Yassick_LessonPlan2

Yassick Lesson Plan # 2 Rationale: Based on the assessment I gave my two focus students it is clear that they are able to make predictions based on a picture walk, but need support in justifying or correcting their predictions  Objective for this lesson: ·         Performance: Students will make predictions of what they think will happen in the book The Sandwich Swap. They will critique their predictions after the book is read. ·         Conditions: Students will do this by telling me what they predict after looking at the front cover, hearing the title, and looking at the pictures. They will also verbally tell me if their predictions were accurate or inaccurate after I read the book to them.   ·         Criterion: Their initial predictions are backed up with 1-2 reasons and their verbal reflections on the accuracy of their predictions are backed up by 1-2 reasons (reasons that go along with the events in the book). Materials & supplies needed: The Sandwich Swap book, paper, pen

Procedures and approximate time allocated for each event  • Introduction to the lesson  “Today we are going to read a book! Before we begin reading you are going to go on a picture walk and make a prediction about what the book is going to be about. These words picture walk and prediction might be words you have never heard of, but we are going to go over them now!”  (1 minute)  • OUTLINE of key events during the lesson “What do you think a picture walk is?” (respond accordingly) “Yeah, a picture walk is when someone looks at the front cover of the book, (point to front over) reads the title, and then looks through all the pictures in the book without reading the words. How might a picture walk help a reader before they start reading the words in the story?” (respond accordingly) “One way a picture walk can help is by giving the reader a sense about what might happen in the story. It prepares them for what is to come. The reader is also able to make predictions about what they think might happen. Therefore, a prediction saying what you think might happen.” “Take a look at the picture on the front (pause and let them look) this story is called The Sandwich Swap. After looking at the picture and hearing the title what do you think this story will be about? Give me some reasons why you think that? Now go through the book silently and look at all the pictures.” -Wait until they gave looked at all the pictures together “One at a time I want you to tell me what you think will happen in this story. I am going to write each of your thoughts on a piece of paper. Do you think it is okay that two of you might have different predictions of what will happen in this story? (wait) Yes, it is okay.” -Write down each of their predictions -Read the book “What did you think of the book?” “Now let’s go back to your predictions. One at a time I will read you your predictions that you made or what you thought would happen by looking only at the pictures and your are going to tell me if you predication was right. Sometimes part of your prediction might be right and the other might be wrong. Therefore you can say, the first part of my prediction when I explained XXX was right, but the second part when I thought XXX would happen is wrong because what actually happened in the story was XXX.” -Go through each child one by one and discuss their predictions. The child whose did not make the prediction can also give their opinion. -If the child does not back up their answers with reasoning try using the following questions: How did you know that your prediction was wrong? Explain specifically how the story was different from your prediction. Explain how the story was the same as your prediction.  (20 minutes) • Closing summary for the lesson “Now that we are finished what did you think of the picture walk and retelling? Have you done anything like this before? How can you use predicting in the future to help you before you read?”  (5 minutes) Ongoing-Assessment: I will know my students are meeting my objective from our discussion. Also, what they write and say out loud in their verbal reasoning. From my notes I will be able to tell whether they were using events straight from the book and whether their reasoning made sense.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? The students I am working with in this lesson will not need any adapted support.