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 direction.