Meggie Moon

.docx

School

Central State University *

*We aren’t endorsed by this school

Course

3300

Subject

English

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by shaunafarnsworth

KEY ASSESSMENT: LESSON PLAN FORMAT/TEMPLATE Lesson Plan Title: Closed Reading with “Meggie Moon” Date 9 October 2023 Number of Days Covered 1 Subject Language Arts Grade Level Kindergarten Standards Addressed : Ohio Content Standard: RL.K.1 - With prompting and support, ask and answer questions about key details in a text. Ohio Content Standard: RL.K.4 - Ask and answer questions about unknown words in a text. Specific Learning Objectives:  After engaging in a close reading session of “Meggie Moon, students will analyze the text to ask and answer two questions about key details (Bloom's Taxonomy Level 2) with 80% accuracy.  Students will ask and answer two questions about two unknown words in the text with 80% accuracy. Connections: Past Instruction: In past instruction we focused on retelling or summarizing the story to glean the key details from the story. This skill is foundational in close reading where students will now go deeper into the text to figure out further details, meaning, and author’s purpose or writing style. Present Instruction: This current lesson focuses on digging deeper into the text. The text selected is purposely more complex so multiple readings will be necessary. Students will be required to go back to the text to figure out what the details of the story were, and what type of writing style or purpose the author had for writing the book. Future Instruction: This close reading is foundational for teaching concepts later on such as author’s purpose and introducing various styles of writing. Evaluation of Student Learning:  Assessment: Observations, class discussions, and a worksheet.  Measurable Data: Student participation in discussions, accuracy of answers, and completion of the worksheet.  Data Alignment: Assessment data will reflect student performance on the learning objectives and align with the guiding standards. Required Materials Needed for Lesson: Meggie Moon picture book by Elizabeth Baguley Doc Cam for interactive Smartboard for projecting book Flip Chart Markers Copies of the book for each student on the sora app (optional) Worksheet for each student

Pencils Sticky notes 5 minutes to set up the lesson Student’s Background/Prior Knowledge/Experience: Main Ideas: Pre-Assessment: Ask the students what they know about the book “Meggie Moon”. Show them the cover and ask the students what they think the book will be about. Why do they think the author wrote this book? Why do they think authors write stories? Have they ever written a story before? Why? Main Ideas: I can read “Meggie Moon”, ask and answer questions about the story and unfamiliar words. Key Vocabulary: Snarled, hissed, unfriendly, explored, binoculars, mangled, den, crammed, haunted, lurched, rubble, wailed, commanded, saluted, echoed, dusk Motivational Strategy/Anticipatory Set for Lesson: 1. Display the enlarged image of the book cover at the front of the classroom. 2. Ask the students to look closely at the book cover and share their observations about what they see. Encourage them to describe the colors, characters, and objects on the cover. 3. Explain that they are going to make predictions about the story based on what they see on the cover. Tell them that predictions are guesses about what might happen in the story. 4. Distribute sticky notes or index cards and markers or crayons to each student. 5. Instruct the students to write or draw their predictions about the story on their sticky notes or index cards. They can make predictions about the characters, the setting, and what they think will happen in the book. 6. Once all students have completed their predictions, invite them to share their ideas with the class one by one. You can have each student come to the front and place their prediction on the book cover image. 7. As each prediction is shared, encourage the class to discuss and compare their ideas. Ask questions like, "Why do you think that will happen?" or "What makes you say that?" This promotes critical thinking and reasoning. 8. After all predictions are shared and discussed, tell the students that they will be reading "Meggie Moon" to find out if their predictions were correct. 9. Transition into the close reading lesson by explaining that they will closely read the book to discover more about the story and see if it matches or surprises their predictions. Content: 1. Introduction (5 minutes)  Review the main objectives of the lesson using the "I can" statement. 2. First Reading (10 minutes)  Read "Meggie Moon" aloud to the class.  Encourage students to simply enjoy the story without asking questions at this point.

3. Second Reading (10 minutes)  Read the story again, but this time, stop at certain points to ask questions about key details. Gear these questions towards the students basic understanding of the story (the gist).  Model asking questions and invite students to do the same. 4. Third Reading (10 minutes)  Read the story again, but this time ask questions that “can help students think about motivations, character development, theme, or setting” (Gunning, 2019, pg. 452).  Ask questions relating to personal experiences such as “have you ever not wanted to play with someone based on their gender? Why?” or “Have you ever built something out of trash before and used your imagination to pretend it was something magical? What was it?”  Model asking questions and invite students to do the same. 5. Discussion (10 minutes)  Engage students in a discussion about the story.  Ask questions about the key details, characters, and author’s purpose or message.  Encourage students to provide evidence from the text to support their answers. 6. Worksheet Activity (5 minutes)  Distribute worksheets for student to evaluate the story.  Have students work independently or in pairs to answer the questions based on their close reading. 7. Closure (5 minutes)  Gather students together and review what they learned about the story through close reading.  Summarize the main points of the lesson and its importance in understanding stories better. Instructional Strategies: 1. Close Reading: The primary instructional strategy in this lesson was close reading. During the second reading of the story, students stopped at specific points to ask questions about key details. This strategy encouraged students to engage deeply with the text, analyze it closely, and extract meaning from it. It promoted comprehension and critical thinking, aligning with the goal of asking and answering questions about the story. 2. Modeling: The teacher modeled the process of asking questions about the text during the second reading. This modeling provided students with an example of how to engage in close reading and ask questions about key details, which helped them understand the expectations and methodology. 3. Discussion: Engaging students in a discussion about the story allowed them to share their thoughts and insights. This strategy encouraged peer interaction, the exchange of ideas, and the opportunity to practice articulating their comprehension of the story. Discussions also supported the goal of asking and answering questions about the story's key details. 4. Independent Practice: After the discussion, students were given a worksheet with questions related to the story. This provided an opportunity for independent practice, allowing students to apply the close reading skills

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help