Reading Lesson
Unit 1: Week 3: Day 1 Lesson Plan
Objective(s) for today’s lesson:
Rationale:
Materials & supplies needed: Giant cutout of a person, Markers, Eno Board, Book: “Good Dog Carl”
Procedures and approximate time allocated for each event
Introduction to the lesson (10 minutes)
Choice 1: SPELLING TEST (5 minutes)
(Students will then take the spelling pretest, when finished they will rewrite the word if they get it wrong or used uppercase or lowercase improperly.)
OUTLINE of key events during the lesson (25 minutes)
Choice 2: Reading or Writing (15 minutes)
Closing summary for the lesson (5 minutes)
Choice 3: Reading or Writing (15 minutes)
Transition to next learning activity
(Use the rain stick to get their attention) I need you to put your books and writing materials away and quietly come up to the carpet so that we can get ready for lunch.
(Dismiss quiet rows to get ready for next subject.)
Objective(s) for today’s lesson:
- Students will be able to find words with the short /o/ sound in them during their reading, and spell words with those letters correctly in their writing as well as find words that include those letter sounds from a picture or list of words; this will be evident from their writing and the word work sheets.
- Students will be able to discuss the characters and setting of a story that is read to them or one that they read, and understand what the characters and setting mean and why they are important to the story by describing in detail the characters and setting of a story after hearing it.
Rationale:
- The students need to learn about the short /o/ sound because that will help them with their spelling of other words all throughout their life. If they know what the short /o/ sounds like then they can know when they hear a word how to spell it better.
- Knowing the character and setting of a story is important for them to understand the entirety of the story that is read to them. If they don’t know to keep an ear or eye open for the characters and setting, then they won’t be catching all of the details of the story which means they don’t comprehend the entire story. This is a skill needed to understand any story or book they read in the future, because you need to comprehend what you read or else you won’t really know what you’re reading.
Materials & supplies needed: Giant cutout of a person, Markers, Eno Board, Book: “Good Dog Carl”
Procedures and approximate time allocated for each event
Introduction to the lesson (10 minutes)
- Okay boys and girls, our question of the week this week is “How do animals help people?”
- What do you think about this question? In what ways do animals help people?
- Think a minute to yourself and get at least one idea in your head about what you think is a way that animals help people. I shouldn’t hear any voices because you should be thinking about the question.
- Now, don’t shout out, what I want you to do is turn to the person next to you and sit knee to knee and eye to eye. (help in pairing them if need be).
- Talk to your partner about what you just thought about how animals help people.
- (Give them about 2 minutes or so to talk about it. Walk around and listen to their ideas.)
- Okay class, turn back to face me. I need a few of you to share your ideas. What do you think about how animals help people? (Call on about 3 or 4 students, pick on some with good ideas that you may have overheard during the partner time.)
- In the song we’re going to sing about how in the past the oxen would help out the farmers. (Introduce the amazing words, past, present, produce, and transportation using the oxen song that is provided.)
- What do you think past means? When I say something is from the past what does that mean?
- What does present mean? Not the toy you get on your birthday or Christmas, but a different kind of present. What is another kind of present?
- What is produce? (help out with the actual definition)
- Our last amazing word for today is transportation, repeat after me, transportation. What is transportation? What are some kinds of transportation you use?
- How did the oxen in the song help the people?
- Oxen has a short vowel sound at the beginning. That sound is the short /o/ sound. Say the sound with me /o/. Who can tell me other words with the short /o/ sound in them? Can you find anything in the picture on the board with a short /o/ sound?
- Now we’re going to have a spelling pretest so quietly go back to your seats and we’ll get started on the pretest. (Short /o/ Words Spelling Sheet: Let’s Practice It! TR DVD 46)
Choice 1: SPELLING TEST (5 minutes)
(Students will then take the spelling pretest, when finished they will rewrite the word if they get it wrong or used uppercase or lowercase improperly.)
OUTLINE of key events during the lesson (25 minutes)
- We’ve talked some about the characters of a story, but today we’re going to make sure we understand what a character is.
- When you are reading a book or listening to a book it is important to think about and remember certain details of the book.
- One of the things you should remember is who the characters are in a book.
- Does anyone know what a character is? A character can be a person or an animal in the story. Usually there is more than one character in the story, but most of the time there is one main character.
- In the song about the oxen the oxen were the characters and we knew that they helped people.
- The main character is the character that talks the most or is talked about the most in the story.
- I’m going to read you this book, Good Dog Carl. This chart is a character map, and we’ll fill it out after the story. (Show them the big character map.) While I’m reading I want you to think about who the main character is and then also think of the things you notice about that character, like how do they feel, what do they see, what do they hear, where do they go, what do they do, etc.
- Keep those ideas in your head to share with us at the end of the book.
- Listening carefully now. (Read the book out loud, pausing and showing your own thinking at the first couple characteristics of the character.)
- Okay, so now that we’ve finished the story we are going to fill out this paper person with the different characteristics of the main character.
- Who can tell me who the main character was? (Carl)
- I’ll fill in the paper character as we talk about her. (Have the class tell you about the character, places she goes, things she does, what she sees, what she hears, what she feels, what she loves, what she tastes, etc.)
- (Once the character chart has a good amount of features in it, review the importance of a character to a story.)
- Is this story related to our question of the week? Similar to the oxen in our song how did Carl help in this story?
- It’s important to know about the character(s) of the story because that helps us in understanding the story better. Then if we need to tell someone about the story we read we know about the character.
- When you’re reading your books during your choice time I want you to think about the characters of the story you are reading.
- Now it is time for your second choice so work quietly on either reading a book or writing a story. Think about the characters you are reading about or writing about.
Choice 2: Reading or Writing (15 minutes)
Closing summary for the lesson (5 minutes)
- We talked today about what the characters of a story are, so who can tell me what a character is?
- What is a main character of the story? Exactly the main character is the person who talks the most or is talked about the most.
- Who can tell me about the main character in the story that we read?
- When thinking about the characters of the story we talked about the way that the character feels, where they go, what they do, what they see, what they hear, etc. This helps us in figuring out what the plot of the story is. We’ll talk more about plot soon, but does anyone know what the plot of a story is?
- Knowing a lot about the characters can help us talk about the book to someone else, because then we can give important details when summarizing the book.
- Please go on to your third choice and again continue to think about the characters in your stories that you read or the stories that you write.
Choice 3: Reading or Writing (15 minutes)
Transition to next learning activity
(Use the rain stick to get their attention) I need you to put your books and writing materials away and quietly come up to the carpet so that we can get ready for lunch.
(Dismiss quiet rows to get ready for next subject.)