Elementary Education Daily Lesson Plan
LESSON 2 OF 4
Date: October 17, 2013 (Thursday)
Number of Students: 28/block
Unit/Theme: Making Predictions
Period/Time: 5th Block
Estimated Duration: 35 minutes
Where in the unit does this lesson occur?
Beginning of the unit
Middle of the unit
End of the unit
Structure(s) or grouping for the lesson (Check any that apply)
Whole class Small group One-to-one
What are your goals for student learning, and why are they appropriate for these students at this time?
Being Big idea or Concept Taught
Explicit instructions of making predictions outside of the title, text and illustrations by using graph and charts in order to better explain how to make predictions. This lesson serves as the second lesson of the learning segment. In order to introduce the academic vocabulary word “prediction” to students, a series of examples will be provided where the process of making prediction will be analyze by using a mystery box and bar graph.
(Why this lesson at this time: how does it connect to previous or succeeding lessons?)
The students began learning about the steps in the scientific method a few weeks ago in science. Scientist use graphs to report their findings, hence the use of the bar graph to model predictions. The interdisciplinary crossovers of the science and math unit with literacy have allowed the topic to be taught with greater clarity of subject matter knowledge. Previous lessons have been heavily focused on comprehension strategies such as envisioning/visualizing and recounting (retelling). Teaching prediction through an integrated lesson is a challenge in that students do not always readily recognize the clues or identify character actions that will help them figure out the conclusion as to how the story will end.Therefore, it is important to build a foundation for students understanding of the word “prediction.” The explicit introductory activities will lay the foundation for students understanding of the word prediction.
During this lesson students are exposed to making predictions in other subject areas through every day experiences in math and science like interpreting a bar graph/pictograph. Displaying the average temperature for five days of the week (Monday – Friday) on a chart and then have students predicting the temperature for Saturday. Presenting predictions in a less intimidating and more relatable way, students will better be able to apply the skill in the context of any piece of literature during a future lesson. Teaching prediction in an integrated lesson is necessary to ensure that students’ understanding of the strategy is firm. This lesson is the second of the four lessons designated to introduce the process of making predictions.
Prior Knowledge and Conceptions
(What knowledge, skills and/or academic language must students already know to be successful with this lesson?)
Prior Academic Language
Students Learning Goal(s)/ Objective(s)
(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to students.)
Students will understand that good predictors often make movies in their minds of what has yet to occur, envisioning not only what will happen but also how and why it will happen.
Students version; students will be able to predict what will happen by using personal knowledge of similar experiences.
(List the standards that are most relevant to your goals)
ü Standard 1 ELA: Students will read, write, listen and speak for information and understanding.
ü RL. 7 Explain how specific aspects of a text illustrations contribute to what is conveyed by the words in a story (e.g. create mood, emphasize aspects of a character or setting)
Academic Language Demands
(Identify academic language, particular words/phrases that are essential to understanding the content of this lesson.)
Making Prediction: A prediction is a guess as to what will happen next in the story.
Evidence and assessment of student learning
(How will you know whether students are making progress toward your learning goal(s), and /or how will assess the extent to which they have met your goal[s]?)