Elementary Inclusive Preservice Program Lesson Plan
Lesson title: Read Aloud The Big Orange Splot Grade/age level: second/6-7 Date (intended teaching date): September 19, 2013
Learning Objective(s) What do you want students to know, understand, or be able to do as a result of this lesson?
The objective is for the students to develop an understanding that what is on the outside of a person or thing doesnt tell the whole story about what is contained in the inside, that everyone is unique and has different interests that make them special, which can emerge in a safe space.
Evidence for assessment Where will you look (product, performance, documentation you create, etc.) for signs of student learning? What will you look for? What are your criteria? (examples of statements or actions that would show the particular kinds of understandings, learnings, &/or skills you are after?)
During the read aloud, students will be given three opportunities to turn and talk based on specific prompts; these turn and talk conversations will be monitored to see what the students think, and what they have learned. Following the read-aloud, there will be a whole-class discussion, in which we talk about the messages of the book. Students can give examples of times that they made a judgment about someone, then changed their mind once they learned more about them.
Rationale Why are you teaching this lesson? What connections does it have to standards? Does it connect to students interests, strengths, and needs?
This exercise is an opportunity for inferential thinking, as it is not explicitly stated that all people are unique, and that it is a positive attribute to be different. This is closely related to the second grade common core standard which requires that students be able to identify conclusions that summarize the main idea, and relate characters in literature to their own lives. It is connected to students interests, because they will recognize in their own histories the experience of feeling differently on the outside than what they feel on the inside.
Prerequisite Knowledge What prior knowledge are you counting on? Will this be a problem for any of your students and if so, what will you do?
I am counting on the fact that students will have familiarity with similes, and the concept of expressions, as they are both used several times in the book. I plan to give the students an explanation of what the expressions used mean, and dont expect them to have any problems that will interfere with their understanding of the story.
Learning Experience In each section below, specify the sequence of instructional activities. Consider how you will manage materials, bodies, and time. Use small boxes to indicate time. Assessment What will you look/listen to/for? Starting It How will you invite students into the learning experience?
Ask students to sit at the rug, tell them that we are going to read a story, tell the name of the story, and ask if there is anything about the book that they can use to tell them what it is about. Show them the cover, the back, and read the blurb. Look to see if they are looking at the book, or making suggestions for places to look on the book to learn about the story before we read it. Doing It Outline your sequence of instructional moves including participation structures, materials, intellectual resources, and time allotted. Is there a product or performance you will be expecting students to create? Read the book aloud, while pausing at pre-determined points to raise questions that the students can turn and talk about. They will be given two chances during the book to turn and talk, and one chance after the book has bee completed. The final turn and talk will segue into a class discussion about the message of the book. First turn and talk: p. 9 Why do you think Mr. Plumbean didnt paint his house right away? Students will probably have some inaccurate predictions, such as saying he didnt feel like it, or was scared of Listen to the turn and talks to monitor if they are answering appropriately. During the discussion, I will listen for examples from the text of different characters who felt differently on the inside than their house initially looked like on the outside, or examples from their own lives in which they realized that it was positive to be different.
2 min mins
15 min heights, but might guess that he liked it. Second turna dn talk: Why do you think his neighbors are shourting at him? Students will probably have some superficially correct answers, that they did not like the color of the house. Hopefully some will see and respond that the larger picture is about them not liking that he is different. Turn and talk #3: DO you think that everyone on the street has the same dreams? Why or why not? Do you think they can still get along? This will segue into a class discussion about celebrating difference, the key points of which I will put up on the whiteboard. I will ask students about differences they have experienced in their own lives; whether they were positive, whether they ever changed their mind about something, or whether they ever felt afraid in these types of circumstances. Finishing It How will you bring students to closure with this learning experience and connect it to future learning?
. Then we will talk as a class abut why it is important to respect the differences of other people, and celebrate them We can connect this to future reading, by asking them to remain aware of characters who seem like they dont fit in, but are interesting and necessary parts of the story. We will be writing down examples from the text of times people were different from their neighbors, and how, and why they may have been hesitant to share this earlier in the book. Accessibility What accessibility and participation challenges have you taken into account and how have you addressed them? (material and human resources, sequence of Students who are not strong readers will still be able to learn the content of the story. For students who have trouble paying attention for sustained periods, the chance to turn and talk will provide a break from listening.