Lesson Plan Template+++++++++++++

Lesson Plan

• 
  Grade level
  

Related subskills : phonetic analysis, sight words, predictions

Related subskills : the writing process

Related subskills : Retell a main event, retell beginning, middle & ending, participate in discussions, ask and answer questions

Related subskills :

Related subskills: past tense verbs, questions, signal words of chronology & cause & effect, WH questions

Related subskills : understand and produce technical vocabulary

• 
  Objectives
  

• Students will use general reading strategies and skills of the reading process
	Make predictions about story actions, events and characters using
	prior knowledge, pictures, story structure and topic, title and cover
	Use basic elements of phonetic analysis to decode unknown words
	(e.g., word families, consonant blends, digraphs and long and short
	vowel patterns)
	Understand level-appropriate sight words and vocabulary
• Students will use reading skills and strategies to understand and interpret a literary
text
	Identify plot, setting, and character
	Distinguish cause from effect

• Students will use listening and speaking skills and strategies for different purposes
	Retell a main event from a story read or heard
	Retell a story’s beginning, middle and end from a story read or heard
• Students will use the general skills and strategies of the writing process
V	Prewriting: Use strategies to plan written work (e.g., picture drawing,
	discussions with peers)
V	Drafting and Revising: Use strategies to draft and revise written work
	(e.g., reread with a peer, rearrange elements to clarify meaning, add
	descriptive words)
V	Edit and Publish: Use strategies to edit and publish (e.g., proofread
	with a peer, edit for punctuation and capitalization, illustrate if
	appropriate)
V	Evaluate writing (e.g., ask questions and make comments about
	writing, help peers to apply mechanical conventions)
V	Write or dictate a story with a clear focus and coherent organization (e.g.,
	beginning, middle and end)
TESOL Goals and Standards
• Students will use English to achieve academically in all content areas
V	Participate in full class, group and pair discussions
V	Ask and answer questions
V	Understand and produce technical vocabulary and text features
	according to content area
V	Use appropriate learning strategies to construct and apply academic
	knowledge

• 
  Materials and technology Chart paper, big books, blackboard.
  

• 
  Procedure
  

Activating Prior Knowledge	Scaffolds	Assessment
What would you do if you came home and found a stranger in your house? 1. Write the question on chart paper followed by the sentence starter “Iwould...”	1. Small and large group brainstorming with a sentence starter and teacher modeling.	1. Teacher observation

List student responses encouraging the use of “I would" through repetition and modeling. 2. Show the cover page of Goldilocks and the Three Bears. Ask students to predict the identity of the owners of the house and the intrusive stranger through prior knowledge, picture identification and story title.	2. Buddy talk prior to predictions.
Read and Write 1	Scaffolds	Assessment
Goldilocks and the Three Bears Read the story making use of pictures to aid comprehension. Provide copies of the story for the children to follow along, use a big book edition or a copy on an overhead projector. Compare student predictions to story events to determine accuracy. Ask questions such as “Did Goldilocks enter the bears’ house? Did Goldilocks eat their porridge? Did Goldilocks break their chairs? Did Goldilocks sleep in their beds? etc. Model and encourage choral responses: “Yes, she did.” For beginning level students, provide play opportunities to re-enact the story using realia and paper masks or name cards. Display a pocket chart. Write the three events of the story on sentence strips. Read the strips in order and place in the pocket chart identified as the “first, second, and third’ event. Place students into groups of three and give each child a sentence strip. Children write one of the three events on a strip and read the strip within the small group. Next, groups place strips in the correct order in the pocket chart, responding to “What is the first event? Second event? etc.” Students read their strips aloud to the large group. Literate students can write a summary of the story in their journals.	Point to appropriate characters and objects in pictures to increase comprehension. Provide realia such as miniature furniture, table ware, etc. to focus and increase comprehension in story events. Encourage children to follow the print with their fingers if they are beginning literate. Write and point to target questions and pictures as needed. Write and model group responses. Small group play-acting with props. Ask children to retell the three events in Buddy pairs. Small group work with buddy reading and teacher prompting. Pocket chart sentences provide support for journal writing.	Teacher observation. Teacher observation. Teacher observation. Teacher observation. Teacher observation and pocket chart responses. Writing journals.
Read and Write 2	Scaffolds	Assessment
Read the story again with the children participating orally in choral responses such as “too hot/cold/big/hard/soft/just right.” Write these responses on a chart and point to them as prompts when needed. Model intonation, loudness and body	Large group responses prompted by pointing to writing on a chart. Teacher modeling,	Teacher observation. Teacher

gestures for the three characters’ stating: “Someone’s been eating/sitting/sleeping in my porridge/chair/bed.” Write these statements on a chart and practice with the large group and smaller groups. Ask WH questions for choral responses from the class: “Why didn’t Goldilocks eat Papa Bear’s porridge/sit in Papa Bear’s chair/sleep in Papa Bear’s bed?" Point to the chart and model their choral responses: “Because it was too hot/big/hard, etc.” Continue for all characters. Display sight words “hot/cold/big/hard/soft" and teach word family and consonant blends using these five words. Use a variety of techniques such as word cards manipulated by students picture drawings of target vocabulary word sorts of word families and rhymes word sorts of initial and final consonant blends masking of final or initial letters in a word changing target consonants and blends to produce errors which can be corrected by students Expand instruction to the verbs “eating/sitting/sleeping.” Provide pairs of students with oak tag responses “Too hot/cold/hard/soft/big.” Ask the WH questions again and tell students with the correct response to hold up their card. Continue with cards stating “Someone’s been eating/sitting/sleeping, etc ” As a class activity, make puppets of the four main characters (toilet paper roll puppets, paper bag puppets, stick puppets, etc.). Each child can then use these puppets to call out the dialog as the story is read to them. Later, divide students into groups of four and use the puppets to act out the story. Provide opportunities for students to watch each other perform.	chart writing and small and large group practice. Group choral response, chart writing and teacher modeling. Pictures, drawings, word cards, small group and buddy pair analysis. Buddy pairs, written responses. Puppets and small group play-acting.	observation. Teacher observation. Teacher observation of word grouping and rhyming tasks. Teacher observation of word card responses. Teacher observation of oral language structures used.
Read and Write 3	Scaffolds	Assessment
1. Display a graphic organizer of cause and effect. Place a picture of a rainstorm in the left side box followed by an arrow to a box	1. Pictures, gestures, etc. which aid comprehension.	1. Teacher observation.

on the right. Tell the students that you were in the rain yesterday. Ask “ What happened as a result of standing in the rain?” Write the word “wet” in the right side box after student input. Continue with other examples and questions “Because of the...?” “Due to the...?” Indicate that the cause of an action leads to an effect. Label the boxes Cause and Effect. 2. Refer to the story of Goldilocks. Read the section where Goldilocks sees the bowls of porridge. Ask students to listen for the reason why she ate Baby Bear’s porridge. Students talk in buddy pairs to determine the cause of Goldilocks’ action. The story indicates that she was hungry. Write “hungry” in the cause box and ask students to talk about the effect of her hunger. Write “ate the porridge all up” in the effect box. Expand these boxes into complete statements such as: “Goldilocks was hungry so she ate Baby Bear’s porridge.” Encourage students to tell each other the complete statement. Write the key sentence frame on the chart: “Goldilocks was so she .” Continue in this way to elicit information on the other two events in the story (tired/sat, very tired/slept). If students are at an intermediate level of language, introduce other cause and effect structures such: “Because Goldilocks was she ” and “Goldilocks because she was so .” Students can write three of these sentences in their journals. Encourage more advanced learners to write other examples from the story,	2. Graphic organizer, buddy pairs, teacher modeling, key sentence frame and oral language practice.	2. Teacher observation, oral language responses and journal writing.
Read and Write 4	Scaffolds	Assessments
1. Reinforce student knowledge of the writing process by supporting the writing of a summary of the Goldilocks story with a clear Beginning, Middle and End. Depending on the level of the student, provide scaffolding of the following types: Cloze summaries of a three paragraph story that eliminate the names of the characters and some of the target vocabulary. Outlines of the story with key sentence frames intact. Question guidelines that lead to the	1. Cloze summaries, outlines, guided questions, graphic organizer and key sentence frames.	1. Teacher observation of student literacy level.

chronological story structure.		2. Teacher
• Story web graphic organizer which	2. Pictures, word bubbles,	observation.
corresponds to the appropriate number of	buddy pairs, teacher led
main events in the story and provides signal	completion of a graphic
words of chronology.	organizer.
2. Assist students in the Prewriting phase by
suggesting that they draw pictures of the
events in the story and confer with buddy
pairs. More limited students may need to
have pictures provided to them with word
balloons filled in with target language. Other
students will benefit from completing a
graphic organizer together with the teacher,
reinforcing the target language and signal
words orally.
3. The Drafting, Revising and Editing phases	3. Teacher assistance,	3. Teacher
of the writing process can be done in buddy	buddy pairs or small	observation
pairs or one on one with the teacher. Other	groups, visual clues for	and checklist
students may choose to work in small groups,	targeted mechanics.	of targeted
reading their pieces aloud and editing with		mechanics.
assistance from the group. Teach targeted
mechanics (capitalization of names and
beginning sentences, appropriate end marks,
spaces between words and legible printing)
using visual clues if necessary e.g. stop sign
for periods and a red marker for capital
letters.
4. Publishing the stories on the class Fairy	4. Bulletin board display	4. Final
Tale bulletin board or reading with another	or peer reading.	written
class will complete the phases of the writing		summaries.
process.