Elementary Education Lesson Plan
LESSON 3 of 4
Date: October 23, 2013 (Wednesday)
Number of students: 28/block
Course/Subject: Literacy/Social Studies
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 group for the lesson (Check any that apply
What are your goals for student learning, and why are they appropriate for these students at this time?
Big idea or Concept Being Taught
Detailing Predictions to Bring out Personalities.
As readers we can deepen our predictions by making movies in our minds and draw on our personal knowledge and similar experiences of how our stories might unfold. This lesson serves as the third lesson of the learning segment. In order to build on the foundation of the academic vocabulary word “prediction” to students, two examples will be provided where the process of making predictions will be modeled and practiced. Predictions will be made by chunking chapters at appropriate points so that opportunities will be given for multiple predictions.
(Why this lesson at this time; how does it connect to previous or succeeding lessons?)
Name of Unit: Comprehension Strategies – Making Predictions
The students began learning about a South American Country (i.e., Brazil) in social studies. While at the said time focusing on the comprehension strategy making predictions. The interdisciplinary crossover of this Social Studies unit with literacy has allowed the topic to be taught with greater depth of subject matter knowledge. Teaching predictions is a challenge in that students always state what will happen but does not use text evidence to support their predictions. Therefore it is important for the teacher to tell children that based on what was read, what evidence did you used to make your predictions?
During this lesson students are exposed to making predictions from the Read Aloud of The Great Kapok Tree by looking at Title, illustration and listening to the text of a story to predict what it is really about. Making predictions through illustrations, text and title will guide students to deepen their skill of predicting.
This lesson is the third of four lessons designated to explicitly model 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?)
Students have the skill of making visual/mental pictures of characters when reading.
Students have artistic and writing skills from stop and jot, practicing comprehension strategies such as recounting and writing sentences for my thoughts section of their writing workshop.
Prior Academic Language
Students Learning Goal(s)/ Objective(s)
(Identify1 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 not only who is doing what but also how the character does that thing.
(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]?)
The informal assessment of student’s performance will occur during the whole class activity (jot what you are picturing). And the completion of the graphic organizer/worksheet at the conclusion of the lesson.
Expectations for Students Learning
(What are your expectations for performance? Specifically, describe expectation for each of the following types of performance: exceeds expectations, meets expectations, and below expectations performance.)
Exceeds expectations: Challenge student to write more than one prediction when working independently. Uses clues or more than two supporting details from the story and also how the character will act to tell what will happen.
Meet expectations: Participates during the class exercise, identify at least one supporting detail from the story to tell what will happen and how it will happen.
Below expectations: A zero scored on the rubric. Student fails to participate (unable to write a prediction). Cannot identify any clue or supporting details from the story in order to make a prediction
(How will you provide students with feedback?)
Students will receive oral feedback when teacher interjects after making observation of student’s writing.
Example of oral probing feedback.
(How will you get the lesson started? What questions, texts inquiry, modeling, and/or other techniques will you use to engage students?)
Display chart with pictures of animals found in the tropical rainforest (jaguar, toucan, frog etc.)– In this activity, students will predict what the reading/story for today will be about.
The activity you just went through required you to make a guess as to what will happen next in the story. Today I want to tell you that to deepen your prediction it helps to imagine not only what the character will do but how he or she will do it.
(How will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote question generation/discussion; how will you address the academic language demands; detail your plan
Note: For math lesson plans, please write or attach every task/ problem students will solve during the lesson.)
Students will listen to the story being read. Look back at what they learn.
Pausing in carefully selected places to prompt students in several ways to make a prediction, including “Jot what you are picturing.” The process of making a prediction is modeled by the teacher once and then practiced by the students from that point forward.
(How will you bring closure to the lesson?)
Guide students in a conversation to process the lesson
How will you provide successful access to the key concepts by all of the students at their ability levels?
The 8 Multiple Intelligences – Gardner (1985)
Interpersonal: Working together as a whole class
Intrapersonal: working independently to make prediction.
Visual/Spatial: Using active imagination, internal imagery, visualizing and using their minds eyes; Seeing pictures and story on Smart Board and graphic organizer.
Audio: Hearing peer responses when sharing what they did to make their predictions good.
How the classroom environment supports student learning:
Challenging Above Average Students:
Be proactive: Consider what might not go as planned with the lesson; what will you do about it?
What if students have trouble making predictions
What if students cannot relate inference and prediction as being the same?
Resources and Materials
Text – The Great Kapok Tree by Lynne Cherry
Students will write predictions about a story.
Student did not write any predictions about the story
Student wrote at least one prediction about the story.
Students wrote two or more predictions about the story.
Students identify supporting details to determine predictions confirmed or contradicted.
Student did not identify any supporting details
Student identify at least one supporting details from the story.
Students identified two or more supporting details from the story.