EDU 331 Week 2- Jessica & Natalie Lesson Plan
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Montana State University *
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331
Subject
Communications
Date
Jan 9, 2024
Type
docx
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Uploaded by MinisterSardine3803
Lesson Plan- Week 2
Name: Jessica Amende & Natalie Eastham
Date: 9/24/14
Common Core Standard(s)
:
CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
Conceptual
Framework
:
Content
: Demonstrates understanding of tools of inquiry that encourages children to ask questions about the text.
Pedagogy
: Incorporates higher order thinking or problem solving skills when teaching to give opportunities for critical thinking and creative thinking.
Diversity
: Adapts instruction to accommodate for diversity in a culturally responsive manner by creating an awareness and sensitivity to the cultural backgrounds of the students.
Assessment
: Uses a variety of assessments that are appropriate for the learning outcomes
being evaluated by monitoring student understanding and adjusting instruction as necessary.
Materials Needed
:
A Splash of Red
by Jen Bryant and illustrated by Melissa Sweet
Sheila Rae, The Brave by Kevin Henkes
Instructional Procedures
:
Introduction/Attention-Getter
: We will ask the students if they have ever read the book, A Splash of Red
. Then, we will ask if the students have ever heard of Horace Pippin. We will show a picture of Horace Pippin and share that he was a self-taught painter. We will ask the
students to pay close attention to each page and when they find the splash of red in each illustration, we will ask that they put their pointer finger on their nose. We will also ask the students if they have read Sheila Rae, The Brave and to be thinking about how these two books might relate to one another.
Main Part of Lesson
: We will begin by reading A Splash of Red
. This book is about a famous painter who went to war and returned with an injury and still continued to paint. Before
beginning the book, we will remind students to be a quiet audience and also to look for the color red (splash of red) on each page and when they find it to put their pointer finger on their nose. After we read the book, we will ask the students a series of questions about how the illustrations helped the students understand what the story was about. We will ask the following questions:
Who was this book about?
What was special about this person?
In what ways do the illustrations help you understand what is happening in the story?
Did you notice the use of light and dark in the book?
Why did the illustrator use light and dark in the book?
Do you think illustrations are an important way to tell a story?
Why should books use illustrations?
Then, we will re-focus the students to the next story, Sheila Rae, The Brave.
We will remind the students to be a quiet audience and to be thinking about how the two stories relate to one another.
Engaging Extension Activity
: For the extension activity, we will have the students draw/color a picture of something that happened to them that day and to write a sentence that goes with their picture. We will discuss how the picture of their day is important and what it means to them. Pondering the meaning of the students work will help them better understand how Horace Pippin felt when he would paint or draw the pictures we saw in the book. Closure
: For closure, we will have the students share their drawings with our group and discuss ways the two stories were related. How will you know whether students understand the Common Core Standard?
How the students respond to our questions about the first story we read will help us know if they understood how significant the illustrations were in telling the story.
What will you do if students did not understand the Common Core Standard?
If the students did not understand, we will ask more questions about the illustrations and how they enhanced the text. We can also have the students look at their own drawings to show how the pictures added to their words in describing their day and reiterate how illustrations enhance text.
Management Considerations
:
We will take turns having one of us read the story while the other sits with the students and then switch places for the second book. That way, we will have a teacher giving both a quiet example
of how to sit and be able to make eye contact or touch a shoulder gently to remind the students to
be quiet during the story. If the students seem to have a lot of energy, then we will do some head, shoulders, knees and toes activities to get some initial energy out.
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