I. OVERVIEW OF THE LESSON
A. April 10, 2012
B. 45 minutes
C. Eileen Black
D. 2nd grade, Language Arts, Jan Brett
II. BIG IDEA
A. Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
III. ESSENTIAL QUESTION
A. How do we think while reading in order to understand and respond?
IV. PENNSYLVANIA STATE STANDARDS
A. Reading, Analyzing, and Interpreting Text 1.2.2.D: Make inferences from text when studying a topic (e.g., science, social studies) and draw conclusions, citing evidence from the text to support answers.
B. Reading, Analyzing, and Interpreting Literature 1.3.2.C: Identify literary elements (characters, setting, and plot) in selected readings
V. GENERAL OBJECTIVE
A. Students will understand that essential ideas, details, and literary elements inform meaning.
VI. BEHAVIORAL OBJECTIVE
A. Students will be able to identify the main idea, characters, topics, events, setting, and/or plot.
B. Students will be able to make predictions and draw inferences from text.
VII. INSTRUCTIONAL MATERIALS
A. The Hat by Jan Brett
B. Animal Masks
D. Story Map Worksheet
IX. INSTRUCTIONAL PROCEDURES
i. The teacher will introduce the students to the book, The Hat, by Jan Brett. The teacher will ask the students to make predictions about the story based on the front cover.
i. The teacher will tell the students that there are two stories going on in this book. She will tell them to pay close attention to both storylines as she reads the book aloud.
i. The teacher will give the students a prediction worksheet for them to fill out while she reads the book aloud. The teacher will pause periodically throughout the book and allow students to make predictions about what will happen next. The teacher will ask the students to share some of their predictions.
ii. Once the teacher has finished reading the book aloud, the students will be invited to come to the carpet. The students will now participate in a readerŐs theater version of The Hat. Each student will receive a part to play in the book.
iii. After the students have finished reading the book, they will be asked to go back to their seats. The students will each receive a story structure worksheet. The students will complete the worksheet, recalling the information they gathered from the book.
iv. If students finish the worksheet early, they will be encouraged to complete the learning centers that will be available to them.
D. Strategies for Diverse Learners
i. The teacher will make sure that all the students are included and active in the readerŐs theater version of the book.
ii. The teacher will also walk around and help any students that are having trouble completing the story structure worksheet.
E. Summary and Closure
i. The teacher will go over the story structure worksheet with the class, while asking for students to share some of their answers. The teacher will ask the students if they could complete a story structure web for the border story as well.
i. The teacher will look at the studentsŐ story structures to gage how well they understood the book. The teacher will also look for active participation from the entire class in terms of volunteering answers.
XI. Reflection & Self-Evaluation
W: The teacher will introduce the book to the students before she begins the lesson. The teacher will also explain that it is important to make predictions while reading and to use the text as evidence.
H: The students will hook studentsŐ interests by encouraging them to pay special attention to both storylines in The Hat. She will tell them to follow along because they will be stopping periodically to make predictions about the next part of the book.
E: The students will be participating in a readerŐs theater version of the book so that they can really get involved in the story. All of the students will be engaged and be able to have success in their reading.
R: The students will reflect, revisit, and rethink their learning when they are completing the story structure worksheet. They will have to look back on what they read in the story in order to recall the different aspects of the book.
E: Students will self-evaluate by filling out the story structure worksheet and completing the centers. The students will express their understanding by sharing their answers with the class.
T: The teacher will pay special attention to struggling students when they are working on their story structure maps. She will aid them if they are having any trouble recalling the information and question them to gage their understanding.
O: The teacher and class will work on the prediction worksheet together and then the students will be on their own when they are doing the story structure worksheet. The class will come together at the end to discuss everyoneŐs responses and to discuss the story overall.