Lesson Plan Weekly Assessments in Reading and Writing

LESSON PLAN/ASSESSMENT/WEEKLY PLAN

Lesson Plan/Assessment/Weekly Plan

This paper aims at devising a weekly reading and writing plan and workshop outline for grade 1. It is a five-day plan in which reading and writing goals and objectives will be identified each day. One reading and writing lesson plan would be selected to elaborate in-depth for which clear learning objectives would be stated following the New York State Common Core Standards. For each lesson, the reading and writing strategy would be determined for a read-aloud picture book "Sulwe" by Lupita Nyong'o.

Following is the weekly plan for reading and writing exercises for the read-aloud picture book mentioned above.

Weekly THEMED Plan for Reading/Writing Workshop

Grade Level: 1 Week: November 30 to December 4, 2020

Theme: Reading and writing exercises based on the book "Sulwe" by Lupita Nyong'o.

Reading Strategy Focus: Expressions observed from the read-aloud picture book, observing characters and their traits, and words that describe feelings of the characters.

Writing Strategy Focus: Writing opinions, correctly spelled words, usage of new words, correct sentence formation, and expressive ideas

Reading Workshop Component

Monday (November 30, 2020)

Tuesday (December 1, 2020)

Wednesday (December 2, 2020)

Thursday (December 3, 2020)

Friday (December 4, 2020)

Mini-lesson

Developing on the last lesson with reading details such as new words and sentence formations learned.

Reflecting upon the new book read on the previous day.

Refreshing the book's story, summary, and opinions from the students.

Revising the characters and their qualities and what their roles were in the story.

Asking the student what they remember from the last day's sequencing activities.

Vocabulary

Giving color words for thought: black and white, and the associated feelings that come to the child's mind.

Summary, opinion

Character, setting, plot, event, traits

Sequencing

Feelings, expression, words linked with happiness and sadness

Guided Reading

Reading Source: "Sulwe" by Lupita Nyong'o.

Focus question: What did you learn from the story? What do you think the story is about?

Reading Source: "Sulwe" by Lupita Nyong'o.

Focus question: Writing an opinion of the book and summary.

Reading Source:

"Sulwe" by Lupita Nyong'o.

Focus question: Describing characters, settings, and major events in the story using key details.

Reading Source:

"Sulwe" by Lupita Nyong'o.

Focus question: Sequencing of the story

Reading Source: "Sulwe" by Lupita Nyong'o.

Focus question: Explain words from the story that mention emotions or feelings.

Written Responses /Group Sharing

Writing Prompt: What was the story about? What do you feel about the story?

Writing Prompt: Write a summary of the story in your own words.

Writing Prompt: List the names of all the characters you remember from the story and write their roles.

Writing Prompt: Write the correct sequence of the story.

Writing Prompt:

Make sentences from three emotions that the main character felt.

Assessment

Assessment Tool: Question answer session for all the students to understand how much each child grasped the new story introduced and read to them.

Assessment Tool: Students will be asked to write their summary and opinion of the story.

Assessment Tool: Students will be asked to describe character traits in sentences in groups.

Assessment Tool: Students would be asked to work in groups to sequence the incidents of the book.

Assessment Tool: Students would be asked individually to make sentences of three emotions that the main character felt (out of many if they could think of).

Weekly Commentary

The weekly plan is for reading and writing for Grade 1 students for the read-aloud picture book "Sulwe" by Lupita Nyong'o. Keeping this weekly plan is to enhance their interpretation skills and reading and writing in English. The multiple learners would be included thoroughly in this plan so that the students, who are slow in reading and writing compared to quick learners, could be emphasized with more concentration. This weekly plan is formulated from November 30 to December 4, 2020 (Monday to Friday, five days). In the preceding week, workbook pages were asked to be completed by the students related to emotions and feelings, and more exercises would be followed after this week's plan in the following week. The following sections would explain in detail what this weekly plan entails.

Mini-lesson

On Monday, November 30, 2020, the mini-lesson would reflect the last week's lesson inculcating reading and sentence formation. The students would be asked general questions about what they learned last week and how workbook pages helped them understand the lesson. On Tuesday, December 1, 2020, the mini-lesson would be about the previous day's learned notions to revise and start afresh on the new ideas that they would learn on a respective day. On Wednesday, December 2, 2020, the mini-lesson would re-discuss the story's summary and students' opinions on the book. This would give the teacher insight into the mental interpretation of the book's message, either successfully or unsuccessfully. On Thursday, December 3, 2020, the mini-lesson would talk about the story's characters and the qualities they represent in the book. The students might be encouraged to give two describing words each for the characters. On Friday, December 4, 2020, the mini-lesson would finish the story's discussions by allowing the pupils to sequence the book's incidents. A connection would be made for each day so that the previous day's ideas are linked with the next day's knowledge, making it easier for them to get a deeper understanding of their English literacy.

According to my perception, the mini-lesson would help the student revise what they had learned and how this coming week's new reading and writing exercises would be built upon their previous week's understating. There needs to be a continuation and a smooth flow of things where the previous learning should be coherently connected with the upcoming ones so that students do not feel lost. There would be some slow and fast learners within the same class that the teacher needs to take along at the same pace so that the slow learners do not feel left behind. Through this mini-lesson, the teacher would ensure that slow learners have fully gathered all the concepts of the previous lesson.

Vocabulary

On Monday, students would be given color words like 'black' and 'white' so that an introduction is set for the story, which mainly focuses on the little girl's complexion, the main character in the read load picture book. This would give them an idea of what is to come in the new lesson of the day and how their initial thought processes would be connected with the story. The vocabulary words on Tuesday would be 'summary' and 'opinion.' The teacher would explain these words to them so that grade 1 students would know what to write about the story and how to arrange their ideas into sentences to be as short and concise for a summary as possible. The vocabulary words introduced on Wednesday would be 'character,' 'setting,' 'plot,' 'traits,' and 'event.' This would give the students a new dimension of how the characters and setting of the story are set, author. The vocabulary word that would be familiarized with on Thursday would be 'sequencing.' The respective day's activities would be based on ordering the story's incidents in the sequence they occurred. On Friday, the vocabulary words announced would be 'feelings' and 'expressions' and words associated with happiness and sadness. The students would be asked to explain these words in their own known words to make them aware of synonyms.

The objective for introducing new words would be to make them acquainted with the tasks of the day so that they could understand what activities were planned for them. New word acquisition would increase their literacy levels, and the students who are slow in learning would also help get hold of the new concepts daily.

Guided Reading

Guided reading is planned so that Monday, Wednesday, and Friday would be based on reading activities, and Tuesday and Thursday would be dedicated to writing. Each alternate day would focus on these two activities so that both are learned by them simultaneously. Guided reading on Monday would give them an overall idea of the story, what they learn from it, and how they perceive it. Guided reading on Tuesday would focus on writing an opinion and summary of the book. Guided reading for Wednesday would emphasize characters, settings, their traits, and major events with key details. Guided reading on Thursday would be for sequencing purposes. The same guided reading on Friday would explore on mew words for expression and feelings like sad, happy, beaming with a smile, and beautiful, etc.

The guided reading would give the students a direction for having a deeper discerning of the words and expressions and how they are displayed to provide an apprehension of the story and its characters. When the students would provide their own words and terminologies for the picture book, it would help improve their literacy, and the students would be able to integrate information across the books with information and reasoning.

Written Responses/Group Sharing

The written responses would be an initiative for allowing the students to share their thoughts in writing and improve their writing skills. On Monday, the students would be given individual writing prompts about their understanding of the story and their feelings. On Tuesday, they would be asked to give written responses to the story's summary and opinions. On Wednesday, they would be asked to list the characters' names and what were their roles in the story. On Thursday, they would be asked to give the correct sequencing of the incidents of the story. On Friday, they would be asked to make sentences of three emotions from the story out of all they could think of.

This component's objective would be to enhance their writing skills and focus on their spellings and sentence structures. The paragraphs would not belong, not more than 5-6 sentences, in which the beginning, body, and ending of the writings would be evaluated.

Assessment

On Monday, questions answer session would be conducted to analyze how much the students understood the story. On Tuesday, students would be given individual written tasks for giving a summary and viewpoints about the story. On Wednesday, students would be asked to work in groups to give the story character traits in two sentences. On Thursday, students would be allowed to work in a group for a sequencing activity about the story. On Friday, students would be given the individual task to make sentences of the three emotions out of many they think are depicted in the story.

This component's objective would be to gauge the level of understanding of the children about the story in reading and writing terms. This would promote their literacy to another level by being in line with this certain age group's core standards.

Reading Lesson

Lesson Title: Describing characters, settings, and major events in the story using key details Grade/Age: 1 Date of Lesson: December 2, 2020

I. Central Focus/Overall Aim:

This learning segment would let the students be involved in expressing via discussions and writing exercises. This would demonstrate the learning and understanding of the students concerning reading and writing skills. The students would show their interpretations about the characters and their qualities along with the conclusions about the story through a mini-lesson for revising summary and opinions about the read-aloud picture book.

The teacher would explain to them the new words, which would enhance their vocabulary, such as character, traits, events, plot, setting, etc. Afterward, they would be asked to pick points from the story that depict their traits. They would be asked to enlist the characters they remember from the story. The text evidence would be utilized for the identification of the traits.

The main focus would be on the reading part since the writing activity would only refresh the same thoughts onto the paper. They would work in groups so that low learners are grouped with other better performers. They would get help from the better ones and would be able to tag along well.

II. Common Core Standards (Alternate Standard):

RL: 1.3- Describe characters, settings, and major events in a story using key details.

III. Language/Literacy Objective:

Students would be asked to list the names of all the characters they remember. They would be then asked to write two character traits of each one.

New vocabulary words that would be introduced:

· Character: A person playing a role in the story, movie, or play

· Setting: A time or geographic location of the story for both fiction and non-fiction

· Plot: The interconnected sequence of incidents given by the writer in the story or play.

· Event: An occasion that happens or takes place

· Trait: A quality or characteristic

IV. Assessment:

a) Informal: (formative)

The students would be allowed to sit in groups and discuss the characters. They would be first asked to list the names of all the characters they remember from the story. Afterward, they would be encouraged to list at least two character traits of the characters.

b) Formal: (summative)

The students would be given the task of writing those traits in sentences in groups to review written samples.

V. Materials:

· "Sulwe" by Lupita Nyong'o

· Pencils

· Papers

· Prompt and probing questions from the teacher about the students' responses to characters and their traits.

VI. Instructional Strategies/Procedures:

Whole Group Instruction

i. At the beginning of the lesson, the students would be engaged in a mini-lesson by keeping seated at their seats. They would revise the story, its summary, and the students' opinions about what they felt about the reading.

ii. After they would have rethought the story and its main theme, the teacher would introduce the new words character, setting, plot, event, and trait to the students so that the day's further activity could be explained to them.

iii. The students would be given time to understand the new concepts and would also be allowed to ask relevant questions.

iv. The slow learning students would also be asked questions like "do you think you know what character means?" so that the child can explain whether he fully comprehends the information or not.

v. After the teacher has ensured that all children are on the same page, she would ask them to make groups for further activities.

Small-Group Instruction

i. The students would be instructed to make groups of three to four so that they could discuss with each other about the characters they would be emphasizing their thoughts on in the respective lesson of the day.

ii. The students would turn to each other and be given four to five minutes to enlist all the characters they learned in the story.

iii. After that, they would also be asked to think of each character one by one and count the character traits they could associate with the particular character.

iv. They would be asked to enumerate at least two characters with each other's help so that slow learning students in each group could get support from other group members.

v. After the time is over, the teacher would ask the groups one by one to count the characters they could remember and their corresponding traits.

vi. After the discussion activity, the teacher would again ask the same groups to write the traits they mentioned on paper to assess their writing skills.

vii. For this purpose, the teacher would ask each student from the group to write one character and its respective traits, and the same would be repeated for all the other group members. The same paper would be circulated among all of them so that each student could get a chance to participate.

viii. In the end, each group would hand over one single paper, on which the whole group would have worked, to the teacher for her to review the group working capabilities of the students.

VII. Differentiations:

For slow learning students, the teacher would place them in groups so that they get the assistance of all the better-performing students since the slow learning students lag in reading, focusing, completing work, and spelling out words in the written tasks.

Writing Lesson

Lesson Title: Writing a summary and opinion of the book.

Grade/Age: 1 Date of Lesson: December 1, 2020

VIII. Central Focus/Overall Aim:

This learning segment would let the students express their thoughts about the read-aloud picture book in writing. This writing exercise would be broadly based on their overall understanding of the book and what they extracted from its story. The writing activity would enable them to express words as they are done in their daily lives, as in speaking.