MS+Lesson+Plan+1

**Lesson Plan 1** **Student Name:** Michelle Stelloh **School/Placement:** Lake Bluff Elementary **Grade Level:** 2nd Grade **Subject**: Reading **Date**: 4-21-11 **Instructional Model** **Lesson Title:** Hopscotch Reading: __The Chalk Box Kid__ Ch. 1 and 2 **Content** **Established Goals:** [] /

 **English Language Arts Standards » Reading: Informational Text » Grade 2**  **Key Ideas and Details**  RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

 **English Language Arts Standards » Reading: Foundational Skills » Grade 2**  **Fluency**  RF.2.4. Read with sufficient accuracy and fluency to support comprehension.  Read grade-level text with purpose and understanding.  Read grade-level text orally with accuracy, appropriate rate, and expression.  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

**Understandings: Students will understand….** -That it is helpful for comprehension to read questions regarding the story before reading. || **Essential Questions:**  -Why is it important to ask yourself questions about the story you are reading?  -How does asking yourself these questions help you better understand the story? **Knowledge and Skill Objectives: Content aligned with product**  **Student will know about…**self questions strategy during reading.  **Students will be able to do…** ask and answer questions about the story being read; read sections of the story aloud to the whole group; recognize and read punctuation correctly. **Materials/Resources/Technology:** -__The Chalk Box Kid__ by Clyde Robert Bulla -Hopscotch Reading worksheet **Product** **Assessment of Student Outcomes**: Formative: - Student orally reading - Questions about the story the students formulate while reading Summative: - Students completion of hopscotch reading worksheet questions **Process** - Discussion about what student’s think the story might be about based on cover and title. - Students will be given Hopscotch reading handout and will read each of the questions on the handout. - Throughout reading, students will be asked to formulate questions about the story while reading. - Students will begin by reading silently the first couple of paragraphs in chapter 1 o Once all finished, we will pause and discuss what we know so far; check if there are any questions on the handout that can be answered yet o Share questions students may have about the story so far - Next, as a group, students will take turns reading different sections of the story orally. Students will be asked to reread sections based on how appropriately they used expression in their voices, and how well they paid attention to the punctuation - Once chapter 1 is completely read, students will go back to the Hopscotch reading handout and will answer the first three questions about chapter 1 - Students will silent read the first couple paragraphs in chapter 2 o Once finished, students will share different questions they may have about the story. - Students will take turns orally reading the rest of chapter 2. Again, students will be asked to reread sections based on how appropriately they used expression in their voices, and how well they paid attention to the punctuation - Discussion and completion of the remaining questions on the handout - Predictions about what they think might happen next in the story
 * -How to read punctuation appropriately; pausing at commas, and periods etc..