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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

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...…would remain seated in their places and reflect on the previous day's read-aloud picture book. They would be asked questions about the book and what they remembered that happened in the book.

ii. The teacher would introduce the students with new words like summary and opinion so that an enhancement in their vocabulary could be provided.

iii. The students would be given time to understand the new words and concepts. The slow learning students would be helped side by side to be brought on the same page with everyone else.

iv. The slow learning students would be asked, "do you think you understand what summary and opinion are?" so that they can explain what they find difficult and what they have already digested.

v. After the teacher has ensured they are all together on the same undertaking level, she would prompt them to be settled at their seats with pencils and papers/ notebooks.

Small-Group Instruction

i. The teacher would ask the students to be prepared with pencils and notebooks for writing summaries and opinions of the book they have read.

ii. The students would be given 15-20 minutes to pen down their book's thoughts and knowledge.

iii. The slow learning students would be constantly asked if they need any help or any question they find challenging.

iv. In the end, the students would be asked to hand over their papers or notebooks to the teacher about the written summary and opinions.

VII. Differentiations:

The teacher would continuously ask them for slow learning students if they seek help for anything they are stuck on. They will be asked individually if they are unaware of any spellings or sentences they need help in forming. The slow learners would be supported in sentence making, the beginning, and the endings. The teacher would also explain to them concepts with examples for a clearer idea of certain…