Lesson Plan Template- Michele Morelli

Reading Selection:
Lesson 1- Beastly Feasts! A Mischievous Menagerie in
Rhyme! by Robert L. Forbes
Lesson 2- Level A book from reading specialists collection

Effective Instruction Is:

Strategic- explains to students
What to do
How to do it
When and why it is used
Explicit
Shows students what to do
Helps them do it
Provides opportunity for independent practice

Focal Strategy: Read-aloud, sight words,

Introduction of the strategy:

Lesson 1-For my first lesson this week, Id like to work on sight words; we only touched on sight words briefly throughout
this semester, so I figured Id see how she does with them. I chose a poem from Beastly Feasts! A Mischievous
Menagerie in Rhyme! by Robert L. Forbes titled, Panther Cakes. This poem has many recognizable words in it,
and it is very funny. Following the reading, I will ask her if she could point out any words that she recognizes from the
poem. If she would like to read another poem from the book, I will allow her to choose one. Following the read aloud, I am
going to play a game called Slap it, which is a game to reinforce sight words. She will have a magical fly swatter, and
on the floor with be little bugs with sight words on them. When I call out a sight word, she will have to find it on the floor
and swat it!
Lesson 2-Since I am doing two lessons this week, Id like to continue with working on sight words. We will first, as usual,
share a book together. If I do not find a level A book I like from the reading specialists room, I could always use the book
from my first lesson, Beastly Feasts! A Mischievous Menagerie in Rhyme! by Robert L. Forbes. There is a
poem called The Happy Kangaroo, which also has many sight words in it. I will again ask her to either flip through the
book or look at the poem and point out any recognizable words. Following the read aloud, we will go over the sight words
we used from lesson one, making sure to build up that prior knowledge. I will have them written on flashcards so she can
refer to them throughout the rest of the lesson. We will then play a sight word game with popsicle sticks. Each popsicle
stick will have a different letter on it; she will be given a word, and asked to spell it using the popsicle sticks.

Modeling the process:

Lesson 1-During the read-aloud, I will be modelling my thought processes aloud so she can see how a literate reader
thinks during reading/listening. When we get to the game, I will model to her how to swat the words carefully so she does
not rip them up. Following that, I will model an example for her; for instance, if I say the word you, I will find the bug on
the floor that says you and swat it!
Lesson 2- During the read-aloud, I will be modelling my thought processes aloud so she can see how a literate reader
thinks during reading/listening. When we get to the game, she will absolutely need some modelling. I will tell her to
choose one of the sight word flash cards that she knows, and to read the word aloud to me. I will then search through the
popsicle sticks and spell it out; I will make sure to speak using metacognition, so she clearly sees my thought processes. I
may have to do this a few times until she is comfortable.
Guiding the process:
Lesson 1-I will be helping my student the entire way. During the read aloud, I will be guiding her through the thought
processes that literate readers have. I will also guide her through the entire game. We will look at each bug together
before we begin the actual game; we will sound the words out and identify each one, just to reinforce and build prior
knowledge.
Lesson 2- I will be helping my student the entire way. During the read aloud, I will be guiding her through the thought
processes that literate readers have. I will also guide her through the entire game. Each word that I choose for her to
spell will be sounded out, and I will ask her questions such as, Forhmm fffff forWhat does the word for start with?
Can you find the popsicle stick with an F on it?
Independent practice:
Lesson 1-For independent practice, I will take the swatter and she will take the list of words. I will ask her to read three
of the words we used today from the list, and help me find them so I can swat them!
Lesson 2- For independent practice, I will allow my student some free time to mess around with the popsicle sticks and
make words of her choice. If she does not make words on her own, I will prompt her: Your favorite movie in the whole
world is Frozencan you give me a word that describes that movie? Lets try and spell it together!