Lesson Plan
Name
Institution
Date
Lesson Plan
Lesson Title: Reading Skills.
Subject: English.
Topic or Unit of Study: Strongest of All by Pleasant DeSpain.
Grade: 4th Grade
Instructional setting: This lesson will be in a classroom which will have forty learners.
Standard Objectives: Student /State Core Curriculum standard: Allude to details and examples in a text when showing what the text says (Education, 2013).
Other set standards:
i. Ascertain drama or a theme of story or poem from the details in the text, a brief statement of summary of a text (Education, 2013).
ii. Explain in detail setting, character, event in a story or drama, indicating particular details in a text for example, a character’s thoughts, words, or actions (Education, 2013).
iii. Ascertain the meaning of phrases and words basing on how they are used in text, not leaving out those that show significant characters found in mythology, for example Herculean (Education, 2013).
Lesson Objectives: At the end of the lesson, the learner should be able to;
a. Discuss what the comprehension is about using sentences which are grammatically correct.
b. Explain the theme and characters with ease using adjectives in the right place.
c. Explain the meaning of words as used in the comprehension using synonyms.
MATERIALS AND RESOURCES.
Instructional Materials: Strongest of All. (DeSpain, 2012)
Resources: Oxford English Dictionary 8th Edition, pictures of whales and elephants, a computer and projector.
INSTRUCTIONAL PLAN
Student Prerequisite Skills/Connections to Previous Learning: Sufficient knowledge on wildlife.
Presentation Procedures for New Information: The teacher will provide unknown facts to the learners through explanation.
The purpose of the lesson: To help learners describe the theme and characters of a story read in class.
Modeling: Explaining concepts with tone variations
Guided Practice: Picking students to read the comprehension aloud.
Independent Student Practice: The teacher lets the learners take turns at reading the comprehension individually and silently.
Culminating or Closing Procedure: The teacher concludes the lesson by summarizing what has been learned.
Instructional Strategy: The teacher uses the question and answer method to capture the attention of the learners.
Differentiated Instruction Accommodations: The teacher assigns visually and hearing impaired learners front row sitting positions.
Use of Technology: Projecting slides of wildlife.
Student Assessment: The teacher administers oral questions
Lesson Plan
Lesson Title: Reading Skills.
Subject: English.
Topic or Unit of Study: Conquering Everest by Kimberly M. Hutmacher.
Grade: 2nd Grade
Instructional Setting: The lesson will take place in a class of twenty learners. The charts on the whiteboard in front of the class will display pictures geographical features and their names.
Standards and Objectives: State Core Curriculum /Student Achievement Standard: Ask and answer such questions as who, what, where, when, why and how (Education 2013). Other state standards:
i. Show how different characters in a story react to important issues and challenges (Education 2013).
ii. Explain the overall structure of a story (Education, 2013).
Lesson Objectives: By the end of the lesson leaners should be able to;
a. Explain what the story is about in detail
b. Easily describe the characters of the comprehension using adjectives.
c. Summarize the story read in class.
Materials and Resource
Instructional Materials: Conquering Everest by Kimberly M. Hutmacher.
Resources: Oxford English Dictionary 8th Edition, pictures of whales and elephants, a computer and projector.
Instructional Plan: Student Prerequisite Skills/Connections to Previous Learning: The learners are required to have a basic knowledge of mountains and other geographical features.
Presentation Procedures for New Information: The teacher will provide unknown facts to the learners through explanation.
The purpose of the lesson: To help learners describe the theme and characters of a story read in class.
Modelling: The teacher reads the opening paragraph of the comprehension with the effectiveness and proficiency he or she expects the learners to attain.
Guided Practice: The teacher picks students to read the story aloud. He or she corrects reading mistakes.
Independent Student Practice: The teacher lets the learners take turns at reading the comprehension individually and silently.
Culminating or Closing Procedure: The teacher concludes the lesson by summarizing what has been learned.
Instruction Strategy: Using question answer method.
Differentiated Instruction Accommodations: English Language Learners will use children’s dictionaries to cope with the others. The teacher assigns visually and hearing impaired learners the front tables.
Use of Technology: The teacher showcases slides of mountains and other geographical features using a projector from a laptop computer.
Student Assessment: The teacher administers oral questions to be participated in by the whole class and multiple choice questions to be answered in exercise books individually to identify individual student weaknesses.
References
DeSpain, P. (2012). Strongest of All. Retrieved November 7, 2016, from http://www.doe.mass.edu/mcas/2012/release/g4ela.pdf
Education, S. B. (2013). CCSS for ELA – Content (CA Dept. of Education). November 7th, 2016, from http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
Hutmacher, K. M. (n.d.). 4th-everest.pdf. Retrieved 11 07, 2016, from https://www.superteacherworksheets.com/reading-comp/4th- everest.pdf?up=1466611200
