ELM-480Book Walk lesson plan Feedback-y PDF

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Book Walk Lesson plan ...

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GCU College of Education

LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name:

Yesenia Guzman

Grade Level:

first grade

Date:

June 28, 2020

Unit/Subject:

Reading

Instructional Plan Title:

Picture Walk Story “The Dot” By: Peter Reynolds

Lesson Summary and Focus:

After reading the book “The Dot” by Peter Reynolds. The lesson will contain many different activities we can do focusing on the book. Vocabulary, art, and expressing themselves to make their mark like Vashti’s did. Students will understand that artists make unique marks in different multiple ways to express themselves.

Classroom and Student Factors/Grouping:

total= 15 students We have 3 ELL, 12 non-ELL students. 6 students are at One year below grade level for Reading Performance level, 2 two years above grade level for Reading Performance level, 6 at grade level for Reading Performance level, 1 One year Above grade level for Reading Performance level. For Math Performance Level- 7 students at grade level, 3 students One year above grade level, 2 students Two years above grade level, 1 student One year below grade level, 2 students Two students below grade level. (I would not worry about taking the time to talking about the student’s math performance levels since it is an ELA lesson plan but talking about it is not wrong at all so do not worry)  IEP/504- 3 students Learning Disabled. 1 Student wears hearing aids. 4 students- Tier 2 RTI for Reading, 1 student- Tier 3 RTI for Reading and Math, 1 student- Tier 2 RTI for Math, 1 student- Tier 3 RTI for Math, 1

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LESSON PLAN TEMPLATE student- Tier 3 RTI for Reading and Math, 2 students that are gifted. Plan of Action: Teacher is aware of students with IEP/504 along with ELL students, and Reading & Math Performance level. Teachers will make adjustments to lessons or activities to students' needs, and will challenge students who are gifted. This school does not have a gifted program available but I will make some adjustments to their activities as well. I will have differentiation components on the lesson plan. Students will also have access to appropriate seating for my students that need to sit closer. I will make the appropriate accommodations for all my students' needs. (I would also talk about making adjustments to assessments as well)  National/State Learning Standards:

California Standards: Common Core State Standards CCSS.ELA-LITERACY.RL.1.3- Describe characters, settings and major events in a story, using key details. CCSS.ELA-LITERACY.RL.1.4- Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-LITERACY.SL.1.4- Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Specific Learning Target(s)/Objectives:

The goal is for students to understand there are different ways to express your artist's feelings. Another goal is for them to understand the different words, and phrases they hear in the story. My audience are 15-First grade students, with different Reading and Math Performance Levels, and learning abilities. (I would ensure that your lesson objective is measurable. For example, by the end of the lesson, students will be able to describe characters, settings, and major events in a story, using at least three key details).  ● Assessment: exit slips, vocabulary journal, and teacher observation throughout the lesson. ● Activities: different worksheets, and making their mark art activity, and working with peers. ● Identify and Describe: Blank, Straight, Noticed, Squiggle, Gazing Swirly, Dot.

Academic Language

Vocabulary Words: dot, blank, straight, noticed, squiggle, gazing, swirly. © 2019. Grand Canyon University. All Rights Reserved.

GCU College of Education

LESSON PLAN TEMPLATE Vocabulary Language: using vocabulary cards, mini whiteboards, expo marker. - The goal is that the teacher will make a smartboard or whiteboard make a swirly and students will write down which vocabulary word is the drawing (swirly).

vocabulary flash cards ^ Resources, Materials, Equipment, and Technology:

mini-whiteboard ^

● “The Dot” By: Peter Reynolds ● “Ish” By: Peter Reynolds ● Anchor Chart ● Venn Diagram ● Interactive Writing-Describe Vashti ● Independent Writing-ask students to write their opinion of Vashti ● Reading a Dot of Word- writing sight words. ● Comprehension Question Activity- using some questions and students will write down the answers. ● Art Activity: Coffee Filters, makers different colors, spray bottle, plastic table cloth to cover tables. ● The Dot- Story questions regarding what happens after Vashti’s made one dot? what was next? The end of the story? Describe Vashti

My Option of Vashti Reading a Dot of Words the Dot Activity

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LESSON PLAN TEMPLATE

Venn diagram

art

homework

Section 2: Instructional Planning Anticipatory Set

The goal as we start our day teacher will discuss what we have scheduled for the day. First, the teacher will read “The Dot” and “Ish” both by Peter Reynolds. In this section a new song will be introduced “The Dot” song motions guide by Emily Arrow & Peter Reynolds. https://youtu.be/r_I43cxDQ-o ● READ both stories and discuss the stories. Will show different paintings or drawings online. ● Pre-reading strategies: Discussion, brainstorming, skimming book pages, prediction and What, Why, Who, When, Where, How ● During readings strategy: Ask and answer questions, make a connection with the student. In this case if they felt like Vashti when they were not able to draw something. Did they have the same expression as Vashti?

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Time Needed 20-25 minutes

GCU College of Education

LESSON PLAN TEMPLATE Multiple Means of Representation

During this section start the lesson with an Anchor chart together. Teacher will ask students to describe Vashti’s. All students will have the activity worksheet Describe Vashti’s and fill in the blank. Venn diagrams compare both stories by Peter Reynolds “The Dot” and “Ish”.

Time Needed 30-35 minutes

● Anchor Chart to teach students to describe Vashti’s allowing students to use different words that they remember to describe how Vashti was in the story. ● Venn diagram graphic organizer to teach students how to compare and contrast “The Dot” and “Ish” both by” Peter Reynolds. This activity will be working with a partner. ● English language learners (ELL): Anchor chart, words will be written on smartboard

with a picture display so they can understand the meaning of the words. So, ELL students understand and connect the words with Vashti’s. ● Students with special needs: Have students sit closer to the smartboard. Have them

partner with another student who is at grade level academic. If available, have aide sit with students with learning disabilities/special needs that need to work more on one-to-one correspondence. ● Students with gifted abilities: Challenge gifted students because this school does not

have a gifted program. First, having them read the story on their own, and work on the activity worksheet by using more extensive words. Help students below grade level who need advice or explain to them how to do the activity. They can log into Lexia Core5 Reading. ● Early finishers (those students who finish early and may need additional resources/support): Early finishers and gifted students will be challenged. Read

both stories on their own. As well, they are done and will go login on Lexia Core5 Reading.

Multiple Means of Engagement

The goal for this section is having students interacting with each other. Using the vocabulary flash cards and playing memory matching activity. This will have students remember the vocabulary words. Kagan cooperative learning structure is one of the strategies used in this memory matching game. Another activity using the vocabulary words will be the teacher will make a drawing example “Straight line” and students using their own individual mini whiteboards will write the answer. This section contains different activities using vocabulary words and sight words working with a partner. Then each individual student will write down how they feel

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Time Needed 40-45 minutes

GCU College of Education

LESSON PLAN TEMPLATE about Vashti, do they like her or not? and why do they feel this way? Vocabulary Development: 1-Listen, 2- Speaking, 3- Reading, 4- Understanding ● Using the Vocabulary Words Memory matching card activity where students will play the game with a partner. ● Each student will have their own individual mini whiteboard and the teacher will draw using the words from the vocabulary list. Students will write the answer on their whiteboard. ● Reading a Dot of words where students will work with a partner and complete the activity using sight words. This activity contains many dots students need to write down sight words on each dot. ● My Opinion of Vashti students will write down how they feel about Vashti. ● English language learners (ELL): Using visual pictures for vocabulary words is

something that ELL will be able to connect the words with the picture and the meaning. The game matching will help students understand the words. ● Students with special needs: If available use aide to sit and work one-to-one

correspondence. Have them sit on a back table and work with the teacher. Add extra time for them to finish their activities. ● Students with gifted abilities: Challenge students by having them do additional

activity worksheets. After they can work on any technological resource tool logging in and add some hours in their reading or math performance level. (I would not add a math activity here since it is an ELA lesson)  ● Early finishers (those students who finish early and may need additional resources/support): Challenge students as students with gifted abilities this group

of early finishers will be challenged as well. By working on an additional worksheet aligned with the lesson. Have them log into any technological resource tools and add some hours into their reading and math performance level. Help their partner who needs help understanding their activity.

Multiple Means of Expression

The goal is to have students express which story they like the most and why? they will write down their reflection on their journal. Explain which book they like if it was “The Dot” or “Ish” and they can draw pictures. They will make their own mark using a coffee filter using markers and spray bottle. At the end of the day fill out an Exit Slip of what they have learned, a question they have, and circle the number of learning. Throughout the day the teacher will make some notes by observing students and how they respond

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Time Needed 40-45 minutes

GCU College of Education

LESSON PLAN TEMPLATE while working with a partner and participation discussions. (I would underline formative assessments and bold or highlight summative assessments to differentiate between the two or at least say the summative assessment is writing their reflection in their journal and the formative assessment is exit slips)  Students will also show their knowledge that they have learned by taking part with “Thumbs up” or “Thumbs down” when the teacher is asking questions regarding “The Dot” and “Ish”. The Dot activity they will write down the answers to the questions regarding the story “The Dot” this will check the comprehension. Post-Reading strategies: after the teacher reads both stories the activities will be a Venn diagram to compare and contrast both stories, ask questions and wait for the student to answer. Plus, expressing with journal writing, exit slip. ● English language learners (ELL): if ELL students have a problem write down their

reflection on their journal to express which story they enjoy. They can ask a teacher or a partner with help to write words. If there is a bilingual aide available, have her work with them one-to-one correspondence. ● Students with special needs: if available have aide work with my special need’s

students one-to-correspondence. Pair them up with a student who is at grade level. Give them extra time to finish their journal entry and fill out exit slip and The Dot activity. ● Students with gifted abilities: These students will actually write one-paragraph

entries in their journal entries. ● Early finishers (those students who finish early and may need additional resources/support): Early finishers will work on their reading or math performance

level. They can pick a story from the classroom library and read. They can work on their extension/homework as additional work. Extension Activity and/or Homework

Homework will question What happened after Vashti’s made one dot? What happens next? and How did the story end? These questions are regarding the story steps and what happens. After the end of the day the teacher will play read-aloud stories on YouTube.

Additional Activities for gifted/early finisher students

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Time Needed 20 minutes

GCU College of Education

LESSON PLAN TEMPLATE

Overall, your Book Walk lesson is really well done, and I could visually see how the lesson would look in a classroom setting. I hope my feedback was helpful! If you need clarification on anything or have any more questions just send me another private message! I am always willing to help Monica Montano

Reflection:

The book walk lesson plan is all related to “The Dot” and we will compare and contrast with another story book from Peter Reynolds “Ish”. First, we will start the day by having the teacher read both stories and then follow with an anchor chart and Venn diagram. Pre-reading strategies will contain the main words we see in the story. Follow by brainstorming what they think the story is about this is before we start reading the story. In this case as the teacher I will ask the students what they think each page is about. I will flip pages and ask what do you think it’s happening here? they will just take a glance at the picture and response. During the reading strategies activities, I will stop at the end of the page and ask questions about what they think will happen next to Vashti’s. There are many strategies to show differentiation techniques. I will apply what works best for my class. Using a learning differentiated cube works especially for vocabulary words with students who are shy to speak or ELL students who are not confident in pronouncing words. The assessment I choose for this particular lesson plan is exit slip, and

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GCU College of Education

LESSON PLAN TEMPLATE journal writing. This is feedback from my students. I will like to hear from their own words what they are still confused about or if they understood the lesson or story. That way I can talk to them and find a solution. How can the student understand the lesson more clearly? What can I do as a teacher to fix it? Pre-reading strategies, during reading strategies, Post-reading strategies help students be guided to the activities. This will help them understand how the story connected with the activities and learn what was the beginning, middle, and end of the story. Having students that finish activities early like my Early finishers they get to pick a book from the classroom library or work on additional activity.

References English Language Arts Standards. Speaking & Listening. Grade 1 | Common Core State Standards Initiative. (2020). Retrieved from http://www.corestandards.org/ELALiteracy/SL/1/#CCSS.ELA-Literacy.SL.1.3 Exit Ticket. (ND). Teachers pay teachers. Retrieved from file:///home/chronos/u10e7c75380867d6d87d6f1a465b6843d4d56a9cf/MyFiles/Downloads/ExitTicket.pdf Dot Day Fun. (2019). Retrieved from https://www.teacherspayteachers.com/Product/Dot-DayFun-4868089 © 2019. Grand Canyon University. All Rights Reserved.

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LESSON PLAN TEMPLATE THE DOT BY PETER REYNOLDS ACTIVITIES. (2018). Retrieved from https://www.teacherspayteachers.com/Product/THE-DOT-BY-PETER-REYNOLDSACTIVITIES-3801939 The Dot by Peter Reynolds - Character Traits Sorting - Back to School. (2018). Retrieved from https://www.teacherspayteachers.com/Product/The-Dot-by-Peter-Reynolds-Character-TraitsSorting-Back-to-School-4059097 The Dot Song Motions Guide. (2015) Emily Arrow & Peter H. Reynolds. Retrieved from https://youtu.be/r_I43cxDQ-o The Dot by Peter H. Reynolds. (2019). Read aloud Book for kids. Retrieved from https://youtu.be/Clpw7PG7m1Q Ish Peter H. Reynolds. (2019). Read aloud Book for kids. Retrieved from https://youtu.be/QKuXo5cIRtI

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