lp_direct_instruction_lesson_plan_template (1) (2)
docx
keyboard_arrow_up
School
Morehead State University *
*We aren’t endorsed by this school
Course
100
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
9
Uploaded by BaronGalaxyOyster37
C970
Part A: I chose “The Day You Begin”
Part B: 1
This book, "The Day You Begin," is one that welcomes and embraces people of all
backgrounds. The novel does a great job of showcasing the unique qualities of its characters
and giving its audience something to identify with. There may be moments when you enter a
room and no one is quite like you; this is an illustration of diversity and inclusion. Perhaps it's
the way you look (Woodson, 2018)—your skin, your clothing, even the way your hair is
curled. The strength of this phrase lies in its message that individuality and diversity are
valued. Although you may experience feelings of isolation and dissimilarity, know that this is
not a reflection on your value. The value of diversity lies in its many forms. Additionally,
everyone has the opportunity to increase their own worldview by learning about and
appreciating other people's perspectives and cultures. In the end, this book teaches kids that
their personal experiences are valuable.
Part B: 2
Self- and social-acceptance are central to the plot of The Day You Begin. The importance of
this lesson lies in the fact that it teaches youngsters not just compassion, empathy, and
appreciation, but also other admirable attributes. Since she is different from the other
students, the protagonist of this novel spends most of the first part of the story feeling
isolated and alone. When she finally accepts the fact that everyone else also has quirks and
characteristics that set them apart, she can finally relax and feel like she belongs. The
quotation, "And all at once in a place where no one else is quite like you, the universe opens
up to create some space for you" (Woodson, 2018) exemplifies the concept of accepting
oneself and others. Acceptance is exemplified by this quotation because it recognizes the
value of individuality and assures us that we can each find our niche in the world despite our
differences. The story's general narrative is a literary device that works to further the concept
of acceptance. The protagonist is initially shy and self-conscious about her uniqueness, but by
the story's end, she has come to appreciate the qualities she once resented as she comes to
learn that we are all special in our own ways.
Part B: 3
Research shows that the purpose of drawings in children's books is to provide visual cues that
are not included in the text. Both the words and the visuals contribute to the overall
narrative. In any case, the text and pictures together tell the whole tale (Galda et al, 2017).
The use of visuals may supplement written content (Galda et al., 2017). The Day You Begin is
a narrative that demonstrates this. This book's graphics are a great way to see the wide range
of appearances that the text describes. The reader is given the tools to draw such conclusions
and get a richer comprehension of the tale. Among addition, illustrative excellence may
inspire originality and innovation in young readers (Amelia Book Company, n.d.). Because of
the prevalence of illustrations in children's literature, young readers are exposed to a wider
variety of visual forms and might develop a deeper appreciation for those styles in context.
Part B3A: This cartoon depicts a group of kids, each of whom feels out of place since they
spent their summer vacation somewhere else than where she did. Part B4:
The Day You Begin is a work of realistic fiction. Stories that are set in a plausible, recognizable
setting are considered realistic fiction (Galda et al, 2017). The narrative and characters in
realistic literature are believable and the setting is authentic. A story with a credible narrative
is one that accurately portrays real-world problems (Galda et al, 2017). Because kids tend to
be self-conscious about their differences, the main character in the novel embodies this trait.
As the story opens, it becomes immediately apparent that our protagonist has social anxiety
and struggles to fit in at school due of her unique qualities. Characters, the second trait, are
also shown here. The story's protagonists and antagonists couldn't be more different from
one another. In addition to visiting new locations, they also try new cuisines and modify their
verbal and lexical styles. It's not simply a literary phenomenon; real-life classrooms have
students from many walks of life.
Direct Instruction Lesson Plan Template
General Information Lesson Title: Central idea of the story
Subject(s): reading
Grade/Level/Setting:2
nd
grade with 15 students. 9 girls and 6 boys. Classroom setting. 1 student with a
visual impairment. Prerequisite Skills/Prior Knowledge:
Students can use comprehension from the text to answer questions. Students must be able to read grade level stories. Standards and Objectives State/National Academic Standard(s): CCSS. ELA-RL.3.2
Retell tales, such as fables, folktales, and myths, from a variety of cultural traditions; Determine the primary idea, takeaway, or moral that can be gleaned from the text, and discuss how it is communicated
via several pivotal elements.
Learning Objective(s): Students must be able to pick out the central idea of the story with a 100% on assessment. Materials Technology
View board, assessment page, anchor chart, copies of the book for all students. Students will use the view board to listen to the story and pick out the central idea as a whole class. Students will then continue to listen to the book as a read aloud. Language Demands
Specific ways that academic language
(vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s):
The students will do an analysis of the narrative in order to determine the primary point the author is attempting to make.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Vocabulary:
Problem-
a matter or situation regarded as unwelcome or harmful and needing to be dealt with and overcome
Central message- is the big idea or lesson that the author wants you to learn.
Interpret- to explain the meaning of something. Summary- a brief statement or account of the main points of something
Setting- is a brief statement or restatement of main points, especially as a conclusion to a work. Discourse and/or Syntax:
Within their cooperative learning groups, students will practice utilizing language that is appropriate to the topic at hand by sharing their thoughts on what they believe to be the most important takeaway from the narrative.
Planned Language Supports:
When filling out the visuals for this lesson, the students will be expected to utilize entire sentences. A visual representation is provided by an anchor chart that is situated within the front corner
of the room. The chart has questions that might assist in determining the primary message.
Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher
Student Actions
Teacher will direct students to questions about the story, students
will be asked to state their opinion on the central message of the story. The student participants and the instructor will have a conversation about the previous story during which they will each relate topics that they have learnt. The students will provide their responses to the question of
what they thought the most important
takeaway from the narrative was.
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
Student Actions
The lesson begins with the instructor utilizing the smart board to play a YouTube video for the class that discusses the moral of the narrative. The student's short narrative will be read aloud by the instructor. Using a central message anchor chart, the instructor will demonstrate how to decide how to
identify what the primary message of a tale is. By responding to the inquiries on the anchor chart using the tale that had just finished being
read, the instructor demonstrates how to find the most important takeaway from a narrative.
On the interactive whiteboard, the students view a YouTube video that explains the primary takeaway. The instructor will tell a short narrative to the class as the students pay close attention and take notes. The teacher will then guide the students on how to
pick the most important takeaway from the story by utilizing questions taken from an anchor chart.
Guided Practice:
Activity Description/Teacher
Student Actions
The instructor turns off the smartboard but keeps the vocabulary terms and their descriptions displayed on it so that the students may copy them down.
The lesson on a new story is presented to the class as a whole group activity, and the instructor The pupils record the vocabulary terms and their meanings on separate pieces of paper. The students take part in a session as a full group, in which they learn about the new story by reading the narrative and completing the worksheet about it. When students are unsure of how to proceed with completing the
leads the students in reading the tale and filling out the worksheet. The lesson's most important takeaway is not conveyed to the class by the instructor at any point. The instructor desires that the pupils have plenty of experience with this ability. The instructor encourages the students and responds to any questions or concerns they may have with the narrative and the homework. The instructor conducts a formative evaluation to discover whether students understand how to identify the primary theme of a tale while they are participating in cooperative learning group discussions. The instructor takes notes to determine which concepts
the students may need to review once more and how the lesson can be modified to improve student understanding.
homework, they consult with the instructor and ask questions. The students are divided into groups that focus on cooperative learning so that they may practice identifying the most
important takeaway from the tale.
Independent Student Practice:
Activity Description/Teacher
Student Actions
The educator activates the smartboard and instructs the pupils
to take notes while they listen to the narrative "The Day You Begin" being read out loud on YouTube. After that, the instructor gives each
student a graphic organizer that pertains to the main point of the All students will engage in the read aloud of the book. Students will then participate in the completion of the graphic organizer determining the central message to the story.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
lesson for them to fill out. To assist the students in finishing the graphic organizer, we have supplied each group of five students with their own copy of the book.
Culminating or Closing Procedure/Activity:
Activity Description/Teacher
Student Actions
Teacher will have a whole group discussion on
how to find the central message and ways to make it less challenging. Students will then be asked to share something they are optimistic about. All students will participate in the whole group discussion in speaking about how to find the central message
and ways to make it easier. Students will then be in discussion about things they are optimistic about. Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs.
Gifted and Talented:
EL: The teacher will provide students who are learning English as a second language access to a chrome book and headphones so they may listen to the tale again as many times as they need to in order to finish the graphic organizer. The instructor will give EL students the option of either drawing images for the summative assessment of the graphic organizer or verbally retelling the tale to gauge understanding for the summative assessment of the central message.
Students with Other Special Needs:
As an accommodation for my student who has a visual impairment, I will offer the student with the book being read it aloud on YouTube on an iPad. This will allow the student to listen to the tale as many times as is necessary for them to fully comprehend it. For the purpose of the summative assessment, the student will be presented with a big text graphic organizer. The student who has a vision impairment will be able to hear the tale and view the text on the graphic organizer in a clear
way thanks to the modifications that have been made.
Assessment
Formative
The instructor will listen in on the conversations that take place inside the students' cooperative learning groups in order to determine which students have grasped the material and what aspects of the lesson may need more explanation or modification
so that students may comprehend it. The lesson's formative evaluation will consist of this assignment's completion. During this period, the instructor will aid any pupils who are having difficulty. Every student receives direction and assistance from the instructor in the form of guiding questions and comments.
Summative
As a kind of summative evaluation for each student, the instructor will identify the primary message of a tale by using the visual organizer for the central message in order to do so. The instructor will then explain how the central message is delivered via specifics in the text. A score of 80 percent, is required to demonstrate mastery. The instructor will provide students who are learning English as a second language the option to either create images for the graphic organizer summative evaluation or
repeat the narrative orally to gauge their level of understanding for the assignment.
Works Cited
“ENM2 Task Two Learning Segment Overview - ENM2 Task Two: Learning Segment Overview
Children's.” StuDocu, https://www.studocu.com/en-us/document/western-governors-university/
elementary-reading-methods-and-intervention/enm2-task-two-learning-segment-overview/
26418860
.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help