Teaching Literacy: K-2 Lesson Plan Format
EDEL 410/411: Block B Practicum: Kansas State University
Your Name: Lorrie Mayfield Grade Level: Kindergarten
Lesson Title: David’s Drawings: Summarizing Date Taught: Feb. 20, 2013
Subject: Language Arts Length of Lesson (minutes): 20 – 30 min
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STANDARDS:
Reading (Strand) Standard: Reading Literature,
Anchor Standard: Key Ideas and Details
K.RL.1 With prompting and support, ask and answer questions about key details in text
K.RL.2 With prompting and support, retell familiar stories, including key details
OBJECTIVES:
• The students will respond to questions related to events in the story during the read a loud.
• The students will retell the story of David’s Drawings using key events of the beginning, middle, and end.
MATERIALS:
• Hovercam for story map display and worksheet instruction.
• Book: David’s Drawings by Cathryn Falwell
• Copies of pg.17 student work page from Harcourt “Story Town” Volume 2
• Picture cards that accompany the book
ADAPTATIONS FOR EQUITABLE LEARNING:
• Relate pictures to text.
• Address multiple meaning words.
• Point to picture and name the items in the book. Then have students repeat the names of the items.
• Point out other possible describing words.
POSSIBLE QUESTIONS: These are bolded in text.
BEGINNING OF THE LESSON: 3-5 minutes
The teacher will have students move to the carpet for direct instruction of the lesson. The teacher will begin with a story map being posted for all students to see. The teacher will tell the students; When I read, I pay attention to important things that happen. Then I can tell someone else about the story. Sometimes it helps to write down the important parts as I read. The teacher will read the title and author; David Drawings by Cathryn Falwell. The teacher will preview the book with students. The teacher will ask students: What do you think this story will be about? The students will think-pair-share their responses.
MIDDLE OF THE LESSON:
The teacher using direct instruction will point that pages 4-5 have no words. The teacher will explain that readers must use the picture to figure out what is happening. The teacher will say: I see a boy walking behind children who are walking somewhere. The boy’s mother is waving good-bye. The teacher will ask students, Where do you think the children are going? The students will think about the response quietly.
The teacher will begin to read the story on pages 6-9. Teacher will ask the students: Where and when does this story happen? The teacher will call on one or two students to respond. The teacher will then ask that student: How to you know? The teacher will use this information to fill in the setting on the story map. (David’s school and David’s house on a winter day) The teacher will model for students how to summarize what has happened in the story so far: So far in the story, a boy named David sees a beautiful tree and goes to school.
The teacher will read pages 10-13. The teacher will ask students: Do you think David is a good artist? Why or why not? The teacher will call on one or two students to respond. The teacher will point out a detail of the story with the pictures in the corner.
The teacher will read pages 14-17 and relate pictures to text by pointing out the characters while reading. The teacher will ask students: How do you think David feels about the children adding to his drawing? Why do you think so? The students will think-pair-share for a response. The teacher will model for the students how to summarize what has happened in the story so for: In the story so far, David sees a beautiful tree and draws a picture of it when he gets to school. His friends each add something for the drawing. The teacher will fill in characters and the middle summary on the story map. (David, his classmates, his sister, David’s classmates all add something to his picture)
The teacher will read pages 18-21 the teacher will ask students to look at the pictures closely for the answer the question: How do the children feel about the drawing they made? How can you tell? The teacher will call on one student to answer.
The teacher will read pages 22-25. The teacher will ask: Why do you think David writes Our class Picture?
The teacher will read 26-32. The teacher will invite the students to finishing filling out the story map. The teacher will remind them of the parts of the summary that was done in one or two sentences for the beginning and middle. The teacher will ask: How did the story end?
ENDING OF THE LESSON:
The teacher will show the student the worksheets that will be used for the assessment. The teacher will give the students directions to retell the story with pictures and add sentences if time allows. The teacher will have students move back to work stations to do the worksheet. The teacher will move around the room and have students explain their drawing or the picture cards to check for retelling of the book. The teacher will use a class list to see who is able to complete the worksheet independently or needs support. The students will be dismissed for library.
Resources used to create lesson
*Kindergarten Harcourt, Story Town Volume 2
*Story map:
http://www.cobbk12.org/Cheathamhill/LFS%20Update/Graphic%20Organizers.htm
Story Map
Title of Book: David’s Drawings by: Cathryn Falwell
Characters:
Setting:
Beginning
Middle
End