Whole Group Lesson Plan

FRAMEWORK FOR PLANNING A WHOLE GROUP LITERACY LESSON Name: Gabi Cohen Lesson Title: Chapter Book Read-Aloud Grade Level: 1st Grade Curriculum Resource(s): Sunset of the Sabertooth Magic Tree House #7 by Mary Pope Osborne Learning Goal: Students will comprehend chapter 8-10 in Sunset of the Sabertooth Magic Tree House #7 by Mary Pope Osborne and answer probed questions about what I read aloud. Students will then go to their desks and write a beginning, middle, and ending sentence about the book using a handout worksheet. Students will then (one per table) share their sentences with the class by reading it aloud. Arizona College and Career Readiness (Common Core) Standards Addressed: Arizona’s English Language Arts Standards – 1st Grade 1.W.3 Write narratives in which they recount two or more appropriately sequenced events, regarding what happened, use temporal words to signal event order, and provide some sense of closure. The Literacy Activity: For my activity, I chose to slightly change a lesson that we work on in our classroom during Daily 5 centers where they listen to an audio book and using a similar worksheet, write a sequential summary of what they read and understood with a beginning, middle, and ending sentence. I chose this writing activity, because it is a great way to see if students are comprehending what they are reading/listening to. I wanted to stay consistent with what my mentor does in class and what the students are used to which is why I chose one of my favorite activities that they do in class.

ANTICIPATED STUDENT RESPONSES: Thinking about the Students Thinking Students will use their prior knowledge of listening to a book and write a sequential summary, so they will likely recall previous books they’ve listened to and previous sentences they’ve written to help them with this lesson. Students might use their word book to help them spell, might skim the book after listening to it to look at pictures to help them recall what happened. Students might have a hard time with remembering the order of the chapter book, but that’s why I read 3 chapters to give them as many ideas as possible for their sentences, and also because we had time to. Usually, we do a regular picture book and not a chapter book for this, but since I was doing a read aloud, instead of the audio book center, I wanted to continue reading something they have been reading with my mentor and I in class. Students in their respected tables will talk about what they read, and get ideas from each other about what they will write about. I think they will get ideas and inspiration from each other before they work individually. Students based on what I’ve seen before might forget what happened in the beginning of the book and more likely recall what I read at the end because it was most recent. Thinking of sentences might either be easy/hard based on each student and spelling and word recalling might also be easy/hard depending on the student.

EXTENSIONS UP AND DOWN Extension: For students who excel in spelling and writing, I can have them write 2-3 sentences for each area (2-3 beginning sentences, 2-3 middle, 2-3 ending sentences). Accommodation: For my IEP/ELL student, or anyone else who struggles with spelling and writing, I will ask them to only write one beginning, middle, and ending sentence. I can also have them use their word books to help them spell words they want to use in their sentences, but everyone is welcome to use these, like we always do. Finally, I can give them more time to write their sentences while the other students start other work.

Materials & Tools Consider:

Materials: pencils, and printed worksheet to help students organize their thoughts:

3 PART LESSON PLAN 1) BEFORE: Introduction Consider how you will: Transition students into the lesson Introduce the activity Get the students ready. Draw on prior knowledge and experience. Make sure all students understand what you are asking. Consider ways to support English learners Include SPECIFIC QUESTIONS that you will ask students during this part of the lesson. BEFORE -- YOUR PLAN for what teacher and students will do and WHY: Before I read the chapter book, I will ask the students to recall what has happened in the book previously to help themselves and their classmates recall key details and be ready for what comes next. I will then ask them to make predictions/inferences about what they think will happen next in the story. I will introduce the name of the chapter and then proceed reading it. EX: “Who can tell me what happened in the last chapter we read?” “Who has an idea of what is going to happen in the next chapter?” After I do the read aloud and periodically ask questions throughout the chapters, I will ask them if their predictions matched what they predicted would happen and what they think will happen in the next book (since Chapter 10 was the last chapter of this book). I will then introduce the worksheet by showing them an example on the projector of 3 sequential sentences that happened and tell them that this is just an example and that they need to come up with their own 3 sentences. We only have one ELL and she has done this worksheet successfully many times so I don’t predict any complications will arise. I will tell them that once I dismiss them to go to their desks, they can have a group discussion before they begin writing to get ideas from each other. Each desk will also have a copy of the chapter book with a sticky note on chapter 8. I will also tell them that once I dismiss them to their desks to work, that the first thing they need to do is write their name. EX: “What is a beginning sentence that we could write about what happened first?”

2) DURING Consider how you will: Support students as they are working Find out about students’ thinking Support students’ thinking Support diverse groups of learners. For example, consider specific supports that will be needed for Emergent Bilinguals. Pose questions that help students extend their understanding Include specific questions that you will ask students during this part of the lesson. YOUR PLAN for what teacher and students will do and WHY: During the activity, I will walk around all 5 desks to check their work and to make sure they are staying on task. I will listen to their group discussion of ideas and then see what they are writing. While they are working, I will ask them open-ended questions about what they read to help give them ideas to write about. I will also help them write new words in their word book if they are curious how to write something. I will make sure that my ELL student and my IEP student fully comprehend the read aloud and I will do so by asking them specific questions about the chapters that I read before they begin writing. Specific questions to ask students: What animals joined Lulu and the children as they traveled to the tree house? What began chasing the mammoth and the children? What made the sabertooth leave them alone? What did Jack and Annie need to give back to the Cro-Magnons before they left? What things have Jack and Annie found so far? How many more things do Jack and Annie need to find to help Morgan? How did Jack and Annie feel about being home?

3) AFTER: Summarizing / Final Discussion Consider how you will: End the lesson Summarize the important ideas Think about how to extend the children’s thinking. Include SPECIFIC QUESTIONS that you will ask students during this part of the lesson. YOUR PLAN for what teacher and students will do and WHY: I will end the lesson by coming back together as a group to share our sentences on the rug. Before we come back to the rug as a class, I will ask each table to designate one student per table to share their three sentences with the class. Finally, I will collect everyone’s work after all 5 people (5 desks) have shared. I chose to do one per table for sake of time and to stay on track with my mentors schedule. I want students to get ideas from each other and to find similarities and differences within their sentences. Specific questions to ask students: Why do you think (someone’s name) chose to put that sentence as her ending sentence? If we want to have our ending sentence as something that happened in the middle of the chapters, what needs to happen with the ending sentence? (as long as they understand that it needs to be something that happened after the second event, even if it wasn’t in the last chapter).

ASSESSMENT

How will you assess what students learned? I will collect the students work to make sure they were able to make a sequential summary, use proper grammar and punctuation. I will also make sure their name is on it and that they are properly using upper and lower case letters. I will lastly, make sure that their handwriting is legible.