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Learning Model
"Morris goes to School" by B. Wiseman.
Heading:
Your name, whole group, 5th grade, all, 09/03/2012.
Objectives for Lesson
The students will engage in reading and writing activities with reflection and understanding.
The students will be motivated to connect the story to their own particular cultural/ethnic / routine experiences
The students will be encouraged to generate situations and to apply to new circumstances using the story as their base
The students will be encouraged to imagine a recipient of their story and to direct the writing of their story to this recipient.
CSO's or SOLs (WV New Generation Content Standards and Objectives)
Student will:
Engage in reading of the text with understanding and motivation
Apply the story to their own circumstance be able to find launch pads from the story with which they can craft their own informative and meaningful tale.
Participate in collaborative conversation with partners and group regarding lessons of story.
Able to phonetically structure a complex composition based on leading sentences of story.
4. Materials
Required materials:
"I can read: Morris goes to school" by B. Wiseman.
u Word wall u Smart Board
5. Procedure:
Text / concept Introduction:
The teacher will introduce the lesson by distributing the handouts and told to read the story. Teacher will then ask class's reaction on story. Teacher will give some examples of how story can be read / changed in various ways depending on specific culture. For instance, some may not understand about necessity of having different bathrooms, nor may some understand the different toys / articles mentioned.
Teacher will ask students to reflect on moose's understanding / perception of real world were she to...
Teacher may lead with some humorous, creative examples of how such a moose may feel / react. Teacher would then ask class to provide some examples.
Finally, teacher will give students time to self-reflect, before asking them to compose a paper, drawing on their experiences and culture regarding expectations for moose in real world and then creatively imagining how moose may interpret and act differently.
Reading method:
The text will be read quietly by individual students. Teacher will then select certain parts of the text which she will read aloud. Students will then be required to read and review text closely before proceeding with assignment.
Oral Reading/Fluency Strategies:
Lagging students will be given the chance to read and reread text until they have understood it. Teacher will also have students discuss strategies about what to do when word doesn't make sense: for instance referrign to picture for advice; breaking about word;and so forth.
Language Vocabulary strategies
Teacher will ask students for difficult words that they may wish to place on smartboard prior to first reading. She will show them how to break up word, and discuss meaning of word with them. She may also have class brainstorm for synonym of word.
Listening
Teacher will show students how 'listening to reading' is done in review where each and every word is focused on and student listens to message of text in order to think into it and gain own ideas.
Comprehension Strategies
Before reading the teacher will provide overview of the Moose story. After first reading, she will provide examples of how Moose's story can be interpreted by someone from another culture / and/or of species of animal. She will ask class to provide some examples of imaginary interpretation.
Writing Composition Strategies.
Students are told to…
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