ED 215R LESSON PLAN-Observed lesson (Authors message)

RATIONALE FOR THE LESSON:

The range of literacy development in the first grade class I am in varies. I would
say that some of the children fall under the category of being emergent readers and early
readers. To address the range, I will also make sure that I push the students who grasp the
concepts more quickly. For example, I will try to push them in the sense of trying to use
different word choice in their answers and conversations. For the students who are
having trouble with this lesson I will focus on them trying to follow along more and
understand/ get ideas about the authors message from those around them as well as
myself. I am choosing this focus because I want them to first start practicing being a
reader who can identify the authors main message before identifying independently.
For my final lesson I am choosing to do an interactive read-aloud. When
discussing what the options were for a learning target, my CT and I chose the learning
target of I can identify the authors main message of the story. We chose this because it
is something that they have worked on over the year as well as working on it currently,
which will allow them opportunities to continue to practice identifying the authors main
message. Another reason why I think this is a great time to revisit the authors main
message is because it relies strongly on being able to make an inference. Making an
inference relies heavily on what you already know and then applying it to what you are
reading in order to make a conclusion. It also ends up that my first lesson was about
making an inference about the characters feelings. After my interactive read-aloud the
students will then go back to their seats and independently read.
This learning target fits into being a good reader because they are working on the
semantic cueing system, which is the does it make sense portion of Marie Clays Three
Reading Cueing System. The semantic system of Clays system deals with the students
thinking, Does it make sense. By being able to identify the main message of the story,
the students are able to ask themselves does this make sense/ does this fit into what
happened in the story? By identifying the authors main message of the story, the
students are working on attaching meaning to the text.
OUTCOMES/GOALS:
For the Student: The common core standard the children will be working on during this
lesson is CCSS.1.RI.2, which states, Identify the main topic and retell key details of a
text. The learning target I will discuss with the students is I can identify the authors
main message of the story. The lesson objective is the students will be able to infer the
authors main message in order to understand the story better. This relates to the CCSS
because the students are working to identify the problem and solution of the story (key
details of the text) to be able to identify the main topic (authors main message).
For the Teacher: The standard I am going to be working on during this lesson is
standard #8. Standard #8 says, The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social, and
physical development of the learner. I am working on this standard because in my
lesson I am trying out a new way to collect evidence of student learning. At the end of
the lesson I am going to be sending the students off to go back to their seats to write
down what they think the authors main message is in order to assess student
understanding. For myself, this is a new thing I am trying. In the past I have had the
students write down their thinking at the end of the lesson, but I had them do it while still
at the carpet. For this lesson I am having the students get up and go back to their seats to
write down their thoughts. Even though this is similar to my first lesson in the way I am

collecting evidence, I feel that it is a big step/ change because it is requiring a lot more
classroom management. I am ultimately deciding to do this because I want to try out
different ways to assess my students during an interactive read-aloud.
LEARNING OBJECTIVE:
The lesson objective is the students will be able to infer the authors main message in
order to understand the story better.
ASSESSMENT:
To assess if they met the learning goal I have set, I plan to have the students write
out the authors message on a piece of paper before we discuss what it is as a class. By
having the students write what they think, I can see what their understanding is before
discussing it as a class. After the students turn in their answers I will then watch the
students for their understanding while I am doing the wrap up. I will specifically looking
to see if they are agreeing with and following the steps to inferring what the authors
main message is. As I am wrapping up the lesson I will be watching for understanding
because I am not expecting all of the students to be able to go through the process of
inferring what the authors main message is on their piece of paper as well as why they
think that is the authors main message (what process/ information did they use). When
they come and sit back on the carpet, I will be listening and asking them about the
process that they went through as well as the background knowledge/clues from the text
that they used to infer the main message. If the students seem to listen and understand
the process, I will know that they are able to connect the problem and solution to their
background knowledge to make an inference about the main message independently. I
will also be able to assess if they are able to do this while I am conferencing with the
students during independent reading time. Ultimately, I will be using the students verbal
responses as well as the responses on their worksheet as well as their sticky notes.
STRATGIES FOR STUDENTS OF VARYING LEVELS OF DEVELOPMENT
AND IDENTIFIED LEARNING NEEDS:
I plan on using a simple activity that allows the students to go and work at their
own pace. For the students who need a little bit more time and practice I will try and have
them form a solid foundation of the strategies I am trying to have them achieve before
moving on. I will also leave up an anchor chart that my CT has previously used and
made with the students regarding the authors message. On this chart are pictures of two
books they have previously read with the authors message written beneath it. There are
also sticky notes that the students wrote on, identifying the authors main message. By
having this chart up for the students to see, the students will have the support when trying
to figure out the authors message. This lesson accommodates all of the children because
students of all the different development levels can participate. Since I will be reading
the text, the varying reading development levels will not be a factor in success. As stated
above in my rationale, if it appears that some students need more time to learn the
concepts I will want them to focus on listening. My goal for these students is to listen to
the strategies as well as their classmates thoughts to help them come up with the main
message. I want these students to do this because I want them to practice being a reader
who identify the main idea of the story before taking on the full role of doing it all
themselves. I also understand that the children may need more practice beyond the time
spent during the interactive read aloud. It is okay that they do not all meet the common
core standard because they will have other opportunities to practice this strategy. This is
true because the goal of the common core standards is to have the children be able to

preform these tasks by the end of the year, not by the end of a short lesson. After my
interactive read-aloud, the children will be given the opportunity to practice this with text
at their own level.
MATERIALS:
Yes We Can! By Sam Mcbratney
1/2 sheet for each student to write responses on (part of assessment portion)
Pencil
Sticky notes
TOTAL TIME NEEDED:
Introduction~ 1-2 minutes
First turn and talk~2 minutes
Second turn and talk~2 minutes
Sending the students off to go write down what they think the authors main
message is for the book~3-4 minutes
Independent reading time~25-30 minutes
Final wrap up~2-3 minutes
PROCEDURES:
Introduction:
One of the very first things I am going to do is set the expectations for the
students behavior. I will also explain that I expect them to listen to my
instructions. For example I expect them to listen to the full questions I will ask
not just parts. I will also expect them to finish up their conversation with their turn
and talk partners when I start to do the countdown. The last expectation I will
discuss with the students is that we are going to be respectful when our friends are
sharing with the group and will not talk when someone else is sharing. I will
follow up with this by saying that we can learn things from what our friends
think and have to say.
o I will start out by saying I know in the past you readers have acted like
very mature readers when I have given my lesson, but I just want to
remind and set the expectations of how we should be acting while I am
giving my lesson. I will then list off the expectations.
Next I will introduce the learning target which is I can identify the authors main
message
o I will first say the target myself, and then I will have the students join in
and say it with me.
o I will specifically say, I know that you readers have been learning about
identifying the author's message in a book throughout the year, and today
we are going to review and practice this again. Todays learning target is I
can identify the authors main message. Can you say it with me?
Identifying the authors main message is a lot like making an inference because
we have to infer what the problem and solution is and then connecting it back to
our background knowledge.
I will than introduce the book.
o Today we are going to be reading Yes We Can! By Sam McBratney. In this
story the different animals seem to all have a problem but eventually find a
solution. So lets read and find out what the problem and solution is in
order to infer what the main message is.

I will then explain how we can sometimes identify the authors main message by
looking at the problem and solution of a story.
I will then refer to the anchor chart an Enormous Carrot book.
o Remember in the story the Enormous Carrot the problem of the story
was that the characters couldnt get the carrot out of the ground until their
friend Lester who they didnt think would be able to get it out, came and
helped? Well he was able to, and they ended up getting the carrot out. In
this story we first identified the problem and solution, then found what the
authors message was, which was about teamwork. By working together
we can solve problems. Sometimes authors can teach us more than one
thing in a book too, by having two or more main messages. In the
Enormous Carrot the author taught us to not give up when trying to solve
a problem. He did this by having the characters continue to try and pull
the carrot out until they got it. Can you readers ever think of a time when
you worked together with your friends to solve a problem or do
something you couldnt do alone? If so, give me a thumbs up. (I will then
watch to see if the students put a thumb up). In this instance I am sure
that some of you were using your background knowledge about teamwork
to identify the problem, solution and main message. Today we are going
to practice the same thing.
Demonstration:
While I am reading I want you readers to be thinking about the problem,
solution, and main message.
I will then start reading the book.
I will stop on the page where the three friends become mad at each other for
laughing at them. I will take this opportunity to talk about the problem.
o It seems like the friends are starting to have a problem. I think the
problem is the three friends are mad at each other because they got made
fun of for not being able to do the tricks that each other can do. I wonder
what they are going to do?
To identify the problem, I used my background knowledge and
personal experiences. I know that in the past when my friends
make fun or are mean to me I dont want to play with them
anymore. I also looked at the pictures and see that the characters
look mad and unhappy. This is a problem because we need to get
along with our friends. Using these strategies I am able to infer that
the characters problem is that they are mad at each other for
making fun of them as well as sad because they cannot do the
tricks that their friends can.
I will than bring out a large pre-written sticky note that has the
problem written on it. I will place this on the board for the
students to refer to.
I will then continue to read the story.
Participation:
After finishing reading the story I am going to have the students do a turn and
talk with their partners to discuss what the solution to the problem was.
o Now I want you guys to think about what the solution was to their
problem and turn and talk to your turn and talk partner about what you
think that is.

o After a minute of discussion I will then ask a few students to share what
they talked about with their partner and why they think that is the solution.
I will put a few of these ideas on large post-it notes so the students
will be able to refer to them later on.
I will then continue to read the book.
I will stop again on the second last page of the book and ask the students what
they think the characters are going to say and to share it with their turn and talk
partners.
o This will help the students recognize that the problem was in fact solved.
o I will not ask students to share, but I will draw attention to some of the
responses I heard the students sharing with their partners.
I plan to do this so to keep things moving along.
Practice:
Once I finish the book I will then pull out the half sheets of paper that I want them
to fill out. I will explain to them that I want them to write what they believe the
authors message is. Now I want you readers and writers to get a chance to
practice using our learning target which is I can identify the authors main
message. On this piece of paper that I am going to give you in just a minute I
want you to fill out what you think is the authors main message of the story.
After I give you your piece of paper I want you to go back to your seat and write
down what you infer the main message is and why you think that is the main
message. Once you finish writing your answer, come turn your papers into me and
then go back to your seats and read your books from you book bin. Once you
start reading your own books I would also like you to write on a sticky note what
you think the authors main message is for the books you reading.
o I will not model how to fill this out because they have already used these
sheets before during past independent reading times.
o After giving the instruction, I will then get up and walk around the
classroom. Once the students begin writing I will read out a couple of
responses. This will help give the students who need more support by
giving them examples.
As the students are independently reading, I will walk around and conference with
some of them to look for understanding of identifying the authors main message.
Closure/Recap
When there is five minutes left of the class I will ask the students to finish up
what they are reading and then meet me back at the carpet with the sticky notes
they filled out about their own book.
o I will draw the students back in by using the language that my CT uses. I
will specifically say I am to which the students respond a reader.
Once all the students are back at the carpet, I will ask a couple of them to share
what they thought the authors main message was and why.
I will then explain what a possible message is and how they can use this in the
future to help understand what they are reading.
o Before I release you to go back to your spots I want to just recap what we
learned today. Today we learned that identifying the authors main
message is a lot like making an inference, which we know is made by our
background knowledge. Today we made our inference on what the main
message is by identifying the problem and solution of the story by

connecting it to our background knowledge as well as the clues the author

gave us.