Book walk
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Antoinette Pearsall
ELM 480 Book Walk lesson.docx
Summary
1625 Words
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate
Name:
Antoinette Pearsall
Grade Level: Fourth grade
Date: August 9, 2020
Unit/Subject: Pre-reading literacy skills
Instructional Plan
Title:
Book walk
Lesson Summary and
Focus:
Having observed students literacy needs, this lesson intends to increase
pre-reading skills for students with different abilities in the class. In order
to fully gain the pre-reading skills, students with different needs will
receive differentiated reading books and assessments.
Classroom and
Student
Factors/Grouping:
While the classroom is accommodative, different students require
different literacy materials and assessments. Some will be isolated not to
disturb others. Others will be enrolled in IEPs while others will receive
teacher-led-instructions in the book walk.
National/State
Learning Standards:
In terms of the range of reading and level of text complexity: the standard
for this lesson is . CCSS.ELA-LITERACY.RL.4.10
Students should take a book walk and get a gist of the book themes and
ideas explored including stories, dramas, and poetry, at the high-end of
the grades 3-4 text complexity band independently and proficiently by the
end of the year.
Specific Learning
Target(s)/Objectives:
By the end of the year, students should easily take a book walk and try to
guess what’s happening in the story at the high-end of the grades 3-4 text
complexity band independently and proficiently.
Academic Language List of the general academic vocabulary and content-specific vocabulary
that I will teach;
Book walk
Idea
Topic
Theme
Character
GCU College of Education
LESSON PLAN TEMPLATE
Student: Submitted to Grand Canyon University
Potentially missing comma: 2020 2020,
Spelling mistake: Pre-reading Rereading
Spelling mistake: pre-reading rereading
Spelling mistake: pre-reading rereading
Spelling mistak…: accommodative accommodate
Student: Submitted to Grand Canyon University
in terms of (in, for): In terms of In
2018. Grand Canyon University. All Rights Reserved.
Setting
Phrases
I will teach students those terms in the lesson by ensuring that they
understand that they all relate to reading stories/comprehensions
http://www.corestandards.org/ELA-Literacy/RL/3/10/
GCU College of Education
LESSON PLAN TEMPLATE
Redundant phrase: some of the some
Student: Submitted to Grand Canyon University
2018. Grand Canyon University. All Rights Reserved.
Resources, Materials,
Equipment, and
Technology:
Book: Sideways Stories from Wayside School by Louis Sacha
Pens/pencils
Note book for vocabulary
White board
Markers
Assistive technologies; hearing/visual aids
Section 2: Instructional Planning
Anticipatory Set
I will use pictures and a visual of a story plot to dissect the various items of a
story with the students
I will ask them to write on the whiteboard a list of the ideas, themes and
vocabulary words that they link with stories
I will also record some of the story ideas that they have not written on the white
board and ask them to define them if possible.
Time
Needed
10
minutes
Multiple Means of Representation
I will use story plot or story tree to teach students the various ideas, themes and
vocabulary words linked to reading stories.
I will also use graphic organizers to ensure that we list as many ideas, themes and
vocabulary words as possible.
Students will be allowed to use hearing/visual aids to help them grasp the ideas,
themes and vocabularies written on the white board or chorused by the rest of the
class.
How I will differentiate materials for each of the following groups:
English language learners (ELL):
I will give English language learners stories that have a mix of lot of pictures and words.
Students with special needs:
Students with special needs will be given materials with big font pictures for those with
visual impairments while those with hearing impairments will be provided with readers.
Students with gifted abilities:
Time
Needed
15
minutes
Students with gifted abilities will be allowed to use both grade level reading stories and
materials as well as above grade level reading stories and materials.
Early finishers (those students who finish early and may need additional
resources/support):
As for the early finishers, I will provide them with additional book stories. I will also ask
them to help those who are slow in improving their book walking skills.
Multiple Means of Engagement
I will pair the students. As for the topics, ideas, themes, or vocabularies, I will
ensure that the class is halved and half of the students have book pictures while
others book themes and topics.
I will model one example by having a student with a given book picture pairing
with a student with a connected topic or theme.
Students with book picture will be lined in front of the class with those with
ideas, and themes to pair with the picture.
How I will differentiate activities for each of the following groups:
English language learners (ELL):
As for English language learners, I will ensure that they pair with other English language
learners by giving them simple pictures and themes.
Students with special needs:
Students with special needs like visually impaired will be given visual aids to help
identify their pair and so will be those with hearing impairments that will have a hearing
aids and readers to link pictures with themes.
Students with gifted abilities:
Students with gifted abilities will be given two different themes and ideas for different
pictures to match.
Early finishers (those students who finish early and may need additional
resources/support):
The early finishers like the gifted abilities will be required to help those who find it
difficult to match ideas or themes with book pictures.
Time
Needed
15
minutes
GCU College of Education
LESSON PLAN TEMPLATE
GCU College of Education
LESSON PLAN TEMPLATE
Student: Submitted to Grand Canyon University
Passive voice: It is expected that
Redundant phrase: some of the some
Punctuation error, sentence looks l…: Once
Spelling mistake: Zigo Zibo
2018. Grand Canyon University. All Rights Reserved.
Multiple Means of Expression Students will complete a book picture-idea and theme competition. They will be
expected to match book pictures and graphics with appropriate themes and ideas.
Students will also take part in formative assessments throughout the lesson such as
defining the pictures and graphics. This will determine if I will need to re-teach or re-
direct book walk learning.
Time Needed
15
minutes
2018. Grand Canyon University. All Rights Reserved.
How I will differentiate assessments for each of the following groups:
English language learners (ELL):
English language learners will be assessed using simple pictures that they are familiar
with.
Students with special needs:
The student who is unable to pay attention due to ADHD will be isolated to a safe and
supportive environment with no distraction for optimal concentration. The student with
difficulties in identifying themes and ideas for pictures will be provided with grade-level
or 2nd grade-level picture book to up her performance book walk related tasks (Buehl,
2017). The student with mental disorder and in dire need of IEP will receive teacher-led-
instructions in a quiet space where there are no distractions. Technologically advanced
visual or auditory aids will also be provided. As for the student with behavior concerns
and who throws tantrums, it is good to isolate or create a quiet space for him or her
where there are no distractions so that others are not disturbed.
Students with gifted abilities:
As for the students with gifted abilities, they will be given grade-level assessments or 5 th
grade-level picture books.
Early finishers (those students who finish early and may need additional
resources/support):
Early finishers or those students who finish early and may need additional
resources/support, they will be provided with numerous picture or graphic books to
choose from.
Extension Activity and/or Homework
One extension activity that is appropriate for them is think pairs and matching pairs for
the students to continue matching graphics or pictures with themes and ideas. Students
will also be tasked to play games at home by being given a list of picture books by their
families to define besides those I will give them as part of homework.
It is worth noting that this extension activity or homework assignment supports the
learning targets/objectives as it allows parent/guardian involvement as well as help
students to look at just the pictures and try to guess what’s happening in the story.
Time
Needed
5
minutes
Rationale/Reflection
It is expected that students will grasp the concepts book walk lesson. The students
are expected to use observations of the pictures and graphics in the books to try to guess
what is happening in the story. In analyzing the pictures, the students will build on their
prior experiences and progress to identify themes, topics and ideas of the stories. They will
also use observations to describe themes related to specific stories. The students are
expected to come up with some concepts relating to observable pictures and graphics.
Student are in addition required to identify some of the vocabulary terms that they can
relate to the picture stories.
Once they make the observations they will engage in making connection to the
different concepts that relate to the book walk lesson. As Zigo, and Derrico (2008) note,
this will enable them to share with their group members and pairs what they have observed
when making observations of the pictures and graphics. They will also engage in an
activity of demonstrating what they have observed using the provided technology such as
the white or smart board by writing vocabulary and related themes. They will use slides
skills to present what they have learned in relation to book walking. To sum it up, the
Grammatical problem: use the infin…: using
Possible wordiness: whether or not whether
2018. Grand Canyon University. All Rights Reserved.
students will be tested on what they have learned using continuous formative assessments and homework tasks. This will gauge whether or not they have grasped the intended lesson
concepts of book walking and identifying themes, ideas and vocabulary from book
walking.
In my future personal professional practice, I will use graphic organizers to enliven
book walking lesson. I will use small group activities as one of my instructional strategies
to encourage students of mixed abilities to work together thus promoting cooperation. It is
through verbally expressing their ideas and responding to others that the students will
develop their self-confidence, as well as enhance their engagement and expressive skills
which will be vital throughout their education life. I will also incorporate in my lesson the
use of technology like the white board, graphic organizers, projectors and hearing and
visual aids. These would greatly help the students to grasp the book walk activities and
concepts with ease.
Reference
Zigo, D., & Derrico, R. D. (2008). Book Walk: Works That Move Our Teaching Forward:”
Speaking” the Walk,” Speaking” the Talk: Embodying Critical Pedagogy to Teach
Young Adult Literature. English Education, 40(2), 145-154.
