Lesson Plan - Danielle Johnston
Instructional Strategies Used:
Reciprocal Teaching, Generating Words, 10 + 2, Graphic Organizer for Metaphors, Descriptive Pattern Organizer
Links:
Generating Words Worksheet
Generating Words Rubric
Descriptive Pattern Organizer Worksheet
Descriptive Pattern Organizer Rubric
Graphic Organizer for Metaphors Worksheet
Graphic Organizer for Metaphors Rubric
Class List
Generating Words Worksheet
Generating Words Rubric
Descriptive Pattern Organizer Worksheet
Descriptive Pattern Organizer Rubric
Graphic Organizer for Metaphors Worksheet
Graphic Organizer for Metaphors Rubric
Class List
Explanation of Identified Instructional Strategies
Why you selected that specific strategy to utilize in the lessons?
I chose the five strategies I did, so I could create a lesson that would really help unfold the different parts of a short story. Within my lesson, students are reading a short story from their textbook. Through the instructional process, the teacher has the students participate in two different discussions. One is used for summarizing information, called reciprocal teaching. You can find this under summarizing and note taking. Students will also participate in a cooperative learning strategy, called 10 + 2. This can be found under the other instructional/teaching strategies section.
Two other strategies are specifically used to help students dig deeper within the reading. Within this short story for fifth graders, students will come across metaphors, prefixes, and suffixes. The teacher has planned different activities to help students better understand and decode the material. To decode metaphors within the text, the teacher provides a graphic organizer used specifically for metaphors. It can be found under identifying similarities and differences. Students will also complete a worksheet for prefixes, root words, and suffixes called generating words. Students will be handed a stack of cards that students will use in decoding a prefix and connecting it with a root word, and/or a suffix. These words generated will be wrote down on their worksheets. This strategy can be found under the section of cues, questions, and advanced organizers.
To conclude the lesson, the students will do a summary of the short story, a descriptive pattern organizer, by finding a theme or overall topic of the story, and five facts that support it. This strategy can be found under nonlinguistic representation. This will be used for guidance in writing a paper in a later lesson.
The benefits of that strategy over another.
Reciprocal Teaching (summarizing and note-taking)
Generating Words (cues, questions, and advanced organizers)
10 + 2 (other instructional/teaching strategies)
Graphic Organizer for Metaphors (identifying similarities and differences)
Descriptive Pattern Organizer (nonlinguistic representation)
Possible cons or barriers that you may encounter from utilization of the strategy.
Reciprocal Teaching (summarizing and note-taking)
Generating Words (cues, questions, and advanced organizers)
10 + 2 (other instructional/teaching strategies)
Graphic Organizer for Metaphors (identifying similarities and differences)
Descriptive Pattern Organizer (nonlinguistic representation)
I chose the five strategies I did, so I could create a lesson that would really help unfold the different parts of a short story. Within my lesson, students are reading a short story from their textbook. Through the instructional process, the teacher has the students participate in two different discussions. One is used for summarizing information, called reciprocal teaching. You can find this under summarizing and note taking. Students will also participate in a cooperative learning strategy, called 10 + 2. This can be found under the other instructional/teaching strategies section.
Two other strategies are specifically used to help students dig deeper within the reading. Within this short story for fifth graders, students will come across metaphors, prefixes, and suffixes. The teacher has planned different activities to help students better understand and decode the material. To decode metaphors within the text, the teacher provides a graphic organizer used specifically for metaphors. It can be found under identifying similarities and differences. Students will also complete a worksheet for prefixes, root words, and suffixes called generating words. Students will be handed a stack of cards that students will use in decoding a prefix and connecting it with a root word, and/or a suffix. These words generated will be wrote down on their worksheets. This strategy can be found under the section of cues, questions, and advanced organizers.
To conclude the lesson, the students will do a summary of the short story, a descriptive pattern organizer, by finding a theme or overall topic of the story, and five facts that support it. This strategy can be found under nonlinguistic representation. This will be used for guidance in writing a paper in a later lesson.
The benefits of that strategy over another.
Reciprocal Teaching (summarizing and note-taking)
- I chose this strategy over other summarizing and note-taking strategies, because I wanted students to work together in their thinking. Reciprocal teaching is a great tool for students to use to be summarize information and ask clarifying questions if needed. Teachers can do this without the teachers help, and it is an opportunity for students to lead their own instruction.
Generating Words (cues, questions, and advanced organizers)
- This strategy is more beneficial than others, because students are actually able to use it for generating words with prefixes and suffixes. In fifth grade, it is an important concept for students to have, and this strategy helps students develop a better understanding of this. This advanced organizer focuses in on one area of learning.
10 + 2 (other instructional/teaching strategies)
- To provide cooperative learning into my lesson, I wanted students to be able to talk to one another about their thinking. After the teacher does some instruction, it is nice for students to have an opportunity to discuss with one another and ask questions when needed.
Graphic Organizer for Metaphors (identifying similarities and differences)
- I chose this strategy, because metaphors appear often within short stories. I wanted students to have a chance to have a deeper understanding of metaphors, and learn how to decode their meaning. This can often times be a struggle for young students, but with this graphic organizer, students can break a part the pieces of one metaphor.
Descriptive Pattern Organizer (nonlinguistic representation)
- In order for students to do a good summative strategy of the lesson, I wanted it to be reflective of what was taught, but also beneficial for later learning. At the end of the lesson, students create this nonlinguistic representation of the information they read within the short story. This is a great tool to help generate key facts and ideas that happened in the story. A true opportunity to recall text, and apply it later.
Possible cons or barriers that you may encounter from utilization of the strategy.
Reciprocal Teaching (summarizing and note-taking)
- Some students may not seem confident in leading the class in a discussion.
- It may be hard for students to comprehend this information without the teacher’s help in generating questions.
Generating Words (cues, questions, and advanced organizers)
- Students may have a hard time creating ‘real’ words, or words that have actual meaning.
10 + 2 (other instructional/teaching strategies)
- Students may need teacher guidance in a discussion about the reading, instead of doing it on their own.
- Some students struggle with comprehension, or may have a different understanding of a passage than another student.
Graphic Organizer for Metaphors (identifying similarities and differences)
- A student may struggle with the idea of decoding a metaphors meaning.
- The graphic organizer is meant to break up the students thinking, but may confuse a student on the process.
Descriptive Pattern Organizer (nonlinguistic representation)
- Student may have a hard time coming up with five facts about one topic. This could be caused by an inability to comprehend all parts of a short story.