Learning Experience Plan 1-4 Block Template

Clarion University of Pennsylvania

Early Childhood Learning Experience/Lesson Plans
Teacher Candidate: Adam Winter Partner: Kait Mariano
Date: 4/26/2014 Lesson Title: Readers Theater!
Block Site: West Forest Elementary 1
st
Grade Ages of Children: 5-7 Group Size: 17 kids
Big Idea (Common Core Standards): Effective speakers prepare and communicate messages to address the audience and purpose.
Essential Question: (Common Core Standards): How do task, purpose, and audience influence how speakers craft and deliver a message?
Goal: Students will apply Reading readiness skills to reading a more challenging reading.
Challenging Vocabulary: Script, theater, lines, parenthesis, costumes, set,
Common Core Standard Statement for ELA or Math: (YOU
MUST ALIGN STANDARDS, OBJECTIVES, AND
ASSESSMENTS)
National Standards (NCSS, NCTE, NCTM, NSTA)
CC.1.3.1.A: Students will retell stories, including key
details, and demonstrate understanding of their central
message or lesson.
Objective:
Students will read the parts they
are assigned and perform a
Readers Theater script.
Assessment:
We will watch the students actively
participate in the readers theater. We will
take pictures as evidence that they
performed. We will listen to how fluent they
are with the script.
Curriculum Integration: (Describe how at least two of the following are integrated into your investigation.)
Creative Thinking and Expression: They will make color and create headbands to wear while they perform the script.
Mathematical Thinking and Expression/ Mathematics:
Health, Wellness and Physical Development:
Adapted from the PreK/K Early Childhood Learning Experience/Lesson Plan
Learning Experience Plan 1-4 Block Template
Language and Literacy Development/English and Language Arts: They are reading a new reading that they are unfamiliar with.
Scientific Thinking and Expression:
Social Studies Thinking and Expression;
Social and Emotional Development: They use and read with fellow students when parts some up.
Technology:
Investigation
Duration: 30 minutes each day (4/22/14- 4/25/14)
Investigation Procedure (A step by step description of the lesson procedures and application of skills How will the instructor present new concepts & information?
What will the children do to construct knowledge? What is the instructors role during the lesson?) :
[Authentic and concrete investigation experience integrated with content. Number each instructional step.]
Day 1- Introduce the script and tell the students the basics of readers theater and introduce terms to them and what the basics of theater.
Pass out and scripts and explain to the students what part they will read. Read through the script once with each student reading their
respective part
Day 2- Pass out the scripts and review terminology that they learned on the previous day and what the play they read was about.
Read through the script with the students reading their respective parts
Collect scripts
Pass out the pictures that the students will color for their headband and then cut out and we will staple the picture on the head band.
Day 3- Pass out the scripts and have students read through the script two times and reading with expression, second time have students get their
headband and wear them while they read the script
Day 4- Help the students move their chairs in the configuration to perform the play. Putting parts together. Following the configuration listed.
Have students sit in their chairs and then get ready to read the script. Have them read through it twice.
Review/Closure (How will the children review what they learned?):
Review the terms and what the story was about. Ask the students an alternative ending to the play and ask them to discuss with the partner.
Questioning (What are some open-ended questions that you plan to ask to facilitate childrens knowledge construction during the investigation?): [For this section develop
at least four open-ended questions you may ask the children during the investigation. Use the Blooms handout to help you consider verbs that are associated
with higher level questions. Vary the types of questions.
Brain Break (How will children engage in a quick physical brain break?
Had them stand up and stretch and recite tongue twisters between readings of the play.
Differentiation (How will you adjust instruction/guidance to address unique strengths and needs of at least one learner in your group?):
Adjust the parts so the stronger readers are helping with the weaker readers so they can help each other out.
Also assist the students with the hard words that they say in the script.
Adapted from the PreK/K Early Childhood Learning Experience/Lesson Plan
Learning Experience Plan 1-4 Block Template
Diversity/Anti-Bias Consideration (What diversity topics will you address and/or how have you planned so that the learning experience does not reflect any bias?):
I will use gender bias terms and give out not being bias to girls or guys and give it to the better readers.
Anticipated Difficulties (What are some problems that may arise in your lesson? How will you overcome these difficulties?)
Understanding the concept what and when they are supposed to read will practice the script over and over so they are comfortable with what they are reading
and what they are supposed to read
Materials, Resources, and Preparing the Environment (What materials and other resources are needed and what will you do to prepare the environment?):
Scripts, crayons, headbands and coloring page pictures of characters
Reflection and Analysis of Learning Experience
Reflect on the learning experience/lesson by responding to the following questions.
1. Review your assessment results. Did each child meet the objective? How do I know that each child learned what was intended?
Each Child involved in the readers theater read the script each day we did it. They udmerstood when they were to read and when they werent
supposed to read.
2. Were the children productively engaged? How do I know?
Each student read their part so I was able to assess their part and if they were reading or not when their part came up and if they were
following along or not.
3. What unplanned activities occurred? Why did these occur?
No really unplanned activities happened.
4. Did I alter my instructional plan as I taught the lesson? Why?
Just how many times we did the script to how much time was left. I also watched them read the books before hand in order to decide who to
give the parts to
5. What additional assistance, support, and/or resources would have further enhanced this lesson?
I think access to costumes would have showed them and an actual stage so they can understand more of the concept of theater. I wish I had
more time too.
6. If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why?
I would do this maybe for two weeks instead of just one. I would have the students act the script out a little more instead of having them sit in
their seats the whole time. I would also maybe invited another class to come in and be our audience for the show so they would feel like they
were actually performing in front of an audience.
Adapted from the PreK/K Early Childhood Learning Experience/Lesson Plan