LESSON PLAN            Date: _02/15/12                                       School: Nueva Urbana Elementary            Te...
Procedural: The students will be able to organize the story organization in a                             given handout.  ...
XII.   Values:       ___ integrity   ___self-esteem   ___friendship ___discipline       ___equality     ___loyalty       _...
Reflection:      Ineffective Reading Comprehension Lesson Plan      The skill developed for reading comprehension was sequ...
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Ineffective reading comprehension Lesson Plan


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Ineffective reading comprehension Lesson Plan

  1. 1. LESSON PLAN Date: _02/15/12 School: Nueva Urbana Elementary Teacher: Mrs. Gonzalez Grade: 1rst I. Theme: Can Pig Nap?Comments: II. Phase: ___ Exploration ___Conceptualization _X_Application III. Integration: _Spanish & Art IV. Standard(s) and Grade Level Expectation: Content Standards 1th Grade Expectations LISTENING/SPEAKING: ___L/S.1.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to The student uses the English demonstrate engagement. language to interpret oral input, ___L/S.1.2 Develops and demonstrates phonemic awareness and construct meaning, interact with auditory discrimination to identify distinctive sounds. confidence both verbally and ___L/S.1.3 Uses basic vocabulary and language patterns to identify nonverbally, and express ideas and describe familiar concepts related to self, to family, and to effectively in a variety of interact with peers. personal, social, and academic ___L/S.1.4 Offers and responds to greetings and farewells using contexts. the appropriate courtesy expressions. ___L/S.1.5 Uses both verbal and nonverbal forms of communication to express feelings, needs, experiences, and reacts to pictures and simple language cues after listening to read aloud. READING: ___R.1.1 Recognizes letter-sound relationships to decode words and phrases fluently. The student uses reading ___R.1.2 Uses phonemic awareness strategies to manipulate sounds strategies, literary analysis, and and form new monosyllabic words. critical thinking skills to ____R.1.3 Uses context clues and illustrations to identify details construct meaning and develop an and to determine the meaning of unfamiliar words; demonstrates an understanding as well as an acquisition of grade level vocabulary. appreciation of a variety of ___R.1.4 Identifies the main character(s) and uses picture cues to genres of both fiction and identify similarities and differences between characters within nonfiction. narrative text. X R.1.5 Identifies story organization of beginning, middle, and end within narrative text. WRITING: ___W.1.1 Recognizes and writes the letters of the alphabet; writes initial and final consonants in CVC (consonant-vowel-consonant) The student effectively pattern words. communicates to a variety of ___W/1.2 Writes name correctly; copies words and simple three audiences in all forms of writing word sentences using left to right, top to bottom progression; through the use of the writing applies appropriate spacing between letters and words; uses process, proper grammar, and age phonemic awareness and phonics strategies to spell words. appropriate expressive ___W/1.3 Identifies a complete sentence using capitalization; vocabulary. recognizes ending punctuation. ___W.1.4 Writes to describe a picture, person, or object; writes sentences of two or three words in length. ___W.1.5 Uses a picture dictionary as an aid to the writing process. V. Depth of Knowledge: _X_ L1 Recall _X_ L3 Skills/Concepts _X_ L2 Strategic Thinking _X_ L4 Extended Thinking VI. Objectives: Conceptual: After reading the story Can Pig Nap?, the students will be able to identify the story organization.
  2. 2. Procedural: The students will be able to organize the story organization in a given handout. Attitudinal: The students will share their favorite part of the story. Materials: a. Curriculum Material: Readings Good Times We ShareVocabulary Words: b. Teaching Devices: Pictures / Flash Cards________________ c. Technological Materials: Music________________________________ VII. Procedure:________________ a. Initial Activities:________________ 1. _X_ Greetings 2. _X_ Date 3. _X_ Attendance________________ 4. _X_ Review on: Vocabulary Words________________ 5. Motivation Act.: Sing Along________________ 6. Other Activities:, Diversity, Creativity, Leadership, and Soc. Trans.________________ Captain of the Day________________ 7. Statement of Aims: Reading Comprehension________________________________ b. Developmental Activities: By using pictures the students will retell the________________ story in sequence. The students will be able to identify the story________________ organization in terms of beginning, middle and end.________________________________ c. Closing Activities: The students will organize the story organization in a given handout. VIII. Assessment Techniques: __ reflective diary __ collage __ summary __ conceptual mapGuide Questions: __check list __ rubric __ interview __ group discussion __ concrete poems __ debate __ drama __ graphic organizer __ comic strips __ projects __ illustration __ painting/drawing __ portfolio __ games _questionnaire __ anecdotic record __oral reports __ skit _X_ Observations IX. Homework: _N/A X. Special Accommodations offered: Individual help was provided I. Teacher’s Reflections (material, method, and objectives): Next time I should use larger pictures, I should also be very careful with the time distribution of the activities.
  3. 3. XII. Values: ___ integrity ___self-esteem ___friendship ___discipline ___equality ___loyalty ___tolerance ___sincerity ___sharing ___dignity ___love ___courage ___honesty ___courtesy _X_solidarity ___caring ___justice ___respect ___compassion ___responsibility ___ OTHER:
  4. 4. Reflection: Ineffective Reading Comprehension Lesson Plan The skill developed for reading comprehension was sequence of events. Oneof the reasons why this plan was ineffective was because the pictures used todescribe the story organization where too small. I learned that if I want thewhole classroom to participate I have to use large pictures that students canappreciate from each corner. Another factor that contributes for this plan to beineffective was the fact that I only used three sequences. I consider that inorder to challenge the students I should always use more than three sequences ofevents. Also the skills given on the handout for the closing activities did not followthe same structure from the developmental activities. For the developmentalactivity the students place the sequence of events in terms of beginning, middleand end. On the handout they had to place the sequence in terms of 1, 2 , 3 andthis simple difference provoked misunderstanding among the students. I learnedthat when teaching lower levels I should always be very structured for the benefitof my students.