LESSON PLANName: Caila BishopDate: 4-27-11Grade Level/Subject: ESL First grade/ReadingPrerequisite Knowledge:This lesson is designed only to introduce a unit on “using background knowledge to visualize.” After thislesson students will engage in discussion and a writing activity that will further show the different waysthat students can put themselves into a story and imagine that they are right there in the action.Approximate Time: 30-35 minutesStudent 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 eventsMaterials/Resources/Technology: The Little Red Hen Makes a Pizza by Philemon Sturges Worksheet Cut out characters (Dog, Cat, Duck) pencilImplementation (USE FRAMEWORK BELOW): Time10 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 story20 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 a favor no one wants to help her. As we read the book, imagine yourself in the story. Would you do to 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 through the book or just ask the students to think silently about the questions while you show the pages of the 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. Good Acceptable Review or Re- teaching Needed *Grades are not Drawing for Student written Student written Students does Typically lesson responses clearly responses displays not appear to assigned at the displays understanding of understand K-1 level, so this understanding of concept(s) with concept(s); can rubric is concept(s) with no some help and only written used for help (hints, etc.) clarification from response if told assessment of needed from the teacher what to draw by understanding teacher teacher only, not for Verbal and/or Student shows Students shows Students does not purposes of written understanding of understanding of show assigning grades. description and concept(s) with concepts with some understanding of Therefore explanation of little or no probing probes and concept(s) with there are no drawing or scaffolding from scaffolding from probes and “point levels” teacher teacher scaffolding by used in the rubric. teacherPost Lesson Reflection:Student InterestThe students were very interested in the lesson. They enjoyed the illustrations in the book and theworksheet activity where they got to choose the animal they wanted to be in the story. I feel as if Icould have sparked the student interest more if I had them create a short story where they retold thestory 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 theirworksheets. I think I could have motivated the students more if I would have wrote some commonEnglish words on the board that they struggled spelling. I feel as if some of the students gotdiscouraged as they filled out their worksheet because they had to ask how to spell numerous words
in English.Teacher KnowledgeI was knowledgeable about lesson’s objectives. I was able to define and introduce new vocabularywords that the students needed to learn. I understood that the student’s native language was notEnglish so I used gestures to help convey ideas, and introduce new terms. I think I could of did abetter job using gestures to convey the meaning and difference of the words “chopped, sliced andgrated” that appeared throughout the text.Teacher OrganizationThe materials that I needed for the lesson were readily at hand. I prepared the materials that thestudents needed for the lesson. I think I could have did a better job preparing for the lesson if Iwould 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 theboard for them to reference.Teacher ArticulationI did a much better job articulating than I did with the first lesson plan. I spoke slowly and clearlyand asked questions to reaffirm that the students understood. This is one area where I improvedtremendously.Student UnderstandingStudents understood the story that I read to them. Students asked questions when they were notfamiliar with words or concepts. I could have helped with student understanding by using moregestures 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 IRead the story. One improvement I could have made that would of made the lesson more fun andcreative 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.