Erin Swinson

NC State University
New Literacies and Global Learning
SRE Project ECI 541

I. Introduction

a. Context: My lesson is for a one-on-one session with a second grade student. I meet with this

student for hearing impaired services 1x/week for 30 minutes. We meet in the teacher’s lounge.

My student has an IEP with goals pertaining to reading and she receives services with myself, the

hearing impaired teacher, and the Speech Language Pathologist. The content area I focused on

was reading and social studies.

b. Text: The focus of this lesson will be on the book Wake up, World! A Day in the Life of

Children Around the World by Beatrice Hollyer. The reason I picked this book is to work on my

student’s IEP goals of WH Questions but also being able to compare and contrast informational

text to personal life.

i. Quantitative: Flesch-Kincaid Grade Level is a 5.2. According to www.amazon.com,

the grade levels that are used to rate this book are Grades 1-4. No lexile score was able to

be found.

ii. Qualitative: The book’s purpose is clearly stated and it has a single-level of meaning.

The language of the text is clear as well as familiar except for names of the children in

the book that will be probably be unfamiliar. The text is more academically written for

the fact that it’s an informational text, yet done is an easy flowing way. The text is

themed around everyday life of eight children in different parts of the world, therefore

there are multiple perspectives. The text is chronological in the sense it starts at the

beginning of the day and follows all eight children to the end of the day. The structure

and organization of the text makes sense. The pictures that go along with the text helps

the reader to understand what is being read.

iii. Reader-Tasks Considerations: For the student I am using this book with, I will be

reading aloud to her based off her reading ability and text levels. HOWEVER, this
Erin Swinson
NC State University
New Literacies and Global Learning
SRE Project ECI 541

student does possess the necessary visual skills to understand this text and this text will

also help my student with her inferencing, questioning, and comprehension skills. I also

believe my student will be able to understand the purpose and be interested in the context

I will be going over. The way the text and graphics are done will also be a positive factor

in my student’s interest because each section of the day has a picture with text of all eight

children around the world. Based off the text my student should have the appropriate

prior knowledge to understand as well as the necessary connections to link between the

text and my student’s personal experience. The activities that will be accompanying the

text should not be too complex for my student to take away valuable information in

regards to understanding the text and understanding the questions pertaining to the text.

c. Philosophical/Theoretical Rationale: Even though the Flesch-Kincaid Grade Level is a 5.2, I

wanted to utilize this book with my student because we haven’t done many informational texts

during our sessions. Also, with the new strategies to go along with the book that I haven’t used

before with my students I thought this would be a good way to start. Since my student doesn’t

like to read and think she’s not a good reader, I wanted to use a book that would be interesting to

her, a book about other children and what they do everyday. I wanted the activities to be fun, but

educational and ways to keep her involved with the tasks.

II. Lesson Plan

a. Instructional Objectives

i. RI 2.1: Ask and answer such questions as who, what, where, when, why, and how to

demonstrate understanding of key details in a text.

ii. 2.C.1.3: Exemplify respect and appropriate social skills needed for working with diverse

groups
Erin Swinson
NC State University
New Literacies and Global Learning
SRE Project ECI 541

b. Materials: The book Wake up, World! A Day in the Life of Children Around the World by

Beatrice Hollyer, KWL handout, rubric for journal writing assessment, and journal lined paper.

c. B-D-A

i. Pre-reading (Before): 30 minutes: We will be doing an activity called “Surprise Book”

I will have the book wrapped up and I will let my student ask questions about what she

thinks the book is about and after every questions i will rip off a part of the paper to show

the book. After the book is unwrapped we will then begin our KWL chart and write

statements for the first two sections - “What we KNOW” and “what we WANT to learn”.

ii. Reading (During): 30 minutes: We will use the strategy DR-TA and use guided reading

with pauses to make and discuss predictions as well as ask and answer comprehension

questions based on what we have read about the children around the world. My student

gave predictions before reading the book, then as we went along, when we read

something that she remembered taking a prediction about we would talk about it, or I

would pause and ask her questions in response to her prediction to see if she thought she

was right or not.

iii. Post-reading (After): 30 minutes: We will finish up the KWL chart and answer the

“what we LEARNED”. We will also discuss the book further and go over the assignment

for my student to do at home which will be for her to journal a day of her life.

d. Assessment: I will use the KWL chart and what she fills out for the “what she learned” to gain

what she retained in us doing the guided reading. I will also be using a simple rubric to assess her

journal writing. The rubric and KWL chart will be attached at the end of the plan and write-up.

III. Reflection
Erin Swinson
NC State University
New Literacies and Global Learning
SRE Project ECI 541

a. Strength of the Plan: I believe the plan that I have created to do with my student is compatible

for my student and her strengths and weaknesses in reading, comprehension, and writing. I did

not allow my student to pick her activities however.

b. Areas for Improvement: Only part of the plan I am worried about is the time allotted for her

sessions and hoping to be able to finish each part of the lesson in 30 minutes since this will be

stretched over 3 weeks due to our session schedule.

c. Student Responsiveness: I believe that my student will respond well to each of the activities I

have created for this book. I am especially interested to see how she does with the “surprise

book” activity and what type of questions she will come up with to see what the book is about.

The reasons why I believe she will respond well to these activities for one is that they may be

new to her, getting to be surprised is always fun, and two because they are somewhat more

student-driven so even though she has to come up with the answers, there are really no wrong

answers at least for the pre-reading portion of the activities.

d. Reflection of SRE Plan

i. What went well: The “Surprise Book” activity went really well and I got some higher

level questions that I did not think she would have come up with! The KWL chart also

went well and she even though some of her responses to what she KNEW may not have

been exactly on target or what I thought the answers should have been she did well with

that activity. The time that I gave for each of the lesson plan went better than I thought

even though I could have use probably 15 more minutes for the reading activity and

needed to finish it during the next session at the beginning before starting the post-

reading portion.
Erin Swinson
NC State University
New Literacies and Global Learning
SRE Project ECI 541

ii. Not so well?: I would have to say the biggest thing that didn’t work was the time allotted

for reading the book, I needed to either just concentrate on a part of the book, or give the

reading part two full sessions of time instead of one.

iii. Student Responsiveness: I believe that my student’s responsiveness to this activity was

a positive one. She seemed intrigued and excited to see what the book was going to be

when we did the first activity and gave great questions to try and figure it out herself

without even asking me to help out. She also seemed to know what to do for the KWL

chart even though we hadn’t done one together so it showed that she had done one in

class. She even asked good questions about having to do her journal and whether she

should do it for a day she had to go to school or could she do it for a weekend day.

iv. Modifications: One major modification that I made during the lesson was that we were

running out of time (and did even with the modification) so instead of reading about all

the children’s piece for each part of the day my student picked two children she wanted to

read about to see what they did for that particular time (eating, school, playtime,

bedtime). Another modification that I made, that I wasn’t even aware of until after I did

it was for myself to write my student’s responses on her KWL Chart instead of allowing

her to do it.

v. Future Changes: One future change I believe I would make is to include more than one

student in the lesson plan. Even though I see her one-on-one it would be interesting to

see how she would work with other students in a small setting to bounce ideas off of.

Not to necessarily share the work (except for the KWL chart, but to see if her answers or

ideas would be any different if there was another student or two in the group with her. I

would also allot more time for the reading portion, possibly 45-60 minutes instead of just

30 and feeling rushed. I also feel that I would get more in depth with the journaling, and
Erin Swinson
NC State University
New Literacies and Global Learning
SRE Project ECI 541

possibly plan this book out a little more in depth than just for 2-3 sessions. Possibly

reading the book in its entirety, and then allowing the student(s) to pick out a certain

child that interested them the most in their daily life and possibly do more of a

compare/contrast journaling as well. I also believe I will take more time in helping my

students understand exactly what I am looking for in the journaling, and possibly just do

it in class instead of for homework.

vi. Reflections of student work: I was really impressed with the outcome of the activities

from the book that my student did. She had some really good pre-reading questions to try

and figure out what the book was about even when she couldn’t see any part of the front

cover. The one thing I did notice however was her journal writing, she did great giving

me details about what she thought the prompt was about (at least for the first prompt) but

I wasn’t really specific I don’t think in what I was looking for so she just wrote about a

favorite day (her birthday) instead of writing what she does during a typical day during

the week.
 Erin Swinson
NC State University
New Literacies and Global Learning
SRE Project ECI 541

“Surprise Book” Activity Questions asked by student:

● Is it about a cat? No ● Does it have real pictures? Yes

● Is it about a little girl? There are little
girls in the story
● Does it have a dog in it? It may
● Is it about a horse? No
● Does it have families in it? Yes
● Is it nonfiction? Yes
● Does it have photographs in it? Yes
● Is it Three Little Pigs? No
● Is there a house in it? Possibly
● Does it have a pet in it? Maybe
● Is it about a sea creature? No
● Is it about a monkey? No
● Is it about the snow? No

KWL Chart - Filled Out

Simple Journal Writing Rubric

Level 1 Level 2 Level 3 Level 4
Only has 1
# of Sentences Has 2 Sentences Has 3 Sentences Has 4+ Sentences
sentence

Correct Capitalization used

Uses incorrect or Always uses correct
Capitalization capitalization used more than once but
no capitalization capitalization
in one instance not consistent

Uses no complete Some complete Most sentences are

Complete Sentences Uses all complete sentences
sentences sentences complete
One sentence or
Neatness Writing is messy Writing is neat Writing is neat and clear
less is neat
Journal Entries
Erin Swinson
NC State University
New Literacies and Global Learning
SRE Project ECI 541