Two+days+of+Literacy+Blocks

Monique Kuhl Literacy Lesson Planning for two days

Monday

I will read the book // Number the Stars //by Lois Lowry. While reading I will make sure to stop at appropriate times to make sure the students understand this story. This will be important because they will currently be working with this subject in history. || Teacher Role: The teacher will read the book to the class, while pausing in appropriate places to ask questions and support students learning.
 * Time || Description of lessons || Teacher Role/ Student Role ||
 * 9:00-9:15 || Read Aloud:

Student Role: While the teacher is reading the students will listen and make predictions when prompted. They are also responsible for learning about this time period through this book. || The students will move into their heterogeneous reading level groups. All of the groups will be reading the same book // Anne Frank: The Diary of a Young Girl // by Anne Frank. They will be reading at different levels and speeds, but they will all read this because I would like them to get a personal feel of how a child their age felt during this time. || Teacher Role: During this the teacher will demonstrate how the groups should run. Also, I will sit in and listen in to make sure the discussion moves along properly.
 * 9:15-10:00 || Literature Circles

Student Role: It is their job to make sure they read the correct amount of pages each time to properly participate in the discussion. They will make sure they are always asking questions, discussing different parts and participating in the conversation. || I will take the book we are doing for the interactive read aloud, which is // Number the Stars //by Lois Lowry and choose a passage with some difficult vocabulary. I will choose a passage that I read that morning to make it more relatable. We will work with the words I have underlined as small groups and the students will use reading strategies to try to identify what the words mean. || Teacher Role: I will have the passage up front with the words underlined. A student or I will read the passage out loud. After I will ask the students to use strategies they have learned to attempt to figure out what the word meant.
 * 10:00-10:15 || Interactive Vocabulary

Student Role: The students will work with the group to figure out what they believe the words meant. || A mini-lesson will be taught about how to add emotion into our writing. The book I will use is // Star of Fear, Star of Hope //by Jo Hoestlandt. After the students will go back to their stories, which will be written about the Holocaust, and try to add emotion like I had just taught them into it. I will look over their shoulders, reading their changes, to see if they understood the lesson. || Teacher Role: The teacher will make sure that the story presents emotion properly. The teacher will then instruct the students to add the emotion into their stories.
 * 10:15-11:00 || Writer’s Workshop

Student Role: During the lesson the students will actively listen and try to understand exactly what the teacher is asking of them. After they are to add emotion into their stories and be willing to share these stories with the teacher insuring they understood the lesson. ||

Tuesday

I will read the book // Number the Stars //by Lois Lowry. While reading I will stop at appropriate times to make sure the students understand the story and how it will apply to what they are learning currently. || Teacher Role: The teacher will read the story to the students and ensure that they support the children in learning the material.
 * Time || Description of lessons || Teacher Role/ Student Role ||
 * 9:00-9:15 || Read Aloud

Student Role: While the teacher is reading the students are responsible for listening intently and answering questions when prompted. || We will work on independent reading. All of the students will have books that they have chosen independently. Each child will be prepared to conference with me during this time. || Teacher Role: The teacher will be prepared to conference with as many students as possible to ensure that the child has picked a book they are able to comprehend.
 * 9:15-10:00 || Reading Workshop

Student Role: The students must actively be reading their books and recording in their reader’s notebooks to be prepared to conference with the teacher at anytime. || I will write a passage on the board that I will hand a copy to each child to edit individually. The passage will lack dialogue, emotion and will be a very simple story. The students will each take the story and add to it to make it a better story using the strategies they had recently learned. || Teacher Role: The teacher will create a simple story to hand to each child. The teacher will make sure that they guide the children to add as much detail as possible. Student Role: The students will take the story and edit them to the best of their ability. This will be useful to the teacher to see how well the students have comprehended everything. || The students will take the time to work on their individual stories about the holocaust. I will ask them to focus on the different things they have learned recently. The students will be expected to add in the details that they have been taught recently. || Teacher Role: The teacher will monitor the children while they take the time for independent writing. If needed the teacher can take students aside that are clearly struggling with the material.
 * 10:00-10:15 || Interactive Edit
 * 10:15-11:00 || Independent Writing

Student Role: The students will use all the strategies they have recently learned to improve their stories. ||