Lesson plan
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Antoinette Pearsall
Grade Level:
Fourth grade
Date:
August 25, 2020
Unit/Subject:
Book Walking Skills
Instructional Plan Title:
Book Walk
Lesson Summary and Focus:
This lesson intends to increase the book walking skills of the students. Students that have a different set of needs along with different abilities will be getting assessments and books that are differentiated so that they can acquire pre reading skills to its fullest.
Classroom and Student Factors/Grouping:
The classroom will take into consideration of accommodating all students.
Any students that have different abilities require different literacy materials and assessments. In this lesson some will be isolated to ensure they do not disturb the others while others will be enrolled in IEPs. Some will also receive teacher-led-instructions to gain an understanding of book walking.
National/State Learning Standards:
The standard for this lesson is CCSS.ELA-LITERACY.RL.4.10 .
Students will be required to 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 grades 3-4 text complexity band.
Specific Learning Target(s)/Objectives:
Students should be able to take a book walk and guess what is happening
in the book at the high-end of the grades 3-4 text complexity band both
independently and proficiently.
Academic Language
The general academic vocabulary and content-specific vocabulary that I
will teach include;
Book walk
Idea
Topic
Theme
Character
Setting
Phrases
In teaching the students these vocabulary terms I will ensure that they
understand how they relate to book walking.
Resources, Materials, Equipment, and Technology:
The book that will be provided is titled Sideways Stories. It will be provided by Louis Sacha from Wayside School.
There will also be pencils and pens provided
To complete vocabulary we will give out notebooks.
Felt tip markers will be given out
For any assistive technologies there will be a white board and aids for vision and hearing
Section 2: Instructional Planning
Anticipatory Set
For this there will be the use of a story plot that has visuals and pictures in order to take apart the different items of the story.
students will be asked and encouraged to write any ideas they may on the white board. Along with vocabulary words
I will also be recording ideas that was not used on the white board and encourage students to talk about it.
Time Needed
Multiple Means of Representation
in order to allow me to teach all students I will be implementing the story book so that they may learn vocabulary words, different ideas and theme that will have to do with book walking.
Graphic organizers will also be implemented in order to get down a ton of ideas, vocabulary words and theses in regard book walking.
The use of hearing and visual aids will be okay so that students are able to gain an insight on any theses, ideas and vocabulary words.
Differentiating materials:
we will have English language learners (ELL):
English language learner stories will be used that contain words and pictures.
Special needs students:
These students will have pictures that have bigger fonts.
Students with gifted abilities:
These students will be able to use grade level stories for reading
Early finishers:
These students will have more other stories and they will be asked to help others that need help.
Time Needed
Multiple Means of Engagement
In order to engage students, they will be paired off
Examples will be modeled by having a student with a given book picture pairing
Themselves with a teammate that has a connected theme or topic.
Students that have book pictures will go in the front of the class.
Differentiating activities:
we will have English language learners (ELL):
I will have ELLs team up with other ELLs by means of allowing them to have themes and simple pictures.
Students with special needs:
These students that are visually impaired will have access to things like visual aids so that may be able to pair with students that may have impairments with hearing.
Students with gifted abilities:
These students will have two ideas and themes.
Early finishers (those students who finish early and may need additional
resources/support):
These gifted students will have to help out students that are having a hard time
Time
Around 15 Mins
Time Needed
Multiple Means of Expression
Here we will have pictures and graphics that are okay with the proper ideas and themes.
Differentiating assessments:
English language learners (ELL):
Pictures that are similar will be used.
Students with special needs:
Students that have ADHD will be away in an environment that is safe with no disruptions so they may be able to concentrate. The ones who have a hard time identifying themes and ideas for pictures will be given grade level or 3rd grade-level picture books in order to gain a greater performance (Buehl, 2017). Students that have a mental disorder and a need for f IEP will have instructions that are teacher led in an area with no noise.
Students with gifted abilities:
These students will be provided with grade-level assessments.
Early finishers (those students who finish early and may need additional
resources/support):
these students will have more support and resources to choose.
Time Needed
Extension Activity and/or Homework
As for the extension activities, I will allow the students to use think pairs and matching
pairs in order for them to continue matching graphics or pictures with themes and ideas relating to book walking. At home, I will require them to use a list of picture books given to them by their families to enhance their book walking skills. Undeniably, these extension activities or homework assignments will support the learning targets/objectives because it will let parent/guardian involvement as well as help students to look at just the pictures and try to guess what is happening in the story consequently improving their book walking skills.
Rationale/Reflection
I expect that by the end of the lesson students will grasp the concept of book
walking. I also expect them 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 the vocabulary terms that they can relate to the picture stories. Upon making the observations, they will engage in making connection to the different concepts that relate to the book walk lesson. Per 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 students will be tested on what they have learned using continuous formative
walking.
In my future personal professional practice, I will use graphic organizers to
enliven book walking lesson.
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.
Time Needed
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