Week 9 - Lesson Plan

Candidate’s Name: Shulamith Elias

Grade Level:  2

Title of the lesson: A Bad Case of Stripes

Length of the lesson: 40 Minutes

Central focus ●      what do you want your students to learn? Students will learn and implement a number of elaboration strategies, based on the book A Bad Case of Stripes. ●      what are the important understandings and core concepts you want students to develop within the learning segment? By drawing inferences, students will understand that concepts presented in the storyline are backed up by solid evidence within the book. Students will elaborate on the text by generating questions and employing imaging techniques.

Key questions: ●      What do students know, what can they do, what are they learning to do? Students are unable to read fluently on their own, but do well with group read-alouds. ●      What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? As young impressionable children, the students can relate to Camila’s worries. They are from a variety of backgrounds, and have a wide range of capabilities.

Common Core State Standards CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Academic Language: Students will retell their understanding of the story, by making inferences to the text. Students will practice oral language by questioning and answering.

Learning objectives 1.     Students will draw inferences from the text 2.     Students will generate questions based on their inferences 3.     Students will evaluate their response to these questions by examining the text

Formal and informal assessment: During group activities, the teacher will asses for student comprehension.

Instructional procedure: The book will be blown up on the smartboard. The teacher will begin the read aloud by reading the book straight through once. Then, students will be encouraged to ask questions. The questions will be written out for all the children to see. Then, the teacher will read the book again, and pause whenever she reaches a spot that can answer one of the questions posed. For instance, at the first page, “Why do you think Camilla was worried before the first day of school?” Students will answer out loud, and will be called up to circle proof of their answer in either the text or the drawing, on the smartboard, so that all the children can see. The teacher will proceed with the process until the book is complete.

Instructional resources: Smartboard

Reflection ●      Did your instruction support learning for the whole class and the students who need great support or challenge? Yes, through allowing students to ask questions, and draw inferences from pictures instead of text alone. ●      What changes would you make to support better student learning of the central focus? I would employ a number of content related hands-on follow up activities, in order to enable students to actually experience what they are learning about in an authentic sense.