LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Mary Hull
Clymore Elementary, Mrs. Packer
March 11, 2015
March 12, 2015
A. Reading Comprehension: March Read Aloud Activity
B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD
Because the students have been learning about making inferences and predictions, as well as
identifying the authors purpose, I feel that tying these two concepts in with a read aloud and
comprehension activity will be very effective and reiterate what they have learned thus far. The
activity will activate prior knowledge, engage them in critical thinking, and allow them to express
some of their creativity while doing so.
C.

UNWRAPPING THE VIRGINIA STANDARDS OF LEARNING

VA SOL 3.5: Thestudentwillreadanddemonstratecomprehensionoffictionaltextandpoetry.
c)Make,confirm,orrevisepredictions.
e)Identifytheauthorspurpose.
f)Askandanswerquestionsaboutwhatisread.

D. LEARNING OBJECTIVES
Understand
Know

The students will develop a

variety of comprehension
strategies that can be applied to
make meaning from fictional text
and poetry

The students will develop the

ability to use key supporting
details to determine the lessons or
morals from fictional text and
poetry.

Do

The students will know

what an inference is and
how it functions as a
literary tool
The students will know
how to identify the
authors purpose
The students will know
how to think and listen
critically so that they can
understand, connect to, and
answer questions about a
text

The students will

identify/predict the
authors purpose of the
book before it is read to
them (knowing the title)
The students will
participate in active and
critical listening as I read
the story aloud to them
The students will make
inferences and predictions
halfway through the story
The students will answer
questions about the text in
a comprehension quiz
The students will identify
the authors purpose and
the validity of their
predictions made halfway
through the story
The children will illustrate
what they found
meaningful in the story

E. ASSESSING LEARNING
I will assess the activation of the students prior knowledge through class discussion. I will listen for
key definitions and words that pertain strictly to authors purpose and predictions as I ask them to
define these terms before we read. I will assess their listening skills by watching them as I read. I will
further assess these in conjunction with their comprehension skill level using a worksheet with
questions about the text. I will assess the accuracy of their predictions and their concept of the authors
purpose through a supplemental art activity in/on which they will record both.
F. MATERIALS NEEDED
St. Patricks Day in the Morning (Mrs. Packer)
Worksheet with comprehension questions (Ms. Hull)
G. PROCEDURE
Preparation of the Learning Environment
As the students move into reading time, I will tell them I have a really fun book to
share with them.
I will tell them a little bit about the history of Saint Patricks Day: how it originated,
the impact is has in Ireland and now all over the world.
Engage -Introduction of the Lesson
Once I show them the book, I will ask them to explain how to identify the authors
purpose.
I will then ask them to explain what they have learned about inferences and how they
are to make predictions
I will then show them the cover of the book once again and ask them to make a
prediction about the authors purpose. They will write this on 1 half of their paper.
Implementation of the Lesson (specific procedures and directions for teacher and students)
Once they have predicted the authors purpose, I will read half of the story, making
sure they are engaged and listening the whole time.
Halfway through the story, I will have them write their prediction about what will
happen at the end of the story on the same half of their paper.
I will then finish reading the story.
I will have them write what the authors purpose was and how the story ended on the
other half of their paper hearts.
Once they have finished writing that, they will answer questions on a quick worksheet
(or take an AR test?) about the story so that I can assess their comprehension.
Closure
Once they have finished answering the questions I will collect the worksheet and have
the kids illustrate their favorite scene from the story on another piece of paper.
Time permitting, I will finish reading The Lorax (until the next class).
H. DIFFERENTIATION
Because the students have all been well equipped with the prior knowledge, much differentiation will
most likely not be necessary. I will keep an eye on the kids who tend to let their minds wander or read
and write at a slower pace. I will move the lesson about as fast as those most capable, meanwhile
assisting those who may need the extra support. The kids are all very cooperative and willing to
participate in most activities so I feel as if this is a good way for them to share what they have learned,
develop higher-level reading skills, and have some fun while doing so.
I.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?

If the kids are unclear or uncertain of what to write, I will clarify the directions and stress the
fact that no predictions are wrong. I will tell them its important that they make their best guess,
but to not worry too much about getting it right or wrong; I want to know whats in their brains!
If the children do not have room to draw their pictures, I will be sure to be equipped with extra
paper supply. Finally, if the children have extra time after the lesson, I will have them read their
good fit books for the remaining time.

Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.
I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain why
you made them.
II. Student Work Sample Analysis: Based on the assessment you created, what can you conclude about your
impact on student learning? Did they learn? Who learned? What did they learn? What evidence can you
offer that your conclusions are valid?
Look at the assessment data and identify 2 students who appear to fall into these 3 categories: (1) Gets it;
(2) Has some good ideas, but theres still room for learning and (3) Does not get it. Organize your
responses to the following questions in a chart/table form similar to the one below.
Gets it
Student A

Student B

Has some good ideas, but

Student C

Student D

Does not get it

Student E

Student F

a.
Understands
b. Confused
about
c. Questions to
ask to clarify
what I know
d. Ideas to
work on next
a
b
c
d

What does each student appear to understand?

What does each student appear to be confused about?
What questions might you want to ask each student to clarify what you know about the students
understanding?
What ideas does each student need to work on next?

III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.
IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?
V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?
VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about teaching?
VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?