Author study - Lesson Plan 1

LESSON PLAN # 1
1A. Sunshine State Standards:
The student will:
LA.2.2.1.2 - identify and describe the elements of story structure, including setting, plot, character, problem, and resolution in a variety of fiction.

1B. Goal 3 Standards
Standard 8 Cooperative Workers
2. Objectives (behavior, content, condition and criteria)
Students will:
· Show an understanding of the book by discussing it with their group. (Knowledge)
· Summarize the book in the project that will be created. ( Comprehension)
· Summarize what they have learned by writing in their reading logs. (Comprehension)



3. Assessment & Evaluation (related to language needs and its impact on academic performance)

Initial- The initial evaluation will come when the students are asking the teacher and the teacher is asking the students questions. This will allow the teacher to see who is having a difficult time understanding the lesson.

Informal - The informal assessment will come while the teacher is walking around and listening to the discussions of the group on the book and the project that they are creating.

Formal - The formal assessment will be the projects created by the groups and the reading log.


4. Introduction to Lesson
The teacher will assign the students to work in groups. After all of the students have been put into groups of 4, the teacher will ask one student from each group to come up and select a number without looking from the hat. The number the students pull out will correspond with the books that were on the front table for the main introduction to the lesson. The student will find the book that goes with their number and take it back to their group’s table.
5. Materials
· 10 Bill Peet books
· Pencil, Pens, Makers, Crayons – enough for each group
· Hat
· Reading journal for each student
· Poster board and construction paper
· Glue and tape
· Paper
· List of questions for the overhead

6. Technology Integration
Overhead













7. Teacher Presentation or Facilitation: (includes reviews and practice)
After each group has returned to their group’s table instruct the students to read the book and then to start brainstorming ideas because each group will be presenting their book to the class. There are around thirty pages (not including the pages with just illustrations) in each book. The students will be reading in small groups to one another. Each student will read two or three pages before passing the book to the next student to read. They will continue this pattern until the whole book has been read. The teacher needs to be walking around the entire time in case some students require assistance. After the teacher notices that, the groups have finished reading their books the teacher will get all of the group’s attention and bring them back for a class discussion. If they have not finished reading, their stories let them know that they can finish after the discussion. The teacher will tell the students that they will now be creating a project that they will present to the rest of the class. They need to teach their book to the class. They can create a poster, perform a skit, make puppets of the characters and put on a show, create sketches, discuss favorite parts of book, read from important part of the book, make items that represent things from the story, or anything that they chose to create. They must include something about the problem and the solution that was involved in the story. It should not be a word for word retelling of the story. Ask the class if there are, any questions that they would like to ask. When all questions have been answered tell the students to continue working on either finishing the book or starting the project. While the students work on this, the teacher needs to be walking around and checking on the students that are in need of help or have questions that need clarification. The teacher needs to keep a constant eye on the clock and let the students know when they get to the fifteen, ten, and five-minute mark. The students will be given 25 minutes to complete the project. Ask a group to volunteer to go first if a group does not volunteer take the hat back out and pick a number. The numbers that are taped to the front of book will indicate which group will go first. Continue this way until all of the groups have presented their projects. After all the presentations, the teacher will pass out reading logs to the students. The reading logs will be booklets made out of paper that will include around six separate entry forms for the students to write. The reading logs will be made prior to class. Tell the students that they will be decorating the front cover of their journal but not until the end of the unit so for now they should only be writing inside. Tell the class that they can write about anything that they would like about the lesson today. They can write about the book they read. Did they like or dislike the book and the characters. What sort of problems that arouse and the solutions that resolved the problem. They can write about the presentations. They can write about anything they learned today. Examples of some questions will be displayed on the overhead for the class to see in case they have a hard time thinking of questions to write about. After all of the students have finished writing in their reading logs have one student from each table collect them the journals and the Bill Peet books and put them on the table with the other books. The teacher will respond in the student’s journal.


8. Differentiated Instruction (ESOL - Special Education - Diverse Learners)
The special education students will be paired into groups with more capable students. The teacher will also provide extra help time on an individual basis if it is required.
The ESOL students will be paired into groups with more capable students. The teacher will also provide individual help if it is required. The teacher will provide directions for the student in their first language. If there are students in the classroom that speak the same language they could be paired together for assistance of one another.
The advanced students will be paired with students that might need extra help.
Multiple Intelligences
The Interpersonal students will benefit from the interactions they have with others during the group reading, discussions, and presentation part of the lesson.
The Intrapersonal students will benefit from the reading log.
The Verbal-Linguistic students will benefit from the reading, discussion between group members, and the creation of the project if it contains written sections.
The Bodily-Kinesthetic students will benefit by presenting their projects especially if they are acting the book out.
The Spatial students will benefit from the creation of a project.
Learning Styles
The auditory learners will benefit from hearing the group and class discussion, listening to others read, and the presentations.
The visual students will benefit from watching the presentation and looking at the books illustrations.


Follow-up Reflection (completed after the lesson has been taught)


Content: What should I teach next or reteach?


Students: Who still needs support with this content?