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Lesson Plan

Subject Area: Reading: Literature

2nd grade

Duration of the Lesson: 50 minutes

 

1)    GUIDED READING ALOUD LESSON AND SUMMARY:

In this Guided Reading Aloud lesson on “The Garden” by Kevin Henkes, Students will be asked to have a seat on the reading mat and prepare to listen to a story. The teacher will first introduce the text. The teacher will ask the students questions before they read the story to help get students thinking and promote self-connections. During the reading of the story, the teacher will ask the students questions to help them understand key details in the text, and guide them to make predictions throughout the story. After the story is over, the students will be asked questions to bring out deeper meaning and make them think critically. Students will then be told to head back to their seats. The teacher will then explain to the students that they will be illustrating two pictures. The teacher will explain that one picture will be the details of the story to describe the characters and setting of The Garden. The second illustration students will draw their own fantasy gardens. The students will then be told to write a sentence explaining each of their illustrations.

 

 

2)    LINKS TO MA CURRICULUM FREAMES OR NATIONAL CORE STANDARDS.

English/Language Arts

·      Craft and Structure: CCSS.ELA-Literacy.RL2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

·      Integration of Knowledge and Ideas: CCSS.ELA-Literacy.RL2.7 Use information gained from illustrations and words in a print or digital text to demonstrate understanding of characters, setting or plot.

 

3)    SPECIFIC OBJECTIVE(S) of the LESSON:

·      Given the story “The Garden” by Kevin Henkes, students will be able to recall information from the text, by answering the questions from the teacher accuracy.

·      Given the story “The Garden” by Kevin Henkes, students will be able to illustrate the details of the story to describe the characters, plot, and setting from the story.

·      Given the story “The Garden” by Kevin Henkes, students will be able to create their very own imaginary gardens based on the young girls in the “The Garden” in a qualitative standard.

·      Given the story of “The Garden” by Kevin Henkes, students will be able to write two sentences, one for each of their illustrations

 

4)    MATERIALS AND TECHONLOGY NEEDED:

The materials used for this lesson will include: The story book “The Garden” by Kevin Henkes, two pieces of paper, pencils and coloring utensils.

5)    VOCABULARY:

The vocabulary that will be introduced in this chapter will be the following: weeds, blooming, planted, unusual, rusty, humming, glories, invisible, and lanterns.

 

6)    CONNECTIONS ACROSS THE CURRICULUM

This Reading lesson connects to Science because the young girls are gardening. Another connection across the curriculum is colors and patterns in the illustrations. The last connection you could incorporate into this lesson is Math where you could have the children count how many things are in the illustrations.

 

7)    INSTRUCTION SEQUENCE:

1.     Introduction of the topic/focusing activity with connections to prior knowledge.
-The teacher will have the students go to the reading mat. When the students get settled, the teacher will begin the lesson by starting off with asking the students “Have any of you ever had a garden at your house?” The teacher will then let students share. When the students are done sharing, the teacher will introduce the story. After the teacher is finished introducing the story, she will begin to read “The Garden.”

2.     Development
-While the teacher is reading aloud to the students, the teacher is asking questions throughout the story to predict what is going to happen next.

-The teacher, after reading the first page asks her students, “What do you think this young girl’s garden would look like if she had one?”

-The teacher will stop in the middle of the story and ask another question: “What do you think about this young girls gardening?”

-The teacher will point out all the illustrations to the students

-While reading when you reach a new vocabulary word, the teacher will ask the students what they think the word means and then help them  come up with the definition.

-At the end of the story, the teacher will then ask her students more questions on the young girl’s garden, which will help students think more critically.

-The teacher will then have her students’ head to their assigned tables.

-When the students get to their tables, the teacher will then explain to them their activity.

-The teacher will tell the students to draw a picture with the given paper and coloring utensils of the young girl’s garden. This will help students recall information from the text while they are drawing.

-After they finish their first drawing, the teacher will ask the students to write one sentence explaining their drawing regarding the young girl in the story.

-When they are finished the teacher will go through the illustrations of the book showing the different ideas that the young girl in the story had put inside her garden if she could have her own.

-After the teacher is done showing the illustrations, the teacher will ask the students to now draw their very own imagery garden.

-When the students’ are finished, the teacher will ask them again to write a sentence to go along with their drawing.

3.     Closure:
-When all the students are done, they will share with their classmates and teacher what they drew and why they decided to draw that.

 

8)    ASSESSMENT:

·      Students will be assessed in this lesson when the teacher is asking questions, as she listens to their answers.

·      The students will be assessed during the illustration activity with how they are able to create the same garden as the one in the story. The students will have to include at least three of the items that are in the young girl’s garden.

·      The second illustration will be assessed on the creativity displayed when creating their own imaginary garden.

·      The last thing the students will be assessed on is the sentences that they write after each drawing. This will be a assessment to see who understood the story.

 

9)    PLANNING FOR LEARNER VARIABILITY:

 

1.     Representation:
2.1 Clarify vocabulary and symbol: Students will be given help on the clarifying the vocabulary words that will help them understand the text better.

2.5 illustrate through multiple media: Students who need extra help illustrating their ideas of their gardens, they are able to use different Medias that can help them,

3.1 Activate or supply background knowledge- When the teacher introduced the story before reading it will help students gain prior knowledge.

3.3 Guide information processing, visualization, and manipulation- The illustrations of the stories can help the students put together the text by having them as visually. The student will also be able to process the information better when they’re allowed to illustrate their own garden.

 

2. Action and Expression:

5.3 Build fluencies with graduated levels of support for practice and performance- If a student is struggling with understanding the text, the teacher will reread the text to the student and talk to the student about what’s going on in the story.

 

3. Provide Multiple Means of Engagement:

7.3 Minimize threats and distractions- The teacher will be going around to each table to make sure students are engaged in their illustrations and not being distracting to others. Students will be working alone on this activity so there will be no need for talking.

9.3 Develop self-assessment and reflection- Students will be able to reflect on their drawing and explain what they have just illustrated.

 

10) SOURCES UTILZED IN THE DESIGN PROCESS:

“The Garden” by Kevin Henkes.