Sample Outline for a Daily Lesson Plan - DOC

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					Eileen Briggs
October 17, 2005
TE 401 – Language Arts

                                   Outline for a Daily Lesson Plan

For Ms. Carmoney’s Kindergarten class
Date: 10-25, 11-1, or 11-8

Overall lesson topic/title and purpose: Reading the book, Imogene’s Antlers and having a small
group discussion about it. I want students to learn how to be active listeners while I’m reading
the book and active participants in the discussion afterwards.

Rationale: As Content Standard 3 states: All students will focus on meaning and
communication as they listen, speak, view, read, and write in personal, social, occupational, and
civic contexts. In other words, this lesson will be worthwhile because it will encourage students
to practice finding the meaning in books, as well as how to participate in a book discussion. A
Benchmark of this Content Standard states: Describe and use effective listening and speaking
behaviors that enhance verbal communication and facilitate the construction of meaning.
Examples include use of gestures and appropriate group behavior. This means that I will be
looking very closely at the way my reading group works together. Another Benchmark that I
would like to meet is: Employ strategies to construct meaning while reading, listening to,
viewing, or creating texts. Examples include retelling, predicting, generating questions,
examining picture cues, discussing with peers, using context clues, and creating mental pictures.
While reading this story I would like to use all six types of questions listed in Anderson’s
Revised Taxonomy (Remembering, Understanding, Applying, Analyzing, Evaluating, and
Creating.) These are shown in my lesson plan, after the questions, in parenthesis.

Goals/Objectives for today’s lesson:
Students will begin thinking about what they’ve read and what it means.
Students will demonstrate the ability to relate the story to their own lives.
Students should learn to value each other’s opinions. To remain quiet while others are speaking.
Students should be willing to share their ideas and actively participant in the discussion.

Materials & supplies needed: The book, Imogene’s Antlers, by David Small

                                                                                 Academic, Social and Linguistic
 • Introduction to the lesson                                                    Support during each event (see p.
          Begin the lesson with the children looking at the cover. I will ask    71):
   them what they think this story might be about, based only on the cover.              I will remind the students
   I will ask them what kinds of problems Imogene might be have with her         several times, while reading the
   antlers. (Creating – generating) or (Understanding – inferring) I will tell   book, what I want them to be
   them to make sure and pay close attention to the illustrations and            looking for: something they notice
   remember one thing to tell me about them when we finish the book.             in the illustrations, how Imogene’s
   5 minutes                                                                     antlers are hindering her, and how
                                                                                 they might be helpful to her.
 • OUTLINE of key events during the lesson                                                  When we begin the
          I will begin by telling the students to sit in learning position and to   discussion I will make it clear that
   not talk unless I ask them a question. In the beginning of the story it          all ideas and answers are good and
   shows Imogene have trouble getting dressed and walking out the door.             should be respected by the other
   After I read this part I will ask the students what other problems the           students. I will try to make all
   antlers might cause. (Analyzing) On pages 12 and 15, it shows Imogene            students feel comfortable to speak
   using her antlers to dry towels and feed the birds. At this point I will ask     their mind.
   the students, “If these uses of her antlers are good or bad?” (Evaluating)
   When it gets to the part in the story where Imogene’s mother says, “We
   have decided there is only one thing to do.” I will ask the students what
   ideas they have about what she could do to hide her antlers.
   (Understanding) 8-12 minutes

   • Closing summary for the lesson
            After the story is over I will ask them if they can remember what
   some of the good things were that she did with her antlers.
   (Remembering) Answer: Held wet towels near the oven to dry. Fed the
   birds donuts. Held candles so that she could see her sheet music. Also
   ask them what animal they would like to be if they could be an animal
   for one day. (Applying) If we have time remaining, I would like to go
   back through the book and find words that they are familiar with, such
   as: is, and, it, on, in. I will ask them what letters are used in these words
   and what sounds do the letters make. 5-10 minutes

   • Transition to next learning activity
            When we finish our discussion, I will take a look around the
   room to see how the other groups are doing. If we finish before the
   others I will make sure to keep my students quiet and possibly try to
   extend the discussion. When it is time to move on I hope the students
   will be ready to continue being active learners throughout the day.

Assessment                                                                          Academic, Social, and Linguistic
        I will look for thoughtful answers from the students. While reading         Support during assessment
I will watch to see if they are paying attention. To make sure they are                    Because I know that these
paying attention I will ask questions as I am reading, as well as after I finish    kindergartens have not had a lot of
the book. I will observe how they interact with each other while answering          experience with structured group
my questions. I will be looking for the students to be quiet and attentive          discussions, I will be sure to respect
while others are speaking.                                                          all responses I receive from the
                                                                                    students and not dismiss wrong
                                                                                    answers. I will instead try to steer
                                                                                    the students towards the correct
                                                                                    answers or at least in the right

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