Name<\/p>\n
Professor<\/p>\n
Course<\/p>\n
Date<\/p>\n
Lesson Plan<\/p>\n
A good lesson plan is very vital to any teacher as it can make a difference between helping the teaching experience either be a boring or interesting (Shoemaker, pg 150). Teaching grade two and three is not as easy at it seems as the children minds is still young and what they are taught at that age might have a life time impact. In that aspect I present two lessons plan that will ensure that not only will the children understand what they are taught but not even a single one will be left behind in class work (Feeney, pg 150).<\/p>\n
This lesson plan focuses on English Language Arts objectives: comparison and dissimilarity. Students will be able to compare the story:\u00a0The Three blind mice\u00a0and\u00a0The Three Little pigs Students will work together in small mixed groups to apply strategies for understanding and vocabulary.<\/p>\n
Learning outcomes<\/p>\n
Students will:<\/p>\n
Discover exact vocabulary words wanted to link to the story.<\/p>\n
Answer all the questions that are related to the story verbally go over each and every concept of the story like, who did what, how, why, and when.<\/p>\n
Be able to put their imagination to work and tell what might have happened before the story took place.<\/p>\n
Be able to understand all the descriptive words used in the story (Hernandez, pg 120. <\/p>\n
Teacher planning<\/p>\n
Time Required for Lesson<\/p>\n
Three hours <\/p>\n
Materials\/Resources<\/p>\n
Copy of\u00a0the three blind mice by Agatha Christie.<\/p>\n
Copy of\u00a0The Three Little Pigs\u00a0by Paul Galdone <\/p>\n
Pre-activities<\/p>\n
The teacher will read the story the Three Little pigs aloud and discuss the happenings in each part of the story. <\/p>\n
The student will be required to tell the happenings in the story verbally without referring to the books.<\/p>\n
Students will be required to fill in a journal depicting the events in the book, The Three Little Pigs\u00a0by Paul Galdone.<\/p>\n
Activities<\/p>\n
The students will be required narrate the story of the Three Little Pigs, as they understood it with major emphasis being on the flow of the activities from the first to the last.<\/p>\n
The teacher will read aloud and talk about\u00a0The Story of the Three Little Wolves\u00a0and\u00a0The three blind mice by Agatha Christie.<\/p>\n
The teacher will bring out the difference and similarity between the two stories in form of diagrams.<\/p>\n
The students will work together in small mixed groups and fill a similarity and difference sheet.<\/p>\n
Each and every student will work alone and come up with a sequence of the events sheet either in drawing or writing in the two stories. In case of any difficulty the students will be rendered some assistance. <\/p>\n
Assessment<\/p>\n
A Rubric for the group activity.<\/p>\n
A Writing and Drawing Rubric. Completion of the sequence events sheet.\u00a0<\/p>\n
The second plan focuses on vocabularies<\/p>\n
Learning outcomes<\/p>\n
Students will:<\/p>\n
Discover exact vocabulary words wanted to link to the story.<\/p>\n
Answer all the questions related to either the stories in writing.<\/p>\n
Be able to write down the correct spelling of the word used.<\/p>\n
Be able to understand the meaning of the vocabulary used in the stories. <\/p>\n
Pre-activities<\/p>\n
The teacher will discuss the happenings or events in the stories with the students.<\/p>\n
The student will be required to tell the happenings in the story verbally without referring to the books.<\/p>\n
Students will be required write down all the events in sequence as they are told in the stories.<\/p>\n
Activities<\/p>\n
The students will be required to write down the entire events one after the other in the order of first to the last.<\/p>\n
The teacher will explain the vocabulary used in the two stories to the students.<\/p>\n
The students will work together in small mixed groups write down the meanings of the vocabulary used in the stories. <\/p>\n
The student will be required to work individually and write down other meanings of the vocabulary used in the stories.<\/p>\n
Assessment<\/p>\n
A Rubric for the group activity.<\/p>\n
Completion of the other meanings of the words used.\u00a0<\/p>\n
(Taylor, pg 130).Work Cited<\/p>\n
Taylor, Barbara M..\u00a0Catching readers, grade 3: day-by-day small-group reading interventions. New York: Heinemann, 2010. Print.Shoemaker, Donald J..\u00a0Juvenile delinquency. New York: Rowman & Littlefield Publishers, 2009. Print.Hernandez, Donald J..\u00a0Double jeopardy how third-grade reading skills and poverty influence high school graduation. Baltimore MD: The Annie E. Casey Foundation, 2011. Print.Feeney, Stephanie, and Eva Moravcik.Who am I in the lives of children?: an introduction to early childhood education. 9th ed. New York: Pearson, 2013. Print.<\/p>\n","protected":false},"excerpt":{"rendered":"
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