Instructional Strategies Lesson Plans

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Instructional Strategies Lesson Plans Powered By Docstoc
					Instructional Strategies Lesson Plans
Kristen Kinney Reynolds

Strategy- Admit and Exit Slips

Buehl, D. (2009). Classroom Strategies for Interactive Learning. Newark, DE:
International Reading Association, Inc.


Bridges, R. (2009). Ruby Bridges Goes to School: Her True Story. Cartwheel Books.


        Admit and Exit slips are used to have students write down a thought, idea, or
question about something they have read previously. Admit slips can be assigned as
homework and would be given to the teacher as students enter the class. Exit slips
require students to write something or answer a question about what they have learned in
class. They may share one thing they learned, write one “I didn’t know that,” or “write
one question you have about the lesson.” Students turn these in to the teacher and the
teacher can guide instruction according to responses from the students.

Competency Goals:

Language Arts:

Goal 2: The learner will develop and apply strategies and skills to comprehend text that is
read, heard, and viewed. (2.01, 2.02, 2.05, 2.06)

Goal 3: The learner will make connections through the use of oral language, written
language, and media and technology.

Social Studies:

Goal 3: The learner will analyze how individuals, families, and communities are alike
and different. (3.06)

Lesson Plan:

Prior to lesson: Discuss famous Americans and list some possible people that students
feel are famous and what those people did for our country to make them famous.
Day of Lesson: Gather students to read aloud Ruby Bridge Goes to School: Her True
Story. Say: Today I want you to listen very closely to the story I am about to read. Think
about what questions you may have, or what you did not know about this little girl, Ruby
Bridges. Consider how her life was different from the way yours is today. Throughout the
story, stop at points of anticipation to ask what students think may have happened to
Ruby Bridges. Some possible questions to ask are:

Why do you think people did not want Ruby to go to an all white school?

Why do you think Ruby needed marshals to escort her in to school?

Do you think Ruby will stay at this school or go back to her old school?

Ruby and her teacher obviously had a special relationship. What made their relationship
so special?

After reading the story, tell students that they are going to complete an exit slip and that
they will give it to you as they leave the classroom. On the exit slip students should write
one thing that they learned from the story and one question that they have about Ruby
Bridges that they would like to have answered. The teacher may want to have them write
these on an index card. As they leave the classroom to go home, go to lunch, etc. have
them hand the card to the teacher.

The teacher should read the students’ responses and find answers to their questions. The
next day, the teacher can discuss some of the answers that he or she found and have some
of the students share what they put on their exit slips about what they learned about or
from Ruby Bridges’ story. They should go back to their original chart and discuss what
makes a person a “famous” or “important” American and why Ruby Bridges fits in that

Extra Credit Implementation:

I taught this lesson last week as my students were studying famous Americans. I
combined it with a short KWL lesson as well. We discussed and made a chart of what
students thought they knew about Ruby Bridges (several had heard parts of her story in
Kindergarten and first grade). They then told me some things they wanted to know (why
she decided to stay at the school, how old was she now, etc.). Afterwards we read the
story and I had students write down on an index card what they learned from the new
book (this one just came out recently) and one new question they had after hearing her
story. I really liked doing this lesson this way because having them ask a second question
after hearing the story made them think a little bit deeper. I added their statements to the
“L” or learned column after they had left for the day. We discussed their questions, what
they learned, and what was most important about Ruby Bridges’ life that made her so
When I do this again, I think I might do it in small groups. It is hard for the kids to
completely pay attention in large group and I felt like a few of them really didn’t
understand why what Ruby Bridges did was important. I think I can get in to deeper
conversation, have students think more critically and still use the exit slip for evaluation
with a small group. I loved the exit slip though!!

Lesson 2:

Strategy: K-W-L

 Jones, R. (2007, September 23). KWL Chart. Retrieved February 20, 2010, from:


DePaola, Tomie. (1984).The Cloud Book. Holiday House Publishers.


        The K-W-L chart was created to access students’ prior knowledge, preview
students’ interests, and find out what students have learned after teaching a lesson about
the same topic. The K is for what students already “Know,” the W for “Want” to know,
and the L is for what students have “Learned.” It is an all-in-one assessment of prior
knowledge and then ending knowledge of a certain topic. An “H” has also been added to
it to possibly have students create their own learning by asking them “How” they would
find more information about the given topic.

Competency Goals:

English Language Arts:

Competency Goal 2: The learner will develop and apply strategies and skills to
comprehend text that is read, heard, and viewed.

Competency Goal 3: The learner will make connections through the use of oral language,
written language, and media and technology.


Competency Goal 2: The learner will conduct investigations and use appropriate tools to
build an understanding of the changes in weather.
Lesson Plan:

Prior to Lesson: Take students outside with a sheet of paper and a pencil. Have students
sit and look at the sky. Say: Look at the sky and pay attention to the clouds. Draw some
of the shapes that you see and write a sentence or two about the different kinds of clouds
that you notice.

Day of Lesson:

Say: Do you remember the clouds you drew yesterday and the sentences you wrote about
what you noticed in the sky? Pull those out so that we can take a look at those today and
talk about what you noticed. We are going to complete a K-W-L chart to help us learn
about clouds. The K stands for what you think that you know about clouds. Tell me some
things that you noticed or think you know about clouds.

At this point, take students’ responses and list them under the K part of the chart that you
made before the lesson.

Say: Those were some great ideas and thoughts about clouds. Now, turn and talk to your
partner about some questions that you have or things you would like to know about
clouds. An example might be, ‘Can you stand on a cloud?’ or ‘Are clouds made out of

Allow students to talk for two to three minutes (enough time for each partner to share).
Then say: Okay, now let’s write these thoughts under the W for what we want to know
about clouds so we don’t forget.

Take students’ responses and list them under the W.

Say: Now we are going to read a story by Tomie Depaola called The Cloud Book. Pay
close attention to what I read and to the pictures to see if some of the things you know are
in this book, too. Also, see if he answers any of the questions on our list in the book. We
will fill out the L part after we read to see what we learned from the story.

After reading say: Were any of our questions answered? Let’s write those under the L.

List those responses.

Say: Was there any other information in the story that you learned that was not a part of
our question list? Let’s list some other facts that we learned from the book.

Take note of who is participating in answering questions or giving ideas. Try to give each
student the opportunity to share something. This book lends itself to plenty of
information so that each child should have something to share.

Extension: The Cloud Book tells about many different kinds of clouds. Make a chart with
the students with the characteristics of the different clouds.

Lesson 3:

Strategy: “Oprah Winfrey” Strategy

Cunningham, P., & Allingotn, R. (2003). Classrooms that Work. Boston: Pearson
Education, Inc.


Scieszka, J. (1996). The True Story of the Three Little Pigs. Puffin Books.

       The teacher assigns students as characters from a story they have read. The
teacher is “Oprah” to begin with. The teacher asks the students to be on his or her
show. Obviously not all students can participate at once, so some students will be
the audience for a while and then the teacher can switch out characters. The
teacher will begin with general questions “Tell me about yourself Mr. Wolf.” (From
the True Story of the Three Little Pigs.) “What seemed to be the problem?” “Where
are you from?” Then you might ask the other characters (the pigs) if they agree
with Mr. Wolf. You let each character tell their story and encourage them through
questioning to visit the rising and falling action of the story, the setting,
personalities of the characters, etc.

Competency Goals:

English Language Arts:

Competency Goal 2: The learner will develop and apply strategies and skills to
comprehend text that is read, heard, and viewed.

Competency Goal 3: The learner will make connections through the use of oral language,
written language, and media and technology.

Lesson Plan:

To do this lesson, you may have students learn the story The True Story of the Three
Little Pigs several ways: Read the story aloud to the whole class, develop the story into a
readers’ theatre and have students read it in small groups, or have students read the book
individually if copies are available.(I read the story aloud because it was part of a fairy-
tale unit and I had several other Three Little Pig versions for students to read.)

Have students read or hear the story The True Story of the Three Little Pigs. After reading
say: We are going to participate in the Oprah Winfrey show today! Each of you will be a
character from the story and I will be your host, Oprah. Everyone come to the carpet and
we will get started. I will assign you to be one of the characters from the story. You will
be either the wolf or one of the pigs. You will come up on stage (have chairs set up talk-
show style) and I will interview you.

Have the first group of students come up.

Say: First, I would like to introduce Mr. Wolf. Nice to have you here today Mr. Wolf.
Now tell us, what really happened with the three little pigs. What were you trying to do
and what happened to where you were given a really bad name? (Allow student to share
the wolf’s side of the story)

So you say you needed some sugar and had a really bad cold? Well let’s ask the three
pigs their opinions about your cold.

Ask each of the three little pigs their side of the story.

Say: Let’s ask the audience what they think. People in the audience, we will take a few
questions for our guests. (Have several of the students in the audience ask a question to
one of the guests and let the guests answer)

Say: Well it seems today that we still have two sides of the story. Will we ever know if it
will be solved as to what really happened with the wolf and the three little pigs? Today
we will have the audience write their opinions.

Tell students as a continuing activity that they will write a paragraph about what their
opinion is of the differing versions of the three little pigs. You will share the results later
with the class as to which version most students seemed to believe.

Extension: In small groups, have students rewrite the story another way, with a different

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