Field Experience Lesson Plan EDT 346E

Name Cara Hearty

Area of Reading Comprehension Grade Level First

Based on the students needs and discussions with the classroom teacher, todays lesson
will be as follows:
Goal of the Lesson:
I was able to implement this lesson with the
student that I tutor. I wanted to do this because I
had not discussed comprehension with her yet.
My goal for this lesson is for her to be able to
visualize what she is reading. I want to be able
to read the story, without showing any of the
pictures, and I want her to be able to draw out
what is happening in the story. She will be able to
draw what is happening in the story and will be
able to retell what happened in the story based on
what she has drawn. For this specific lesson, I will
be reading The Recess Queen, written by Alexis
ONeill and illustrated by Laura Huliska-Beith.
Standard:
Ohios New Learning Standards | English
Language Arts
Strand: ReadingLiterature
Topic: Key Ideas and Details
Standards Statement: Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
Setting the Purpose:
Although there are many different methods of teaching comprehension, I thought that this
would be fun for my specific student. My specific student has expressed interest in
engaging in activities that are hands-on and require deeper thinking (i.e. games, drawing,
etc.) This is why I decided to allow her to draw what she thinks is happening in the story.
This way, she can focus on key details and decide what is important to include in her
picture. This teaches her the necessary skills for comprehension.
I found this lesson on a Pinterest site (http://lessonplansos.blogspot.com/search?updatedmax=2012-01-17T17:33:00-06:00&max-results=7&start=7&by-date=false) and decided

that it is the perfect lesson for my student. It allows her to be hands-on, while also
engaging in an effective comprehension activity.
Activate background knowledge:
At the beginning of this lesson, I will provide
discussion questions about how, when reading,
often times, readers visualize what they are
reading. It is easy for some students to place a
movie in their head. When connecting what she
already knows to what she is learning, I will
connect this lesson to The Cat In The Hat. The
week before this lesson was implemented, we
read The Cat In The Hat. We then made a
compare and contrast graph with information
from the book compared to information from the
movie.
Remember last week when we wrote all about
The Cat In The Hat? Remember when we wrote
things that were similar to the book and the
movie? Me too! When I read The Cat In The Hat
to you, were you thinking about the movie in your
head? Were you making your own movie? Today we are going to make our own movie in
our own heads in order to better understand what is happening in the book.
Strategy followed by step-by-step activities:
1. Sometimes when we read books, we visualize what we are reading. Do you know
what I mean when I say that we visualize what we are reading?
a. Student responds with what she things visualizing means.
2. Great! When we visualize something, we see it. When we read books, sometimes
it is fun to picture a movie happening inside of our head, just like The Cat In The
Hat
a. Student will make a connection between The Cat In The Hat movie and
what she was thinking about when reading the story
3. Today, we are going to be drawing exactly what we are hearing and thinking of.
I will read you The Recess Queen, by Alexis ONeill, and you will draw what you
hear and what you see in your head. I will not show you the pictures in the story
until I read it a second time. Make sure to focus on the key details in the story.
a. Student will then listen as the teacher reads the story out loud. She will
draw what she sees.

4. I am so excited to discuss with you what you decided to include in your

drawings. Can you tell me about what you visualized?
a. Student will show what she understood from the story and discuss what
she drew. Teacher will ask questions to ensure that student understands
what the story is about.
5. Those drawings were amazing! Now I am going to read the story to you again,
but this time I am going to show you the pictures. Lets see if the pictures match
what you drew!
a. Teacher will re-read the story and show the pictures to the student. The
student will point out what parts of the story she drew.
6. I hope you had so much fun doing this. Sometimes, when we read, we make our
own movie in our head. This happens a lot when someone reads a chapter book.
Has your teacher ever read you a chapter book?
a. Student will reply
7. Awesome! A lot of chapter books do not have pictures in them, so it is up to you
to visualize what is happening in the story to create your own movie in your
head I want you to take what you did today with you and use it with some of the
other stories that you hear read to you. You do not always have to draw, but think
about a movie in your head so that you have an easier time retelling the story to a
friend. I enjoy this activity a lot! You had many things to tell!
Formative Assessment and data collection:
The formative assessment that I decided to use for this lesson is the completion of the
Visualize worksheet and the oral telling of what happened during the story. She will be
able to tell out loud what is happening in her pictures, which matches the story. I will
collect data through the collection of the Visualize worksheet.
She was able to draw most of the story and tell the basics of the story with key details.
She was able to name the characters and name the characteristics of each character.
Lesson Reflection:
I had a lot of fun doing this lesson. This is the first field experience lesson that I
implemented with my tutoring student. I think that she also enjoyed it thoroughly. I was
able to connect with her on many levels. She was able to tell me about different times that
she had to visualize the story in her head. She brought up the concept of visualizing when
being read a chapter book, before I even had the chance! She expressed her opinion of
visualizing and said that she enjoys doing it because it gives her the freedom to make her
own thoughts. She said that it was fun to make the characters look the way that they
wanted them to. This made me think of how I could have improved my lesson. I think
that she would have enjoyed the lesson more if the book was a chapter book without an

actual character. After she drew her pictures, we read the book again. I asked her, Is this
how you imagined the characters looking? and she responded No. I think that it would
have been more effective if she could completely create her own character.
I realized halfway through the lesson that what she may think is a key detail might
not be what I think is a key detail. She highlighted the parts of the story that stood out to
her, but those were not exactly what I thought were key detail. Regardless, she was able
to retell the story and answer questions about the story on her own.
I think that I will 105% use this type of lesson in my future classroom. The
teacher that I observe in field just started using interactive journals for students to draw
what they see when she reads the chapter book. I think that this is such a good idea. I
think that the students really enjoyed being able to draw what they saw and comparing it
to the other students. They loved sharing what they interpreted as well.

Example of Student WorkThisisMeanJeanand

KatieSuetangledinthe
jumprope

ThisisMeanJean
chasingotherkids

ThisisMeanJean
flatteningtheotherkids