Lesson Plan Outline #1
Lon Po Po 2/18/2010
I. Rationale—Doing this lesson will provide students the knowledge to read aloud in a group setting and be able to summarize the story, Lon Po Po by using a Five Finger Retell.
II. Goals and Objectives
a) Instructional Goals:
1) Students will take turns reading aloud the story, Lon Po Po by using the “popcorn method.”
2) After finishing the story, students will use a Five Finger Retell to name the characters, setting, events, problem, and solution.
3) Students will summarize the story.
b) Specific objectives: Students will be able to:
1) Read Lon Po Po aloud in a group setting.
2) Identify the main characters.
3) List characteristics of the characters.
4) Identify the setting of the story.
5) Identify the sequence of the events in the story.
6) Identify the problem and solution in Lon Po Po.
c) West Virginia CSO’s:
1) 3.1.1—Students will identify and practice appropriate sigh words and content vocabulary.
2) 3.1.8—Students will use literary and informational texts to summarize, determine story elements, determine cause and effect, compare and contrast, paraphrase, infer, predict, sequence, draw conclusions, describe characters, and provide main idea and support details.
3) 3.1.7—Students will read third grade instructional level texts and use self-correction strategies (e.g., decoding, searching for clues, rereading.)
III. Essential Question(s)
1) What are the main characters, setting, events, problems, and solutions in the story, Lon Po Po?
IV. Procedure
a) Lesson Introduction: First, I will introduce the story of Lon Po Po. I will then inform the students that they will read aloud in a group setting using the “popcorn” method. I will explain what this method is and make sure that everyone knows what is expected of them. I will also inform the students that after the story is read, they will need to identify certain parts of the story. This will get their attention and will motivate them to follow along.
b) Lesson Development:
1) I will start off the read aloud segment of the lesson by reading the title, title, page, and the first paragraph of the story. I will show enthusiasm so my students will imitate me.
2) I will call on the first student to read aloud the next paragraph.
3) After that student finishes reading his/her paragraph, they will call on the next student.
4) This will continue until each child has had a turn.
5) After the story is finished, I will introduce the Five Finger Retell.
6) Each student will be handed an already cut out “hand.”
7) I will explain that each finger stands for a certain part of the story.
8) The Thumb=characters, First Finger=setting, Middle Finger=problem, Ring Finger=sequence of events, and Pinky=solution. The palm of the hand it the main idea.
9) Each student will fill in each finger with the appropriate answer.
c) Lesson Closure: After each student has finished their Five Finger Retell of Lon Po Po, we will go over the answers together as a whole.
d) Lesson Contingency: If I have extra time, we will add more to the lesson by comparing and contrasting this story with Little Red Riding Hood.
e) Pacing Guide: My introduction will last about 5 minutes. The reading of the story will take about 30 minutes. I will then use up the rest of the class time having my students finish their Five Finger Retell and going over it as a group.
f) List of questions:
1) What are the main characters and setting of the story?
2) What are some of the events that led up to the problems in the story?
3) What was the solution to the problem in Lon Po Po?
V. Daily (formative) Student Assessment
1) I will use an anecdotal checklist while the students read aloud.
2) I will use the Five Finger Retail activity to determine if my students understood the main parts of their story.
VI. Material, Equipment, and Resources
1) Lon Po Po story
2) Five Finger Retail Poster
3) Five Finger Retail activity “hands”
4) Overhead Projector
VII. Modifications for Diverse Learners—I will start off by reading the title, title page, and the first paragraph in Lon Po Po with emotion and personality. This will encourage my students to imitate me. I will have the students to each read a paragraph so everything is equal. While doing the Five Finger Retell, I will not just have them do it by themselves, I will go over the correct answers as a class. This will ensure that everyone is able to name the five component of their story.
VIII. Reflection and Revision
a) Reflection—I feel that my lesson went really good considering I was on a two hour delay schedule. My students did well reading aloud and I was able to take my anecdotal notes. By taking these notes, I was able to tell which of my students were “on-level” and those who were not. I was able to introduce the Five Finger Retell to my class and my classroom teacher. The students responded to all of my questions and they kept their Five Finger Retell “hands” in their “To Keep” folder. So, each time I introduce a new story, I will use this method and activity. We also had a little bit of extra time left over, so my students were able to complete a Venn Diagram I drew on the board to compare the stories, Lon Po Po and Little Red Riding Hood.
b) Revision—I didn’t feel as if I would have made any revisions to my lesson plan. I feel that it went great for my first day of teaching Reading. Because I had a plan of what to do with extra time in my lesson plan, I didn’t have to come up with any last minute options during my teaching.