECTIVE
Students will be able to determine from whose point of view the story is told
Students will be able to explain how the point of view affects how a story is told
Students will be able to recognize and understand new vocabulary tier II words
ESSENTIAL QUESTION
How does point of view affect a piece of writing?
How does point of view affect how we as readers view a certain piece of writing or a situation?
Can our ideas be changed once we hear or read a story from a different point of view?
COMMON CORE STANDARDS
CCSS.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.RL.3.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
CCSS.RL.3.4: Determine the meaning of words and phrases as they are used in text, distinguishing literal from nonliteral language
CCSS.RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters
MOTIVATION / HOOK
Today boys and girls we’re going to read a story that may sound a little familiar. But, it definitely going to be a little different than the story you’re used to!
GROUPING
Both the read aloud and the lesson beforehand will be whole group, however there will be time for turn and talk with a partner.
PRIOR KNOWLEDGE
The class has had some exposure to fairytales and fables as well as point of view. The purpose of the lesson is to build on those exposures and have the class feel more comfortable with both fables and point of view.
MATERIALS
Shame: when someone feels bad because they did something wrong or foolish
Impolite: when someone does not have good manners of they’re being rude
Fellow: a different way of saying man or boy
“Jazzed Up”: when someone makes something more exciting and more interesting
PROCEDURE and PRACTICE
I will begin with a mini lesson (10-15 minutes) on point of view: what point of view is, and how we can tell whose point of view a story is being told from
Then I will read the book aloud, stopping to ask questions for comprehension, characters feelings, and vocabulary
Then we will have a short discussion about the book using the essential questions
Then (time permitting) students will go off and complete a point of view handout relating to the read aloud book
MODIFICATIONS FOR DIVERSE LEARNERS
All discussions including the mini lesson, vocabulary words, and post reading discussion will be charted
The directions for the handout will be read orally by the teacher then explained again in different words
“Think time” will be given to students who require extra processing time
INFORMAL ASSESSMENT
I will gauge how well the students understood the lesson by listening to their responses to my questions. I will also use the handout they completed to see if they understand the purpose of point of view
FORMAL ASSESSMENT
N/A
CLOSING & FOLLOW UP
Over the next two days we will continue to use this book for a compare and contrast activity and then a short persuasive writing piece.
Central Focus
The central focus of this lesson is to extend students’ knowledge of story sequence. The lesson will also lend itself to introducing the idea of rhyme and rhyming words.
Learning Experiences
1. Reread There Was a Cold Lady Who Swallowed Some Snow.
2. Review and continue studying the process of sequencing.
3. Demonstrate and understanding of sequencing.
Curriculum/Main Content Area
The students will be able to retell the story in order.
NYS Standards Addressed
RSL 1: With prompting and support, ask and answer about details in a text.
RSL 2: With prompting and support retell familiar stories.
RSL 3: With prompting and support ask and answer questions about characters and major events in a story.
RSL 10: Actively engage in group reading activities with purpose ad understanding.
PD 1c: Uses materials such as pencils, paint brushes, eating utensils, and blunt scissors effectively.
PA 2a: Engage in language play.
PA 2b: Recognize and match words that rhyme.
Outcomes
1. Students will be able to retell the story.
2. Students will be able to use blunt scissors effectively.
3. Students will be able to work in pairs to talk about story sequence.
4. Students will be able to demonstrate an understanding of rhyming words.
Prior Learning Experiences
The students have been introduced to the “There Was an Old Lady” series.
The have also performed 1 sequencing task with the book Mrs. Wishy Washy.
Key Principle from Theory
The CORE Literacy Library stresses the importance or predicting and recognizing text structure in order to comprehend a story.
Materials
- There Was a Cold Lady Who Swallowed Some Snow
- Pre-cut worksheets
- Pre-cut pictures for sequencing activity
- Scissors and glue sticks
Procedure
1. Remind students of the sequencing work they did with Mrs. Wishy Washy.
2. Reread There Was a Cold Lady Who Swallowed Some Snow
3. Stop throughout the story to make sure students are listening. Ask questions about the sequence of the story and ask students to make predictions about what the cold lady may swallow next and what she may end up releasing from her body at the end of the story.
4. After the story is finished review with the students in partners which of the items comes first, second, third, fourth etc…
5. Use the pictures of the items and have the students stick the things she swallows onto her mouth in order. Repeat this activity twice, once with the students using whatever language they choose, then another while encouraging them to use the words first, second, third, etc.
6. To assess the students understanding of the sequence of the story, have them work on the sequencing worksheet.
7. Use the worksheet to assess the students’ learning.
Supports for Varied Learning Needs
Lower learners will receive more help prompting while higher learners will be encouraged to assist and explain the sequence to lower learners.
Students who finish their worksheet early will have a chance to work on another worksheet where they will practice writing the words from the story.
When I work with Masha I will make sure the words of the different objects are repeated until she understands
Deepening of Learning
Later in the week the students will do another sequencing activity with another book.
Assessment
Discussions during the reading of the book as well as the students finished worksheets will serve as the assessment for the lesson.
Third Grade Lesson Plan
AIM / OBJECTIVE
Students will be able to determine from whose point of view the story is told
Students will be able to explain how the point of view affects how a story is told
Students will be able to recognize and understand new vocabulary tier II words
ESSENTIAL QUESTION
How does point of view affect a piece of writing?
How does point of view affect how we as readers view a certain piece of writing or a situation?
Can our ideas be changed once we hear or read a story from a different point of view?
COMMON CORE STANDARDS
CCSS.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.RL.3.3: Describe characters in a story and explain how their actions contribute to the sequence of events.
CCSS.RL.3.4: Determine the meaning of words and phrases as they are used in text, distinguishing literal from nonliteral language
CCSS.RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters
MOTIVATION / HOOK
Today boys and girls we’re going to read a story that may sound a little familiar. But, it definitely going to be a little different than the story you’re used to!
GROUPING
Both the read aloud and the lesson beforehand will be whole group, however there will be time for turn and talk with a partner.
PRIOR KNOWLEDGE
The class has had some exposure to fairytales and fables as well as point of view. The purpose of the lesson is to build on those exposures and have the class feel more comfortable with both fables and point of view.
MATERIALS
- Chart paper and chart markers
- “The True Story of the Three Little Pigs” by Jon Scieszka
- Point of view handout
Shame: when someone feels bad because they did something wrong or foolish
Impolite: when someone does not have good manners of they’re being rude
Fellow: a different way of saying man or boy
“Jazzed Up”: when someone makes something more exciting and more interesting
PROCEDURE and PRACTICE
I will begin with a mini lesson (10-15 minutes) on point of view: what point of view is, and how we can tell whose point of view a story is being told from
Then I will read the book aloud, stopping to ask questions for comprehension, characters feelings, and vocabulary
Then we will have a short discussion about the book using the essential questions
Then (time permitting) students will go off and complete a point of view handout relating to the read aloud book
MODIFICATIONS FOR DIVERSE LEARNERS
All discussions including the mini lesson, vocabulary words, and post reading discussion will be charted
The directions for the handout will be read orally by the teacher then explained again in different words
“Think time” will be given to students who require extra processing time
INFORMAL ASSESSMENT
I will gauge how well the students understood the lesson by listening to their responses to my questions. I will also use the handout they completed to see if they understand the purpose of point of view
FORMAL ASSESSMENT
N/A
CLOSING & FOLLOW UP
Over the next two days we will continue to use this book for a compare and contrast activity and then a short persuasive writing piece.