Brantley 90 Minute Literacy Block Lesson Plan Template fall PDF

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MAJOR assignment. 90 minute literacy lesson plan!...

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RDG 350 Lesson Plan Template for 90 Minute Literacy Block KEY: Informational

PART 1 – 66 points LESSON TOPIC: Comprehension of Informational of Narrative Text, with Background Knowledge supplied through Oral Language lesson and Vocabulary TEKS: (3 points) – Find All that relate to comprehension, oral language, vocabulary, print awareness and make sure you get down to the sub level; Example – 1.2Ba, b, c) 1.1 (A),(B),(C),(D),(E) 1.3 (B)* (D)* 1.6 (A),(B),(C),(D),(E),(F),(H)

OBJECTIVE (3 points) - Be sure the goal is measurable. EXAMPLE – We will ….OR I will– REMEMBER, this relates to what STUDENTS are doing by the end of this portion of the lesson, not what the teacher is doing. I will learn how to recognize new words, understand what they mean, identify them in the story we will read, and be able to summarize what I learned today.

PROVIDE THE LINK TO THE STORY (5 points) : https://www.getepic.com/app/read/43895 Text Type:

Narrative

or

Informational

DIRECT INSTRUCTION / EXPLICIT INSTRUCTION: This lesson should be based on a book/story that is AT LEAST 1st grade level. YOU (or someone from an online source) are reading it, so if it is a bit above 1st, that is fine. NO PICTURE BOOKS or books with only ONE sentence on the page. That will not provide enough of a story to ask questions about during the read aloud. Activity 1 – Building Background and HOOK – This is the time to get students interested in what you will be reading and fill in any background deficiencies. Are there any words or concepts that you need to fill in background for so that students will understand the story at a deeper level? Oral Language: (10 points) You need to have a naming activity and a comparing activity connected to building background on your topic. I need to SEE visuals during this portion of your lesson for the comparison activity. You can ALSO add in a short video clip if it helps to build background. This part of your lesson should take 7-10 minutes if you were presenting it on video.

I do: Provide instructions Okay everyone, do you see what I have up here? (Old phones) I want you to turn to your neighbor and discuss what these might be. I’m going to give you a few seconds to talk about it, write your answer down, but keep it to yourself and don’t give your answers away! Okay did everyone write them down? Okay now I want you to look up here and tell me what THESE are (modern day cell phones). We probably all know what this is right? Go ahead and tell me altogether. That’s right these are cell phones. Does anyone have phones like these at home, or have parents or sisters or brothers who have a cell phone? Maybe you have played with one before, or maybe you even have one! Well phones did not always look this way. I want you to hold up your answers from earlier. Let me see if any of you guessed correctly. Those objects earlier were older models of phones. They have changed a lot over time haven’t they? Now I want you discuss the differences you see in the older phones and the newer phones and write down some of your answers on the compare and contrast sheet. Go ahead and do that. So I want you to raise your hands and tell me some similarities/differences that you have chosen. That’s right, now most of our phones are just in the shape of a rectangle and we can touch the screen. The older phones were shaped differently, had buttons to call, or sometimes no buttons at all. Some phones do still have buttons and some are made of plastic still like the old ones. Those are some great similarities. Now I want you to direct your attention to the board as I play a quick video on how phones have changed over time! I want you to think about these questions I’m going to give you while we watch our video and I want you to discuss your answers after we watch the video. 1.) What were the different things that some of the phones in the video had? How is it different than today’s phones? 2.) Were calls automatically received, or was there a step in between that used to occur? https://www.youtube.com/watch?v=qWUP9EigdjY Okay go ahead and talk with your partner, the questions are up here on the board if you don’t remember them. I’ll give you a few minutes for this. Go ahead and raise your hands and I’ll call on your group to discuss your answers. Yes, some of these phones had covers, were made into fun things like the piano with notes for the numbers, the snoopy dog phone, and then a porcelain doll cover because the phone was kind of ugly right? And how are these phones and their accessories different than todays

phones? That’s right, we have phone cases that are different colors, and headphones we can use to hear better, but now phones are able to fit into our pocket. What about for our second question, what did we come up with? Yes that’s right, the calls were not automatically received. There used to be operators who would direct your call to the person you wanted to speak with. Pretty cool huh. I do and We do sections blend during this section because you are creating conversations / discussions to further background knowledge. We do: This part is mostly WE DO because you will be guiding them to learning. You do: Not Applicable Vocabulary: (5 points) CHOOSE at least 2-3 interesting words that you need to define before reading the story. Do you need pictures? Short Video? Complete a Frayer model or 4 square?

So before we get into reading our book, I want us to talk about a few words that we may not know of or really understand yet. Remember when we used our Frayer Model charts to fill in new words? We are going to use that again today. So you should already know how. If you need help my answers on the screen are always an option. Our first word is telegraph. This word is interesting, because if we break it down into two parts we get tele/graph. Tele- is the root word meaning “a long way” and -graph means writing. Turn to your partner and discuss what the word means when you put these two words together.

Okay who can tell me what these two words together mean? Yes, it means a writing sent a long way! So we will put that down for our definition. Back then, before people used phones, they used a telegraph. Telegraphs were an electric device that sent messages by a code using wires. So what are some characteristics of a telegraph? Get with your partner and write down what you see in this picture of the telegraph. What did we find for our characteristics? (It has metal, rectangle of wood, it’s long, it looks similar to a mouse trap) Good answers! If everyone is finished I want you to turn to your partner and discuss when or where if you ever saw one and what a telegraph is NOT. By show of hands who has seen a telegraph before? When I call on you go ahead and tell us about it. What are some examples of what a telegraph is not? I’ll give you a minute to come up with something or discuss with a partner. What did we come up with? (A phone) (a computer) (A shoe) Next, we have the word symbol. A symbol is basically a picture that stands for something. You know how we write an S with a line through it for money? That is the money symbol! So for our characteristics, what would we say for symbols? Who can tell me? (They have different designs) That’s a great answer, symbols come in different designs, shapes, and meanings. So let’s write that for our characteristics. You can write what makes a symbol like, a line, a circle, an arrow is a good one too. Make sure you write what makes the symbol and not a picture of it, because in just a minute I’m going to have you write down your own symbols. Here I have a heart for an example. Are there some other examples you can think of for the word symbol? Turn to your partner and choose a symbol to share with a class. I’ll give you thirty seconds. There are a lot of symbols out there, so I would like for you to use one that is not up here on the board! Okay what symbols did you come up with? (*&^%#@!) Those are great symbols! Now I want you to turn to your partner and think up something that is NOT a symbol. You have thirty seconds. What did we come up with? (Letters, numbers, etc) Those are great answers! Our third word is polluted! Turn to your partner and come up with what you think polluted means.

What did we come up with? This word is very important for us to know. When something is polluted that means it is dirtied either by waste, chemicals, or other harmful things. I have a picture above for example. Do you see how the city is not very visible because of the air pollution? So, after knowing this what do you and your partner think some characteristics of pollution might be? I’ll give you a few minutes to come up with this. What did we come up with? (trash, chemicals, oil, etc.) For an example I put beautiful pictures of nature to show what is not polluted. Isn’t that pretty? Are there any places you know of that are polluted? Have you ever seen pollution before? Discuss with your partner about a time you noticed pollution. I’ll give you a few minutes to do this. Okay, raise your hands and let’s talk about when we saw pollution, but didn’t know what to call it! Okay and let’s talk about what pollution is not. Who can tell me? That’s right pollution is not a clean ocean, lake, river, or park! Last, we have ear tube. Today we would consider an ear tube a hearing aid! Do any of us have hearing aids, or friends with one? Go ahead and talk to your partner about when if you have ever seen anyone wear a hearing aid, and what you think the difference would be between a hearing aid and ear tube. By show of hands who can tell me what you think the difference might be? It is battery operated now and back then it wasn’t. Yes, it is probably much smaller. Well, an ear tube was a horn-shaped tool that helped guide sound to the ear before hearing aids came to be. So that will go in our definition box. My picture is up above to show you what it looks like. What are some characteristics we can see of the ear tube? (Metal, curved, horn, ear piece, etc.) Those are some great answers. Then I put what an ear tube is not, which could clearly be anything, but I wanted to be silly, so I put some glasses! What are some things you can think of that definitely are not examples of an ear tube? (glasses, pen, ear plugs etc.) So, after covering our new words, today we are going to be reading about the life of Alexander Graham Bell. The reason he is important is because he invented or created the first telephone! That’s right, we did not always have phones around!

Activity 2 – PRE-READING: (10 points) This activity depends on whether you chose Narrative OR Informational Text (skip to the appropriate section below)

INFORMATIONAL: Create a K-W-L chart (see page 689) or Anticipation Guide that you will complete with students as a PRE-reading activity. YOU NEED TO HAVE WRITING IN EITHER OF THE CHARTS as a planning piece for your lesson plan. Since this is completed together at a 1st grade level and you are not intending them to become more independent in this activity, there is no I DO, or You do, only WE do. At this point in the lesson you will complete the K and the W sections of a K-W-L or answer the before reading predictions on an Anticipation Guide to prepare students for reading. ** Include your chart in the lesson plan

Okay so now I want you to look up here where I have our KWL chart. So far what do we already know? Raise your hand and tell me. You may tell me on your own, or discuss with a partner some good things we have already covered. (Alexander Graham Bell invented the telephone) (Telephones used to look different) (Mobile phones didn’t exist until 1980’s) Okay, those are some great answers! Now I want you to raise your hand a give me a few examples of what more you want to know about telephones. (Where is Alexander Graham Bell from?)

(How long did it take to create the phone?) (How do phones work?) Great questions!

Activity 3 – (5 points) This will depend on which type of text you chose. Skip to the appropriate section and delete what does not apply to your story. INFORMATIONAL: DURING the reading: You will ask questions throughout the story to engage the reader and check for comprehension a. Model and ask students to complete a Think Aloud (see pages 692-693). You will MODEL this ONCE toward the beginning of your story and then repeat it supporting students in their thinking at least TWO more times during your reading of the text. Provide the minute markers in your video where this will occur.

Okay let’s stop here right quick. I want you to raise your hand and tell me what questions you might have. It says here that Alexander Bell Graham was born in Edinburgh, Scotland. Hmmm.. I wonder how far away that place is. What are some questions you are thinking? b. Provide a couple of times when students will complete a Think-Pair-Share to “digest” the material throughout. MAKE SURE you script the questions you will pose to students for Think – Pair – Share in your lesson plan. Note the minute marker of the video when you will ask the question.

Okay lets pause here real quick, after the page we just read, I want you to turn to the person beside you and discuss what the fastest way to send messages was before the telephone, and why Mr. Bell wanted a faster way to communicate. Someone tell me what you discussed? (We said the telegraph was slower because the message had to be sent first and then delivered, but now we can just call and someone will answer the phone!) That’s very good! Okay now, we just read that Alexander Graham Bell met his friend Mr. Watson in 1875 right? Now this page is saying more than a year later in 1876 the first telephone call was made. I want you to turn to the person sitting beside you and discuss how long you think it took to create the telephone.

Someone tell me what you talked about? (We decided it took more than a year for Mr. Bell to create the telephone because in the book it said more than a year after Mr. Bell met Mr. Watson was when the first phone call was made in 1876.) Great job! Activity 4 – (10 points) This will depend on which type of text you chose. Skip to the appropriate section and delete what does not apply to your story. INFORMATIONAL: AFTER READING:

a. Complete a Card Pyramid with students *(You will create one and place it in this section for planning purposes. You will lead students to your discoveries of Title, Main Ideas, and Details).

Okay, so I have some cards here, and I want us to think about what we heard in the story just now. I’m going to ask you some questions to be sure you were listening! Raise your hand and tell me your answers. What did the book talk about? (Phones) Great, so I’m going to write facts about phones on this first card, and it’s going to be at the very top. Now I’m going to ask you some details that we heard in our book. What are some things we learned? (Bell invented the phone) Good one! I’m going to write “Inventor” on one card and write “Bell” on another. I’ll set “inventor” below “facts about phones” and “Bell” below “inventor”. What else did we learn today? Maybe when it happened? (It was invented in 1876) Good answer, so I’m going to write “year created” on this card, and below it place another card with the year the phone was invented. I’m going to add March 10 to the year as well, just so we remember!

Okay give me one last detail! (Phones didn’t use to exist) That’s a great detail! Can you tell me what we had before phones? (A telegraph) Very good! So I’m going to write “before phones” on this card and place “telegraph” below it, that way we know that telegraphs came before phones. Great job guys! b. Have students retell using the card pyramid Okay, so now I have the card pyramid all in order, let’s go through our story one more time using it! (Before phones, there were only telegraphs, Alexander Graham Bell, invented the phone, in March 10, 1876) Great job guys!

Activity 5 – (5 points) This will depend on which type of text you chose. Skip to the appropriate

section and delete what does not apply to your story. INFORMATIONAL AFTER READING/CLOSURE: a. Go back to K-W-L or Anticipation Guide to have students complete the L section about what they have learned or correct wrong predictions on Anticipation Guide, proving answers.

Okay friend needs to be today? (Bel (It took over a year to create the telephone)

lumn that m out story

(Phones work by sounds vibrating through a wire) It looks like we learned quite a bit today, great job! Now I want you to look at the person next to you and discuss your favorite thing about what we learned in the book. Then raise your hands and share with the class on which part it was. b. Since this is aimed at 1st grade, you will complete this with students and there won’t be a YOU DO.

MATERIALS: Insert a photo of your prepared activities (KWL, any pictures you will use to build background knowledge before or during, graphic organizer). If you have difficulty pasting the photo, you may submit as an attachment. NOTE: Materials should be included within each specific section of the plan. DIFFERENTIATION: (5 points) To earn points in this section, you must be specific as to how you will support or enhance learning. Explain how you will simplify (1) the activity for a struggling student or extend (2) the activity for a student who needs additional challenge and provide specific activity. Simplify: For students who struggle with writing, I would offer fill in the blank options, or sticky tabs with the choices written for them to stick them on the paper. Or I would pair them up in groups and just have one child be the “scribe” to make things go more smoothly. If computers were an option that would also be something I would use. I think already having partners set in place is already a big help. Extend: I would probably give more vocabulary to the children who need an extra challenge. I would give them words like steamship and mines, and ask them questions that would cause them to think more critically such as how Bell grew up with a deaf mother, and a father and grandfather who were both speech teachers, and how that may have been a factor in why Bell made the telephone. I would also bring more geography centered questions as it has Edinburgh, Scotland, Ontario, and Philadelphia. I would have them research these locations and possibly graph a map of the trail Bell’s moved looked like.

PART 2: Small group instruction – (34 points) Topic: Phonemic Awareness, Decoding and Irregular Word recognition

Activity 1 – 10 points: Phonemic Awareness: Choose ONE activity from your Phonemic Awareness lesson plan. Make sure you have at least 10-12 words so you can use 2-3 for I DO

and 9-10 for We do. **Remember, that with Phonemic Awareness, you do NOT have to ONLY use the letters students know at this point since it is ORAL activity.** NOTE: REVIEW your Phonemic Awareness lesson plan and use one of those activities, improving them based on your past feedback. REMEMBER – no letters in PA activities! � The word is “Wood” change /w/ to /g/ “Good” The word is “fed” change /f/ to /r/ “Red” The word is “Sun” change /s/ to /f/ “Fun” The word is “Tab” change /t/ to /k/ “Cab” We do: Okay, now we’re going to do them together ready? Say Moan, change /m/ to /k/ “Cone” Say Cane, change /k/ to /r/ “Rain” Say Bad, change /b/ to /m/ “mad” Say South, change /s/ to /m/ “mouth” Say Fell, now change /f/ to /b/ “Bell” You do: Okay, now I want you to do it by yourself. Ready? Say Knife, change /n/ to /w/ “Wife” Say Hid, change /h/ to /k/ “Kid” Say Cool, change /k/ to /p/ “Pool” Say Fan, change /f/ to /r/ “Ran” Say Net, change /n/ to /s/ “Set”

Activity 2– Phonics (10 points): REMEMBER, you always start with the sound and have students identify the letter that matches the sound. You will provide a blending activity using Elkonin boxes or your Word Mat, and will need at least 10-12 words. You will do I DO with 2-3 words, and then move into WE DO with 9-10 words. Okay friends, you each have a chart like this, but I want you to ...