EDUC 377 LESSON PLAN Name

Amy Snyder
Kindergarten 1st 2nd 3rd 4th 5th _____Phonics _____ Writing

Grade Level: Pre-k

Topic: _____Phonological Awareness

__X___ Comprehension _____ Fluency

_____Phonemic Awareness __X___ Vocabulary

Title of Lesson Plan

Story Character Creations

I. Short lesson overview: 1 0 describes what you want to teach and how youll teach it (one paragraph)

This is a language arts lesson that will focus on reading comprehension and vocabulary in order to help students develop good reading habits. Students will read a book and identify elements within the text. Students will make a character creation that will represent their story and then present it to the class.

II. Assessment of students prior knowledge: 1 describes how you determined that students need a lesson on this topic

A class discussion about story plots, settings, and characters will take place prior to this lesson to determine the students level of knowledge. III. Standards Correlation: 2 includes at least 2 Reading GPS and related elements 1

ELA3R2 The student acquires and uses grade-level words to communicate effectively. The student: f. determines the meaning of unknown words on the basis of context. ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student: a. reads a variety of texts for information and pleasure. e. recognizes plot, setting, and character within text, and compares and contrasts these elements between texts. i. makes connections between texts and/or personal experiences and recognizes cultural diversity in literature.
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IV. Essential Question: 1 includes at least 1 question that students will be able to answer after instruction

How do I become a great reader? How do I make sense of text?

V. Key Skills 1 0 Correlate with Blooms Taxonomy Students will be able to . . . (e.g., define, list, explain, compare, demonstrate, analyze, categorize) Through the construction of a character creation, students will show their comprehension by accurately describing important elements of that story. Students will use their vocabulary skills to determine the meaning of the story and answer questions about the story.

VI. Assessment of students in this lesson: 2 1 includes a teacher-made rubric that aligns with the GPS Considers the following questions: What am I assessing? (aligns with GPS) How will I record the assessment? (format teacher-made) Is this an appropriate assessment tool? How much time will it take to assess each student? What about student diversity? How/when will I share the assessment with my students (and family, if applicable)

Students will be given a checklist to self-assess their project. Students assignments will be graded on a teacher created rubric.

VII. Materials and Resources: 2 NOTE: Commercial worksheets are not permitted. are appropriate to age level include bibliographic information engage students meaningfully support and develop the topic and content are accurate in content are attractive and well-developed

A variety of books at multiple reading levels Construction paper Character template Tape and/or glue

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Pencils, markers, crayons Various art supplies Scissors Graphic organizer Self-assessment checklist Rubric

VIII. Introduction (Activating Hook): 1 describes how you plan to introduce the lesson and the purpose includes strategies to gain students attention and focus them on the essential question(s) explains how you will help students relate to the lesson (personal value?)

A large display of books will be set up on a table in the front of the room. Students will recognize some of their favorite books. Ask students questions about the display of books in the front of the room. What do they notice about the books? What can they tell you about the books? What do we already know about books and stories? Answers will vary. Students may notice that all the books are non-fiction, have pictures, tell a story, etc. If students do not mention characters, plot, or setting, guide the discussion for the students to make that connection. Those concepts will have been taught in a previous lesson. After the discussion, show students the model of the character creation they will be making and tell them they will be hung in the hallway for display.

IX. Step-by-Step Procedures: 3 2 describes specific reading/writing content and experiences (i.e., What will you teach? What will the students do? Will they be grouped? If so, how? How will the room be set up? What about access to materials? What will they do when they finish? Any follow-up activities in class or for home or community?) identifies teaching strategies you will use (e.g., Shared Reading, DRTA, Anticipation Guides, KWL, LEA, Reciprocal Teaching, QAR, I-Chart, Writing Process) lists key steps in numerical order (1, 2, 3. . .) integrates examples of planned questions labels types of questions (literal, inferential, and evaluative p. 313)

1. After the activating discussion, discuss the GPS and the essential questions for the lesson. 2. Students will be called to the front of the room to choose a book for their project. 3. Students will be given silent reading time to complete the reading of their book. 4. After students have read their book, they will fill out a graphic organizer. The graphic organizer will serve as their sloppy copy.

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5. The graphic organizer is divided into 4 sections: a) main character describe the physical characteristic, personality, and role b) setting and plot describe where the story takes place and what happens c) main idea - tell what is the story about d) What connection can you make with this story? (text to self, book, world) answer this question 6. Students should complete at least 2 sentences for each section. 7. When the graphic organizer is complete, students will begin working on their character creation. 8. The character creation is comprised of 5 parts see template at end of lesson. Arm 1 main character from the graphic organizer Arm 2 setting and plot from the graphic organizer Leg 1 main idea from the graphic organizer Leg 2 answer to the question, What connection can you make with this story? - from the graphic organizer Body illustrate a scene from the story and include the title, author, and illustrator (if a different person than the author). 9. Students will neatly copy the information from the graphic organizer on to the arms and legs of the character creation. 10. Students will illustrate the body of the character with a picture and write the specified information. 12. Students will complete the head of their character. Students can use various art supplies and paper for their characters head. 13. Once completed, students will glue/tape their characters together. 14. Then students will share their characters, the teacher should guide the class discussion with questions so students can compare and contrast each others stories and elements. 15. Once all the sharing is completed, the character creations will be displayed in the hall.

X. Strategies to Differentiate Instruction 1 0 for Diverse Learners: describes modifications for 2 of the following: (a) Children with special needs (visual or hearing impaired, physical disability, etc.) (b) English Language Learners (c) Learning styles

There are several ways to differentiate this lesson for diverse learners. Students can listen to their story on a tape or CD and follow along with the book. Various levels of books will be chosen for students varying reading levels. The writing requirements for the character creation can be shortened. Additional teachers or paraprofessionals can be available for individual help.

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XI. Closing/Summarizing/Linking 1 describes how you will bring closure to the lesson explains how you will link it to future lessons

Students will complete their self-assessment checklist. The character creations will be hung in the hallway for display. For a future lesson, or extension activity, students will choose any 2 characters from the display in the hallway and complete a Venn Diagram. Students will diagram how the 2 characters are alike and different.

XII. Professional Resources for Teachers 1 0 includes at least 2 professional resources, with correct bibliographic information in APA style references are scholarly journals, textbooks, or websites sponsored by professional organizations explains how each resource helped you develop this lesson plan

Identifying Topics, Main Ideas, and Supporting Details. (2003, November 6). Retrieved

April 30, 2011, from Cuesta Collge: http://academic.cuesta.edu/acasupp/as/308.HTM

Springer, S., Alexander, B., & Persiani-Becker, K. (2007). The Creative Teacher. New York: McGraw-Hill. XIII. Reflection on the process ____addresses the following questions: What did you learn from planning the lesson? What was most challenging? Why? What do you like best about the lesson? 1 0

From planning this lesson, I learned that I am spending too much time on trying to figure out how to be creative in my lessons. Though I love planning fun, creative lessons for the students, I have to find the balance between thinking and researching and actually getting ideas on paper. Because language arts encompass so many ideas, keeping one lesson focused on only a couple standards was difficult. I presented this lesson to my 3rd grade daughter and got her approval! She said, Yea, that looks kind of fun. And though creating all the graphics from scratch was time consuming, I figured out some new skills on the computer, which will be helpful in the long run. Amy I totally understand your frustration. I went through and still go through that at times. Just remember that as you plan lessons, you are building a repertoire of activities to choose from. You will use them, adapt them, and use them again in different ways with different groups of children. May I borrow your activity to do with my students? XIV. Proficiency in written Standard English, spelling, mechanics, organization, typing
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TOTAL POINTS: 25/25

Name ______________________

Checklist for Character Creation

_____ _____ _____ _____ Is my graphic organizer complete? Does each topic contain at least 2 sentences? Is my punctuation correct? Copy information from graphic organizer to correct body parts o Arm 1 main character o Arm 2 setting and plot o Leg 1 main idea o Leg 2 literature connection o Body title, author, and illustrator Cut out arms and legs Illustrate body of character Decorate head of character You are finished! Present to class!

_____ _____ _____ _____

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Name________________________

Graphic Organizer for Character Creation

Book Title, Author, and Illustrator

Main Character

Setting and Plot

Main Idea

What connection can you make with this story?

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Body Parts for Character Creation

Body

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Head

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Arms

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Legs

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Teacher Rubric Exceeds 3

Element 1 25% Student correctly identified all 4 parts of the character creation

Meets 2
Student identified most of the parts of the character creation

Does Not Meet - 1

Student was not successful in correctly identifying the parts of the character creation

Element 2 25%

Student completed the required 2 or more sentence requirement on all 4 parts of character creation

Student completed at least 2 sentences on the 4 parts of the character creation

Student did not complete at least 2 sentences on each of the 4 parts of the character creation

Element 3 25%

Student completed the body of the character creation with all the required information

Student completed the body of the character creation with some of the required information

Student did not complete the body of the character creation

Element 4 25%

Student worked well independently and did their best creating a neat and well done project

Students worked fairly well independently and completed their project

Student required redirection and did not complete their project

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