Reading Lesson Plan #2

Reading Lesson Plan # _2_ Rationale (What evidence do you have that your focus students need to learn this skill/strategy?): My mentor teacher is encouraging students to answer questions after she reads a story and she think to let students make connections to the stories will really help them to move on to summarizing the story. So I picked two stories that are very easy to relate to students’ life to teach them text-to-text connections. Objective for this lesson (performance, condition, criteria): Both of the students will be able to compare the difference between the two stories and will be able to answer the questions on the back of the story. Students also will be able to try to compare the texts and relate to themselves then explain their answer use reasoning logical sentences. Materials & supplies needed: The Three Little Pigs by Sue Graves, The Fourth Little Pig by Teresa Celsi

Procedures and approximate time allocated for each event  • Introduction to the lesson (_3_ minutes)     I will give a brief introduction on what I will do and what I want the students to do in this class. I will tell them that I will read two stories two them and I will ask them some questions after reading the stories. I will introduce the books to the students, one of the book is The Three Little Pigs, this is a traditional book that they are familiar with, and the other one is The Fourth Little Pig which includes the same characters in the traditional three little pig story, but a completely new different story. I will have them to have an idea that I want them to compare what is different in the second story to the first one. • OUTLINE of key events during the lesson (_25_ minutes)    Students will be listening to me reading the stories. There will be no question asked during the reading of the first book since it is a story that students are familiar with. I will ask them the questions that printed on the very back of the book such as “Which little pig made a house of straw? Who wanted to eat the three little pigs? What happened when the wolf went down the chimney?” When reading the second book, because it is a book involves unfamiliar words to the students and it is a new story with the same characters as the old story, students are very easy to get confused, so there will be questions asked along reading the second book like “who is the fourth little pig? What’s her name?” “What did she do here?” to make sure students understand what is going on in the new story. After reading the two stories, students will be answering questions of what are the differences and similarities between the two stories, and how do they feel about the two stories, which one do they like better and why. Students are expected to express and explain their answers in a clear and logical way. • Closing summary for the lesson (_10_ minutes) After students have compared the two stories and answered the questions on the back of the books, I will lead students to talk about how these stories can be connected to their lives. I will ask them did the two stories make them think of things happened in their life and if so, what is that thing. I will help them to make reasonable connections and ask open-ended questions to encourage them to relate more to the stories with their personal experiences. I will give them my answers and reasoning to share. Students are expected to talk about parts in the stories and relate them logically and reasonable to their own experiences. They are also expected to be able to express their feelings towards the stories and characters and being able to give reasons why to explain that they have felt that way. Ongoing-Assessment: I will let students to find out the parts in the second book that they think are different from the first book in the second book without reading the story again to them. They will be expected to be able to find the page that contains differences and then explain why they think it is different and what makes it different from the original story.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? Based on what I know about my focus students, they are really smart but they have short attention spans. They are good storytellers and they enjoy listening to stories, so I think this activity will help them focus and stay interested. They are active when they are doing story reading and telling with my mentor teachers, and they always come up with valid answers and reasonable ideas. I think good questions needs to be asked in this lesson because they are very active thinkers and the second story could be really confusing if the teacher couldn’t give clear instructions on what she wants the students to look for in the story. I think when reading the book, it is very important to give explanations to new to the students to help them to get a better understanding of the story.