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UW-Platteville SoE Lesson Planning Template

Name: Marissa Morales Lesson Title: Guided Reading Grade level(s)/Course: Kindergarten Date taught: 3/14/2013 GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: Who Hid? Publisher: Scholastic Date of Publication: 2003 District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. N/A

Amount of time devoted each day or week in your classroom to the content or topic of your instruction. Each group will spend 10-12 minutes every day with the teacher during guided reading. Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. Each group of students is based on their reading abilities. For this lesson, I will be working with the middle-level group, so I had to pick a book that is at their reading level. List any other special features of your school or classroom that will affect the teaching of this lesson. N/A

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total students____5____ Males____3_____ Females____2_____ Students with Special Number of Accommodations and/or pertinent IEP Objectives Needs: Category Students 0 N/A Students with IEPs English Language Learners Gifted 504 Students with autism or other special needs Students with Behavioral Disorders 0 N/A

0 0 0

N/A N/A N/A

N/A

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UW-Platteville SoE Lesson Planning Template

INFORMATION ABOUT THE LESSON Content Strand found within the Wisconsin Academic Content Standards or Wisconsin Model Early Learning Standards Reading Foundational Skills Enduring Understanding and/or Essential Question What types of animals use camouflage to hide in their environment? GLE(s) or EOC and Symbolic Notation DOK CCSS.ELA-Literacy.RI.K.10 1 Actively engage in group reading activities with purpose and understanding. CCSS.ELA-Literacy.RI.K.1 2 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.K.7 2 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). Outcome(s) 1. The students will be able to read the words in the book fluently and accurately. 2. The students will be able to predict what the story is about by looking at the front cover. 3. The students will be able to describe how an animal uses camouflage to hide in their environment. Academic Language related to the lesson Hid Who Camouflage Environment Prior Learning/Prior Thinking The students will have already learned about the different animals in the story, and they will have already learned what it means to hide.

LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge Does anyone see a kindergarten word that is on the front cover of the book? We recently learned that word, and we know that owls make that sound.

Focus/Purpose Statement Today we are going to read a book about different types of animals. 2|Page

UW-Platteville SoE Lesson Planning Template

Procedures 1. Ask the students what kindergarten word that they see on the cover and what animal makes that sound. 2. Ask someone to read the title of the story. 3. Ask the students to predict what the story will be about by looking at the title and the picture. 4. Starting with the first page, have a student read. Ask the students what animal they think will be hiding in the leaves. 5. Have another student read the next page, and discuss the butterflys wings and how they help it hide. 6. Have another student read the next page and talk about the foxs fur. 7. Have another student read the next page and talk about the turtles shell and body. 8. Have another student read the next page and talk about the bat. Discuss that bats like to hang in dark places and that their wings are dark. 9. Have a student read the next page and talk about the owls feathers and how they blend in with the tree. 10. Have a student read the next page and talk about the frog. Also discuss that it is the picture from the cover. 11. Have a student read the last page and talk about how the kid hid. Talk about other ways kids can hide. 12. Talk about the word camouflage and what it means. 13. Have the students close their books and recall animals from the story. Ask them what that animal uses to blend in to their background. Differentiation Content- The book is leveled at the groups reading ability. Because of this, the students should be able to read the book easily. If they have trouble reading a certain word, I will ask them to look at the picture to try to figure out the word. Closure After talking about the different types of animals in the story, the students will be asked to think of any other animals that use camouflage to blend into the background. Materials and Resources Who Hid? by Nancy Leber (Scholastic)

Classroom Management/Democratic Practices Since it is a small group, behavior should not be a problem. If the students are not taking turns talking, I will remind them to raise their hands. I may have to remind them to be quiet and listen while others are reading.

ASSESSMENT

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UW-Platteville SoE Lesson Planning Template


Before the lesson We will discuss what it means to hide, and reasons why animals might want to hide. During the lesson Informal Formative Assessment: I will listen to each student when he or she reads to make sure that he or she is reading accurately. Formal Formative Assessment: I will ask questions about camouflage to see if they are paying attention to the story and to make sure that they understand the concept. At the end of the lesson Formative: I will have the students recall the animals that were in the story and how they used camouflage.

Summative: I will have the students make a graphic organizer of other animals that use camouflage. On one side, the students will list the animal, and on the other side, they will list how the animals use camouflage.

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