Lesson Plan One

Lesson Plan One – Chapter Book Share

ELA

I. Lesson Data:

A. Candidate’s Name: Michelle Rutan

B. Subject Area: English Language Arts

C. Grade (PK-12): 5th grade

D. Lesson Topic: Chapter Book Share

E. Unit Title: Write your own book review

F. Duration of Lesson: 45 mins

G. New York State Standards:

English Language Arts:

Standard 1: Language for Information and Understanding

Students will read, write, listen, and speak for information and understanding.

As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

Listening and Reading

1. Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Performance Indicators

¨ compare and synthesize information from different sources

¨ relate new information to prior knowledge and experience

Speaking and Writing

2. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

Performance Indicators

¨ produce oral and written reports on topics related to all school subjects

¨ develop information with appropriate supporting material, such as facts, details, illustrative examples or anecdotes, and exclude extraneous material

¨ use the process of pre-writing, drafting, revising, and proofreading ( the “writing process”) to produce well constructed informational texts

Standard 2: Students will read, write, listen, and speak for literary response and expression. 1. Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

Listening and Reading

1. Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

Performance Indicators

¨ read and view texts and performances from a wide range of authors, subjects, and genres

¨ understand and identify the distinguishing features of the major genres and use them to aid their interpretation and discussion of literature

¨ recognize different levels of meaning

Speaking and Writing

2. Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.

Performance Indicators

¨ Write stories, poems, literary essays, and plays that observe the conventions of the genre and contain interesting and effective language and voice

H. Materials:

Chapter Book of their choice read in class and at home

www.littlebirdtales.com

Notebooks

Pencils

Computer

Microphone

Digital camera

I. Essential Question(s): Why is reading important? Why is comprehending an important skill we need to have?

II. INSTRUCTIONAL DATA:

J. Objectives:

Students will be able create a book review using www.littlebirdtales.com

Students will be able to obtain clipart or photos to use in their stories by visiting these websites: http://classroomclipart.com/clipart/Clipart/Education.htm and http://www.pics4learning.com/

click on public domain images or clipart, find your images or clipart and right click save image as to your desktop or your own drive to use in your story at a later time.

Students will be able to record their voice on their review

K. Assessment Plan:

Teacher will informally review notebooks for notes on summary of the book, what point is the author trying to make in this book, what is your favorite or least favorite part of the book, and your recommendation.

Students will be formally assessed on completion of their book review using a rubric (attached p. 43). Teacher will informally assess students’ progress as she facilitates and circulates the room.

Book review must contain a summary of the book, what point is the author trying to make in this book, what is you’re favorite or least favorite part of the book, and your recommendation.

III. INSTRUCTIONAL PROCESS

A. Anticipatory Set/Motivation:

Watch Youtube video on student book review: http://youtu.be/dFQPwp2FqJk

A book review is a critical evaluation of the book that provides a thoughtful and in-depth analysis, and evaluation of the main idea, and purpose of the book. In a word, it presents the assessment of the quality, meaning, and significance of the book.

Ask a few students if they have a book that they liked or disliked, have students explain what the book was about and why you liked it. Explain that students just did a mini verbal book review, but students will generate one on the computer.

Viewing sample book reviews on www.littlebirdtales.com

B. Main Body/ Procedure:

Teacher will show an example of how a book review is done: http://littlebirdtales.com/tales/view/story_id/20349/

Teacher will have a group discussion about book reviews, using the chapter book finished in class as an example, asking questions: What is a book review? What point is the author trying to make in this book? What is the book about? What is your favorite or least favorite part of the book? Would you recommend this book to a friend?

Teacher will model book review sheet, how it is to be filled out (see appendix _) (attached p. 45).

Teacher will demonstrate how to create a birdtale

Students will begin book review sheet on their own, while teachers walks around room giving feedback.

Teacher has students help teacher complete a book review together on birdtale before sending students off on their own to do it. teacher: What can we use as a title for our book review? student: My Puppy Named Sam. Teacher: What kind of image do we want on the cover? Students: a cutie puppy. Teacher: What can we type for our text? Students: My Puppy Named Same By: Hannah King teacher: Now lets record our voice. Teacher: How do we do it? Student: click on green dot to record and then click on the square to stop recording.

Students will begin working on their littlebirdtales

Teacher will walk around classroom assisting students with their computer needs

Students will present their book review in front of their classmates and field any questions from their peers. Each student will use the computer connected to the projector to present by reading or playing each book review. After all reviews have been created, class time of 45 minutes will be allotted for presentations. If all presentations were not presented we will use snack time to complete students presentations each day until completed.

Sample questions students will field from classmates using a form (attached p. 44).

o What type of personal connections did you make to the characters?

o Because the book did not give a time period for the story, how did you determine it? Through clothing, language, setting, description.

o If the characters were real, what would they be doing now?

o People write because they have a story to tell. What do you think the author was saying? (the moral or lesson)

o Are there pictures in the book that you find interesting? Why? What are they depicting?

o What type of book (genre) is this? (fantasy, fiction, nonfiction)

o Why should we read this book?

C. Closure/Ending:

Students, in this lesson you completed a book review. Why are book reviews important?

What is important to include in a book review? How can you use a book review?

D. Accommodations/Adaptations for Diverse Learners:

Special Needs: - Students will be given extra assistance where needed with editing techniques. Students will be partnered up with an enrichment student if needed. If there are ESL students they will be given assistance by the ESL support.

Remedial -. Teacher will assist students when necessary.

Enrichment Activities- Students will be able to help the remedial students by being paired up with one when needed. Students will be given the opportunity to use their creativity in generating a book review, while adding characters, setting and plot to their review.

IV. OVERALL EFFECTIVENESS

A. All Components of the Lesson are connected to the Objectives.

¨ Clarity of ideas- the ideas are clear and appropriate for a fifth grader to perform.

¨ A logical flow- lesson was well thought out and has a steady flow from one activity to the next. All ideas are consistent with each other.

¨ Developmentally appropriate practice- fifth graders are familiar with a variety of computer skills.

¨ Appropriate activities for stage of reader- the equipment that the student is asked to use independently is fifth grade appropriate. ALWAYS go back to the lesson objectives to ensure that each objective has been effectively addressed.

B. Culturally Responsive Teaching

Throughout the lesson, I will communicate high expectations, positive perspectives on cultural heritages of different ethnic groups, be sensitive to cultural differences and connecting to different learning styles that affect students' dispositions, attitudes, and approaches to learning.

V. Reflection:

Write a comprehensive paragraph reflecting on your lesson in this section and how you planned this lesson.

When I create a lesson my first goal is how can I integrate technology into this lesson along with applying the New York State Standards. I feel that I demonstrated the enthusiasm of the teacher and inspired enthusiasm in the students. The students displayed their creative talents and knowledge of a book review. Teacher loved it so much she is going to integrate littlebirdtales into numerous lessons next year.

Digital Storytelling : Chapter Book Share

_______________________________________________________________

Teacher Name: Mrs. Rutan

Students Name: ________________________________