Lesson Plan

Manchester College

Education Department

Lesson by: Julie Hamm

Lesson: Alexander the Terrible, Horrible, No Good, Very Bad Day Approx Length: 30-40 minutes Grade intended: 3rd and 4th graders with a pt or 2nd grade reading level Academic Standard: 1.3.1 Identify and describe the plot, setting, and character(s) in a story. Retell a story's beginning, middle, and ending. Performance Objective: After hearing the teacher read Alexander and the Terrible, Horrible. No Good, Very Bad Day, the students will use the illustrated pictures from the book to orally describe each event in the book with 100 % accuracy. Assessment: The teacher will listen to each child describe what was happening in Alexander's day in the picture they have. He/she will have a post it note with all the students' names on it. If the child cannot describe the event in the picture, the teacher will underline their name. If the student is able to describe the event in the picture, their name will be left alone. This would be an informal assessment just to see who needs to work on this skill. Advanced Preparation by Teacher: Make copies of pictures from the book Alexander and the Terrible/ Horrible/ No Good. Very Bad Day Get the book Alexander and the Terrible, Horrible/ No Good, Very Bad Day Obtain a timer White board/chalkboard Markers/chalk Notebook and pen/pencil to write with - The students will need their reading journals

Procedure:

Introd uction:

Today we are going to read a book called Alexander and the Tembte, Horribte. No

Good, Very Bad Day. Ask them what they think this book is going to be about from

the title. (Give them some time to make predictions).

Step by Step: 1. Read the book out loud 2. Tell them they will be using pictures as prompts to help them remember all the events that made Alexander's day so terrible (Blooms, Comprehension) (Gardner, Verbal/Linguistic).

3. You will give each student a picture and they will describe the events happening in that picture when it is their turn (Bloom's Comprehension) (Gardner, Visual/Spatial). 4. After each student has gone at least once and the story has been retold, ask them how they feel about how Alexander handled his bad day (Bloom's Evaluation). 5. Ask them if they have ever had a bad day and explain what they did to help them get through that bad day (Bloom's Application) (Gardner, Intrapersonal). 6. Create a word bank of their ideas on the board to help them when they write their paragraphs (Gardner, Visual/Spatial). 7. Set a timer for 3 minutes and do a "speed write". 8. Have them write for 3 minutes about what they do when they have a bad day and count their words when the timer beeps (the teacher should do the activity as well to model how to do it and what their finished product should look like) (Bloom's Application) (Gardner, Verbal/Linguistic). 9. See if they improved from the last time they did a speed write.

Closure: Have each child share what he or she did on their bad day (Gardner, Verbal/Linguistic, and Intrapersonal). The teacher will be the last one to share. Finally, the students will take their Reading Counts quiz. Adaptations: This lesson was already adapted for a special education class, but here are a few more possible adaptations. - Having the word bank on the board will help the students think of something to write about or help them spell words. The word bank is full of their ideas, so they should be able to write about something on the board. - Sean will have his homemade "dictionary" out that has words such as (is, because, will, etc) to help him write. - The teacher will read the story out loud instead of having them read it by themselves

Self Reflection: ../ I think this lesson went very well. I modeled this lesson after one I had seen Mrs. Dale do and I really enjoyed it. She explained to me that it is a form of an RTI activity that she found on a website. They do not do speed writing as often as she would like, but she does it when she can. ../ The students enjoyed the book and everyone passed their Reading Counts Quiz! I think listening to the story and then retelling the story really helped them comprehend and remember what was happening. ../ I would change the way I categorized my work bank because I think most of them might have been confused by it. I would have written phrases that

were broader instead of writing down almost exactly what the student had said. 0/ Before we started the speed write I should have reviewed capital letters at the beginning of sentences and periods at the end because some students did not do this. Also, I would have made the point that we should write in complete sentences. One student made a list instead of writing a paragraph. 0/ Overall, I think my lesson went quite well and I would be willing to use this in my own classroom.

Manchester College Differentiated lesson plans- EDUC 3 J 5 r;:;,4.•

tl.: I

~t

~ ,. ).'

.:·~~:?I it /'

~",

1

!;

Name:

/'.

C-HAM/'

Teacher: Mrs. - -Gust -Title of Work: Criteria 2

Lesson does not Lesson does not Me Lesson Plan Format i follow follow MC format MC format or but does state with explicitly stated state academic academic Academic Standards. standards. standards. !

Points 3

4

Lesson plan follows most of the MC format and explicitly states academic standards.

Lesson plan

follows MC

format correctly

and explicitly

states academic

standards.

Objectives are Objectives are Obi . included, but are . . jectives are included, relate to wri not correctly an d . we ll written, Objectives arc not I II stated academic Lesson Plan Objectives written or do not corre ate we to included. standard(sO, but d d . relate to the stated . state aca erntc are not wntten d() d academic stan ar s. correct Iy. standard(s). Procedures can Procedures are be easily Procedures are Procedures are replicated by clear and !Procedures are unclear' mostly clear and thoroughly written, and do not include references to others including including Gardner's MI .atternpts to include Gardner or Bloom Gardner and Bloom's and Bloom's Taxonomy Gardner and references. Bloom are questions and the Bloom references. questions. use of Gardner's attempted. MI. Lesson

thoroughly

Lesson includes Lesson includes more than two details reasonable

Lesson does not one or two include reasonable reasonable adaptations

reasonable Adaptations/Modificationsi adaptations adaptations and/or and/or

adaptations and/or modifications

modifications. and/or modifications. that are

modi fications. exemplary.

3-4 errors in I .z errors in No errors in

5 or more erros in grammar and/or grammar and/or grammar and/or

grammar and/or Grammar and Spelling spelling arc speJling arc spelling are

spelling are present. present. present. present.

Total----> Teacher Comments:

;

/

.1-.;.-.

Lj

l

/

'-.J.;