|
1. Topic-
|
Houghton Mifflin "Surprises" Theme 6 Reading the Anthology "EEK
There's a Mouse in the House" |
|
|
2. Content-
|
The teacher will review vocabulary related to the story.The Teacher
will guide the students in Reading the above anthology selection.The
Teacher will guide students in discussion regarding the story, and
ask questions to encourage students' critical thinking and noting
details about the story.
|
|
|
3. Goals: Aims/Outcomes-
|
1.Students will hear and discuss vocabulary associated with the
story.
2. Students will discuss the story with one another.
3. Students will answer critical thinking questions and details within
the story |
|
|
4. Objectives-
|
1. Students will show they understand vocabulary by using words
and actions to describe the vocabulary words in the story
2. Students will discuss the story aloud as partners as they come
to each page in the story
3.Students will answer teacher guided questions by raising their hands
after being given comprehension/Critical thinking questions and open
ended questions to help them note details in the story |
|
|
5. Materials and Aids-
|
Anthology: Houghton Mifflin Theme 6 "Surprises" Story: "EEK! There's
a Mouse in the House!" |
|
|
6. Procedures/Methods-
|
A. Introduction-
1.Teacher will display vocabulary cards and discuss each word and
its meaning with the students, modeling actions and having the students
mirror the actions.
2. Teacher will model the first page as to how students should discuss
the pictures in the story with one another when prompted by the teacher.
3. Teacher will ask questions related to the story to help develop
comprehension and critical thinking and noting details. |
|
|
B. Development-
1. Teacher will display vocabulary words and model actions for each
word to be mirrored by students
2.Teacher will demonstrate expectations on how students should discuss
the pictures in the story, and make predictions by doing a "picture
walk" of each page
3.Teacher will use "Think aloud" technique when asking comprehension,
critical thinking and noting detail questions to model the thinking
process in the story. |
|
|
C. Practice-
1.Students will read aloud with the teacher the first time the text
is read.
2. Students will be encouraged to reread the story to a partner a
second time
3. Students will be given the opportunity to retell the story through
active play |
|
|
D. Independent Practice-
1. Students will reread the story to a partner as the teacher walks
around the room and evaluates for understand and fluency as well as
comprehension.
2. The teacher will guide students to name the animals in the story
in the order they appear in the story, and will write the animals
on the whiteboard. Students will copy the list and then look back
through the story on their own and find one object that will help
them remember what each animal did. They will draw a picture of that
object next to the name of the animal |
|
|
E. Accommodations (Differentiated Instruction)-
1.If children need more supporting details, by first rereading the
story aloud, drawing attention to small details. The teacher will
invite children to tell what they learned that they didn't know before.
The students may draw a picture of a detail into he story and writing
a sentence about the picture and how it relates to the story
2.If students are ready to extend their learning, students will be
placed into a small group and given the activity to create an animal
chart, noting details about animals and categorizing the animals based
on which animals have "feathers" "scales" and "fur"
|
|
|
F. Checking for understanding-
1.The Teacher will ask questions and check for understanding by
evaluating answers.
2.The teacher will check for understand while students read aloud
to one another by walking around the room and listening, asking occasional
questions.
|
|
|
G. Closure-
1. The teacher will take a "review" of thumbs up if you liked the
story, thumbs down if you did not.
2.The teacher will chose a few students from both the thumbs up and
thumbs down choices and allow students to express why they did or
why they did not like the story. 3. The teacher will review vocabulary
with the and tell why she liked the story. |
|
|