First+Lesson+Taught

Lorien Nemeth and Monique Kuhl ELD 308-02 ** Lesson Plan 1: Interactive Read-Aloud: Active Listening ** ** Grade: ** 4 ** Time: ** 15 minutes ** Standard: ** 3.4.4 A. Active Listening 1. Listen actively for a variety of purposes such as enjoyment and obtaining information. ** Objective: ** The students will employ active listening strategies such as making predictions, connections, and inferences about life in colonial America throughout the time in which the teacher reads the text aloud. ** Materials: ** // Katie’s Trunk //by Ann Turner, illustrations by Ron Himler ** Lesson Sequence: **  · ** Before Reading(Miss Kuhl): **  o “So boys and girls remember how we have been talking about life in colonial America, and how different it is from our lives today?” Look around to make sure everyone is nodding and on board. “Before we begin I just want to highlight some vocabulary that may be a little confusing. We know what loyalists are right? Can someone remind the class what a loyalist is?” Pause and allow for time to think and more hands to go up. Call on a student with their hand raised. If the student struggles use scaffolding to guide them to the right answer. “Okay so now that we have discussed loyalists, has anyone ever heard of the term Tory?” Pause. “Well Tory is a term in which many colonial settlers referred to loyalists, and British conservatives as. “  o “Okay class today we are going to read a story called // Katie’s Trunk, //by Ann Turner. Although there is a picture on the front cover I really would like to turn your attention to the title. “Hold up the book so that everyone can see the cover illustration and title. “Hmm, Katie’s Trunk, can anyone tell me what they think this story may be about? Remember there is no right or wrong answers, only predictions.” Call on at least two different students to share their ideas. “Very good predictions, now lets venture into this book and see what is in store. “

 · ** During Reading(Miss Nemeth): **  o Read through to the plot of the story where Katie and her family flee from there home. Pause throughout to clarify, make new predictions, and to reengage students.  o Allow students to answer, and create or build on predictions.  o When Katie and her family flee to the woods pause, close the book and say, “Hmm, I wonder what will happen next? Class what will happen to poor Katie and their family? Why do you think that? Maybe is it because they are loyalists?” Allow for some time for students to think. “Now turn and talk to neighbor.”  o Miss Kuhl will be assisting during this portion of the lesson by managing student behavior, adding to or posing possible questions or inferences, and observing and guiding student interaction and response.   · ** During Reading(Miss Kuhl): **  o Miss Kuhl will pick up reading where Miss Nemeth left off. “Hmm okay, I heard some very good predictions being made. Let’s see what happens next!”  o Miss Kuhl will continue reading through to the end of the story stopping to clarify vocabulary, encourage new predictions, and to reengage if necessary.  o Meanwhile Miss Nemeth will be assisting by managing student behavior, adding to or posing possible questions or inferences, and observing and guiding student interaction and response.  · ** After Reading (Miss Nemeth): **  o “Alright boys and girls, there was a lot going on in this story, let’s stop and think about what happened to Katie and her family.” Allow time for students to gather their thoughts silently. <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;"> o “Does somebody want to briefly recap for us?” Call on one volunteer. Guide the answer if necessary using scaffolding or even direct teaching to save time. “Okay thank you. Are we all on the same page here?” <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;"> o “So the main character here was a very brave little girl who I would say was roughly about your age. What do we think about Katie?” Call on two students. “How is Katie’s life very different from ours? Call on two students. “What did you notice in the book supports that idea?” <span style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;"> o  ** Assessment: **You could have the students go back to their seats and write a short story on what they would have done if they were in a similar situation to that of Katie’s but in a more modern day setting. Perhaps what would they do if someone was breaking into their home to steal their family’s treasures while they were hiding in the woods behind the house with their family? Then, have them go back and compare the differences in their lives to Katie’s life. What was different? What is still the same? What would you do if you were Katie, living in the colonial era and this happened to you?