Lesson Plan : Exploring Sources and Formats
Teacher Name: | Betty M.Johnson |
Grade: | Kindergarten |
Subject: | Other |
Topic: | Franklin and the Thunderstorm |
Content: | Exploring sources and formats (printed) for reading, listening and reviewing purposes. VOCABULARY: Title, weather,thunderstorm, shell |
Goals: | The learner will learn how to explore sources and formats (printed) for reading, listening and reviewing purposes and be able to relay sequence/order of the story |
Objectives: | Students will demonstrate a sense of story by being able to determine the beginning, middle and end. |
Materials: | The book entitled Franklin and the Thunderstorm by Paulette Bourgeois, paper, pencil, crayons, Elmo document camera & LCD projector |
Introduction: | Class will begin with a review of the term "Title" which was taught on last week. Students will be asked to recall what the word "Title" means. If students (Kindergarten) are having difficulty recalling, I will say "A title is the name of a ________. Students should respond book but if they do not, I will point to the book to guide their thinking. I will help students read the titles of the book they have before them. |
Development: | After the review, I will ask students to describe today's weather. After a person from each table has responded, I will ask "Does anyone know what a thunderstorm is? I will call on two persons from each table. Then I will ask two different students "Have you ever heard, seen or been caught in a thunderstorm"? "How did you feel"? "What are some of the things you did during the storm"? "Who made you feel better"? (5 minutes). Next I will introduce the book entitled Franklin and the thunderstorm by Paulette Bourgeois. I will read the book to the class using the Elmo document camera & LCD to display the pages and pictures for all students to see. |
Practice: | Students will be asked to recall the order in which things happened in the story. What happened to let Franklin know that a storm was coming? When the story began, what did Franklin do every day? When did Franklin go inside of his shell? (5 minutes) |
Accommodations: | At least two of my students will need for me to draw a picture of the beginning of the story to help get them started. Questions will need to be asked as they work to move them through the learning. Otherwise they will copy exactly what their neighbor does. |
Checking For Understanding: | I will monitor students as they are drawing to determine if they are correctly recalling the order in which the story unfolded. Students will be given feedback as I move around the room. Drawings will be collected and displayed in the media center window that lead to the hallway. |
Closure: | Students will prepare to select a book to be checked out of the library. They will be reminded as they or their parents/teachers read the book over the week, to try to recall the order in which events happened in the story. Students will be asked to pay close attention to the things that happened at the beginning of the story, in the middle of the story and at the end of the story. Students will be expected to recall what the word "Title" means. |
Evaluation: | I will assess students understanding of the order in which the story took place. Drawings should indicate the beginning, middle and ending of the story. |
Teacher Reflections: | Now that I have developed this lesson, I am not sure how well I will be able to measure student learning. My objective may have been too broad. |
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