Carrie Houston 3/23/2012

ED 215R LESSON PLAN TWO

RATIONALE FOR THE LESSON: The kindergarten curriculum states that children need to be introduced to making text to self connections to comprehend text. The curriculum also states that children need to be able to determine between genres of fiction/ nonfiction. The children have already been introduced and have practiced making text to self connections and determining fiction/non-fiction. This lesson includes using illustrations and text to self connections to help aid students in being able to find out the meaning of the unknown words visible and entire. OUTCOMES/GOALS: For the Student: CCSS LS. K.4: Determine and clarify the meaning of unknown and multiplemeaning words and phrases based on kindergarten reading and content. For the Teacher: WTS #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Mainly, the teacher values the role of students in promoting each others learning and recognizes the importance of peer relationships in establishing a climate of learning. LEARNING OBJECTIVE: The students will use text to self connections and illustrations from the book and the vocabulary cards to aid in the process of making meaning of the unknown words visible and entire. ASSESSMENT: I will take anecdotal notes on post its of the following students during demonstration and participation parts of the lesson: Tiffany, Meredith, Immanuel, Dylan. I will also assess students responses during share pair. During practice I will be able to assess the students comprehension of the vocabulary words entire and visible through their drawings and share pair discussions at the literacy table. STRATGIES FOR STUDENTS OF VARYING ABILITIES: This lesson allows for all learners to work it through at their own level of experience and development, with the aid of assessments and teachers think aloud, students will get a wide range of strategies to aid them in making meaning. The students are then able to use their collaborative discussions and their own prior knowledge to move the lesson forward. The children are already paired up appropriately to allow for active engagement in the participation part of the lesson. I will have the children not only look at pictures for of the vocabulary words, but also speak the words, as well as drawing on their and partners prior knowledge of the word during share pair. MATERIALS: * Non-fiction weekly reader book - Moon * Picture cards for vocabulary words entire and visible 101 and 102 * Papers for pictures and crayons TOTAL TIME NEEDED: 20-25 minutes PROCEDURES: (Explain in detail.) _____Introduction: (before reading) 1-2 minutes So Mrs. Phillips told me that you are reading the book Moon this week for your lesson. I also know that she has already read it to you this week, but I am going to reread it to you today and than we are going to learn some new vocabulary words. Good readers can use text to self connections to make meaning for unknown words. I also know that you have been learning about different types of books, so from what you remember and what you see in the pictures (show pages), is this book Fiction or Non-fiction?

Carrie Houston 3/23/2012

_____Demonstration and Participation: (during reading) 15-20 minutes (Looking at cover of the book) When I read the title Moon and then I look at this picture of the moon I can see the whole moon, not just a piece of the moon. This reminds me of this one time when my parents took me for a car ride in the country and I was able to see the full moon, like a pizza with no pieces missing, and it looked so big and complete. - When I just told you about taking a car ride, what did you notice me doing? (Making a T-S) - Now turn to your partner for a minute or two. What does this remind you of from your own life? Continue reading to page 13. Pause. Oh thats what we saw on the front cover, the entire moon. Pause on page 19 and ask the students If they can think of a time when they have seen the moon look like one of these phases? Share with your partner. Pick a few students to share their partners answers. Now we will go back a few pages to really focus on understanding the meaning of some important words. Go to page 12-13 and remind the students that this part of the book tells why we can see the moon. Show picture card 101 and tell the kids that it shows two kids playing hide-nseek. Just like this picture I can remember my daughter playing Hide-n-seek with her cousins, and she hid under our computer desk. Her feet were hanging out and her cousin Kayla said, I can see you! because her feet were visible. So, the first word we are going to learn today is visible. Say it up high, down low, fast, slow and underwater. So if the moon is visible here because the sun makes it glow what kind of connections can you make to the word visible? With your partner I would like you to share something from your own life where something may have been visible. Pick a few students to share answers. So visible means able to be seen. The opposite of visible is invisible and invisible means not to be seen, but we are learning visible able to be seen. Lets play Visible or Not Visible? I am going to describe something and I want you with your partner to discuss if it is visible or not visible and why you think so. So for instance I would say The sun disappears behind a big cloud. Is the sun visible or not visible? Why? Turn to your partner. Volunteers share their thinking. *Prompt: I know when Ive seen the sun go behind the clouds, it becomes__________? - You watch a goldfish swimming in a fish bowl. Is the goldfish visible or not visible? Why? Turn to your partner. Volunteers share their thinking. -You feel your heart beating inside your chest. Is your heart visible or not visible? Why? Turn to your partner. Volunteers share their thinking. When I told you about the car ride that my parents took me on how did I say the moon looked? I said it looked full and complete like a pizza with no missing pieces. Re- read 12-15. Pause. The other word you will learn today is entire. Turn to the cover and remind the kids of the story of the car ride I took. Remind them how I said the moon looked whole or complete, entire. Turn to page 14-15 and point to the moon in each picture. Ask if we see the entire moon in these pictures? Why? Volunteers share their thinking. We do/do not see the entire moon because? Explain sometimes we only see half or a little of the moon instead of the whole moon. Show picture card 102. When I make lunch for my family I make a sandwich like this one (point to the whole sandwich) for my husband, but my daughter only gets a half of sandwich (point to half a sandwich). So my husband gets an entire sandwich and my

Carrie Houston 3/23/2012

daughter gets a half of a sandwich. So the second word we are learning is entire. Say it up high, down low, fast, slow and underwater. So when we think of the word entire meaning whole, What does this remind you of? Share as a group. Call on a few volunteers. *Keep on hand if students seem stuck by the question above. - If you read only one page in a book, have you read the entire book? Why? Turn to your partner. Prompt If I read only one page, I have/ have not read the entire book because. Volunteers share their thinking. - So what if you were really hungry, would you eat an entire pizza? Why? Turn to your partner and share. Prompt If I were really hungry, I would/would not eat and entire pizza because Volunteers share their thinking.

_____Closure/Recap (include restatement of lesson objective) 2-3 minutes So we were using the illustrations and our own text to self connections to help us make meaning of the unknown vocabulary words. For visible we saw how a childs feet were visible during a game of hide-n-seek and how the moon was visible because the sun made it glow. So the word visible means able to be seen. For entire we talked about sandwiches and looked at the different ways we see the moon like on the cover where it is complete. So entire means whole. Remember that good readers who come across words they do not know, look at the pictures, think about the meaning and add connections from their own lives to help them understand the meaning of the word. For our literacy centers I have added a picture page that you will need to draw a picture from your own life that shows the meaning of visible and entire. So if this is the page that I have created for you (show the page) than for visible I may draw my daughters feet hanging out of my computer desk with her cousin counting for hide-n-seek. For entire I may draw myself making a sandwich for my husbands lunch showing the entire sandwich he gets. I have included the word and a picture at the top so you can tell which drawing goes where. Thank you all for doing such a wonderful job of figuring out the meaning of visible and entire. _____Practice: (after reading) literacy centers The students will take their understanding of the meaning of visible and entire and draw a picture which shows a connection to their own life. EX: For visible the students will draw a picture of them playing hide-n-seek and their feet hanging out, or their face being seen while wearing a mask for entire. _____Performance: The children share their pictures and thinking with their table mates. NOTE: If there is an aide/assistant in the classroom, describe how you will utilize her/his services. We have several aids in our classroom and during the group lesson they will sit with the students they are assigned to already and they will use picture charts to help them with the lessons. In the literacy centers another teacher will sit in the area and help the students at that table.