Jordyn Tiedemann Lesson Plan #2 Lesson Date/Time: March 6, 2014. 1 PM.

Materials Needed: -A worksheet -The Lorax book -Pencil/Pen Number of students: A small group (5 students) What is the lesson objective? -Students will tell me what the key points of the story are by circling the correct ones. Standards Addressed and expectations of students: -RL.1.1. Ask and answer questions about key details in a text. -RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. -RL.1.3. Describe characters, settings, and major events in a story, using key details. -IA.1. Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. Anticipatory Set: -Ask them if they have seen The Lorax movie, and if they liked it -Talk about how they have already learned a little bit about Dr. Seuss and the books he has written along with the story I am reading them Teaching/Instructional Process: -Tell them exactly what a detail and major event is along with examples. -Show them a similar worksheet and fill it out the way I want them to do it. -Read the story Guided Practice and monitoring: Content Area: Reading

Jordyn Tiedemann -Give them the worksheet, with the first example filled out so they can work off of that. -Read all possible answers to them along with given meaning if confused.

Closure: -Go over their answers with them -Give them the correct ones if needed and explain why it is that. Independent Practice*This fits into the guided practice and monitoring because they are showing me if they know what a detail and main event is.*

Jordyn Tiedemann

Modified Lesson Plan

I modified my lesson plan for a grade below, by making it a simpler lesson plan. It meets a first grade class by giving them a less challenging in class assignment. But at the same time it will show me if they really know the meaning of what was being asked of them. As a 1st grade class they would be still learning the true concept of what main events and details are, and would probably mix it up with something else. Going through the actual meanings and having things read out/shown to them gives them enough to work off of. I think that this seemed a lot easier to do because it is at an easier level; I think the older the students get the more you need to cover and give them. Most students are willing to learn what you give them but you have those that need that extra push and setting up a simple lesson has the advantage of letting that type of students to want to work. I think that at this age kids love to read and hear stories, a lot of them would probably still be having their parents read them one when they go to bed so reeling them in with a story will actually help them want to listen to what I have to say. I liked doing a grade below because I knew what needs I had to meet with a 2nd grade classroom, so being able to bring it down a level was really easy. The way you word things and describe meanings has to be set up differently than what you would give a 2nd grader because they are still at a young age.