WEEK3RDG

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School

University of Phoenix *

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435

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Communications

Date

Jan 9, 2024

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docx

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Uploaded by KidSheepMaster857

Read the lesson components in the first column and write your response in the second column. Lesson Components Response Grade Level What grade level (K–3) will you target? Second Text Used What authentic text will you use? This can be the text used by the teacher to model the skill. The Giving Tree by Shel Silverstein Learning Target What comprehension skill will students learn? How to determine the theme of stories. Assessment How will you assess the students’ understanding of the learning target? They will complete a writing prompt where they identify the theme of a different story Materials What materials or instructional resources are needed for the teacher and students? How will they support and enhance the lesson? The giving Tree copy, paper, and markers. Set Purpose How will you set the purpose for reading, introduce the learning target, and/or connect to previous learning? Include dialogue you would use with the students (e.g., “Today as readers, we will...”). Today we are going to practice learning the theme of a story. The theme is the message that a story is trying to convey. We will read The Giving Tree by Shel Silverstein and think about what the theme might be Model How will you highlight and model the learning target and reading strategy? Include specific examples of what you will say as you model the strategy. I will talk to the students and tell them that while I read the giving tree, I will take note of different events that take place in the story. I think the tree might teach us about how it is important to be kind and giving. What are your thoughts. Guided Practice How will you have students practice the strategy with their own reading text? They will practice trying to figure out the theme and read a story of their own and think about what the message may be. I will tell them to take notes or write down questions they may have.

Lesson Components Response How will you prompt students to use the reading strategy? Include dialogue you would use with the students. After Reading How will you follow up on your teaching points (e.g., reviewing the learning target and how it was used during the lesson, having students share how they used the strategy, making a connection between learning target and larger context)? What will students do to continue practicing the strategy after the group lesson has ended? The class will share what they found and I will ask if they can give me an idea of what they think the them is. Lesson Plan #2 (Comprehension Strategy for Nonfiction Text) Read the lesson components in the first column and write your response in the second column. Lesson Components Response Grade Level What grade level (K–3) will you target? Third Text Used What authentic text will you use? This can be the text used by the teacher to model the skill. National Geographic Kids: Sharks by Anne Schreiber Learning Target What comprehension skill will students learn? Students will be able to identify the main idea and supporting details of a nonfiction text. Assessment How will you assess the students’ understanding of the learning target? Students will complete a graphic organizer where they identify the main idea and supporting details of a different nonfiction text. Materials What materials or instructional resources are needed for the teacher and students? National Geographic Kids: Sharks, graphic organizers, and pencils.

Lesson Components Response How will they support and enhance the lesson? Set Purpose How will you set the purpose for reading, introduce the learning target, and/or connect to previous learning? Include dialogue you would use with the students (e.g., “Today as readers, we will…"). I will explain that we are going to practice finding the main idea and supporting details in a nonfiction text. I will tell them that the main idea is the most important idea or topic of the text, while the supporting details give us more information about the main idea. “Today as readers, we will read National Geographic Kids: Sharks by Anne Schreiber and see if we can identify the main idea and supporting details” Model How will you highlight and model the learning target and reading strategy? Include specific examples of what you will say as you model the strategy. I will tell the students that while I read National Geographic, I will take note of the key ideas of the text. I will share my ideas of the main topic and explain that I will be looking for details to support my idea. Guided Practice How will you have students practice the strategy with their own reading text? How will you prompt students to use the reading strategy? Include dialogue you would use with the students. I will tell them “It’s your turn to practice finding the main idea and supporting details”. I will tell students to take notes as they read or any questions After Reading How will you follow up on your teaching points (e.g., reviewing the learning target and how it was used during the lesson, having students share how they used the strategy, making a connection between learning target and larger context)? What will students do to continue practicing the strategy after the group lesson has ended? We will have a class discussion where they can share what they wrote and ask any questions. I will also ask students to share what they believe is the main idea of National Geographic and why they think that.

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WEEK3RDG

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