Whole Group Shared Reading Lesson Plan Template

Name: Erica Shelley

Date: 3/23/2015

Classroom Location/Teacher: Farmville/Mace

Topic/Subject: Comprehending fictional

texts/Reading

Curriculum Standards
SOL(s): K.9 The student will demonstrate comprehension of fictional texts.

a) Identify what an author does and what an illustrator does.

d) Begin to ask and answer questions about what is read.
g) Discuss characters, setting, and events.
Essential Question(s):

How do I figure out what a story is about?

What does an author do?
What does an illustrator do?
What is a character?
What is a setting?

Lesson Objectives: A statement or statements of what the students will be able to do as a result of the lesson. Need
to be observable and measurable.(ABCD format-audience, behavior, condition, degree)

The students will identify the roles of the author and the illustrator of selected texts.
The students will ask and answer questions about the story.
Students will talk about the characters, setting and events from the story.
The students will be able to identify the author, illustrator, characters and setting with 100% accuracy after the
story is read.

Assessment of Objectives: Describe how you will collect evidence that individual students have indeed met the
lesson objective(s). These need to be tied to the degree or criteria from your objectives
Students will discuss what they already know about character and setting with their peers.
Students will tell me what the author and illustrator do. (Think, pair, share: whole group)
Students will character and setting activity at their seats. (individual but with support from teacher and peers)
Students will share their finished character and setting activity with the class. (individual)
BEFORE (Content, Viewing or Listening):
Teacher: Focusing attention, laying the groundwork, creating interest, sparking curiosity, students understand the
purpose the why (set a purpose, explicit explanation of expectations, modeling)
I will gather the students on the carpet with me, reminding them of the carpet rules such as no talking, sitting in
their designated spots, and also ask the students what the other rules are.
Next I will introduce our lesson and that we are going to be reviewing characters and setting. I will ask the
students if they know anything about either of those. I will ask them to talk to a partner about what they know
about characters and settings, and then I will let a few students share what they know. I clarify as needed by
saying A character is a person or thing that is in a story and a setting is where the story takes place, where it
happens.
Once we do a quick review of the definitions of character and setting, we will move into our story Tammy
Turtle, A Tale of Saving Sea Turtles. I will ask them to remind me where I can find the title of a book, and also
what the difference between an author and an illustrator is. I will get students to again, talk with a partner
about the difference, then share out. I will have a few student volunteers point to where they see the
author/illustrators name on the book. This particular book has actually has the authors signature in it, along
with pictures of the author and illustrator, so I will show the students that before beginning the lesson, to get
them hooked before I read.

Whole Group Shared Reading Lesson Plan Template

Student: Strategies to obtain prior knowledge, similarities, connections, analogies, think about thinking
metacognition (discussing, organizing, writing, vocabulary)
By asking the students what they know about characters and setting, it will give them a chance to access their
background knowledge and give me an idea of where the students are at.
Students will have a chance to discuss with a partner what they already know. I will monitor student
conversation to ensure students are on task, but this is a great way for them to share information but also
learn from their peers.
After the story the students will talk as a class about who the character was in the story, the setting and how
we knew that.
Lastly, students will have the opportunity to draw a story using a character and setting. Students have to write
a sentence about their drawing, and then I will select students to share with the class. I will monitor student
progress as they work, ensuring students are not only on task, but understanding character and setting. When
students share out, I will remind them to give their peers their full attention and respect and to not talk while
their friends share.
DURING (Content, Viewing or Listening): Strategies for active engagement with new content, what are students
doing while reading, viewing, or listening? (set a purpose, modeling, discussing, organizing, writing, vocabulary)
Right before I read the story Tammy Turtle, I will display vocabulary words, and review their definitions.
Helpful- caring, giving someone help.
Hatched-to come out of a shell
Guarded- to protect
Hurried- to go very fast; to be in a hurry
I will tell the students to give me a silent thumbs up if they hear a vocabulary word as I read the story. I will
give explicit instructions so students know that it is to be done silently, and not to be used to distract their
classmates. I will also stop at the end of the sentences that contain a vocabulary word and replace it with a
student friendly definition as I read to reinforce the knowledge of the new words.
While I read the story, I will stop and ask questions to ensure student engagement.
Students will be required to use their listening comprehension skills to help them complete their character and
setting drawing, so I will remind them to really be listening.
AFTER (Content, Viewing or Listening): How will students apply new knowledge? How will students check their
understanding? How will students be prompted to reflect on what they have learned? How will students be prompted
to reflect on how they learned it?
Together as a class, we will discuss the story. We will decide as a class what the setting was. I will ask the
students how they knew this. What helped them decide that? (ocean, sand, sea turtles, fish, sea weed, etc.)
We will do the same for the character (Tammy) and again, students will discuss HOW they knew this.
I will draw the student responses on the blackboard, so they can see the setting I drew, and the character,
which will be an example for them as they get ready to start their drawing. I will ask for the students help me
with the sentence Im going to write for my story. I will take student answers, and modify as needed. I will be
sure that students know I am modeling the activity for them
Next, students will create their own stories, drawing a character in a setting and giving me one sentence. I will
walk around to every student and get them to tell me their sentence. I will then select a few students to share
with the class, again reminding of expectations of when their peers present.
Rationale: Why teach this lesson in this way? Why give these objectives, are these the BEST strategies to choose
and use? Explain why this sequence of activities leads to cultivating the behaviors or performing the skills or displaying
the knowledge called for by the objectives.
The way I scaffolded the lesson gives students a chance to first review the concept, work with a partner to review,
watch me model what I want them to do, and then students have a chance to practice independently. The lesson and
activities correlate with the objectives because students are answering questions about the story read and also
applying their knowledge by identifying the character(s) and setting of the story.

Whole Group Shared Reading Lesson Plan Template

Reflection
1. Why did you model this lesson? After meeting with the teacher, he told me that students could really
use a review of story elements, more specifically character and setting. He also said that it would be good
to revisit who the author and the illustrator of a story are and what their roles are. This lesson served
more as a review, but its what the teacher requested that I do for my lesson. The teacher told me that the
students have a pretty good grasp on concept of print, but that it wouldnt be a bad idea to model that as I
read (which I had already planned to do). With all that taken into consideration, I used those ideas and
requests to help create my lesson.
2. What instructional techniques did you choose for this lesson and why did you choose them?
Based off the literacy needs I talked about with the teacher, I began by doing a quick books with the
students. Next I asked students where I could find the authors name and illustrators name. Next, students
got to talk to a partner about the difference between the author and an illustrator was and then share it
with me. I also incorporated vocabulary practice and allowed for students to talk about the difference
between character and setting. Lastly, I also allowed for students to practice what they learned (reviewed)
by drawing their own setting and a character in the setting.
3. Was there an important aspect of the lesson you hope the teacher understood? If so, what was it
and why was that so important? One important aspect was allowing for students to practice what they
learned with an authentic activity. Instead of just completing a work sheet, students need the opportunity
to express what they learned. By allowing them to draw their own setting and character, they can take
what they learned and apply it. Its also an easy way to assess what theyve learned.
4. How would you encourage the teacher to use or implement this technique into her instruction? I
think by complimenting the great practices he was already using to start with really helps build that trust
level. Next I would just discuss the purpose behind the instructional techniques I used and why I used
them. Sometimes when teachers see the purpose behind something its easier for them to incorporate the
techniques into their instruction. Also, by reminding the teacher by checking for student responses, and
what they say, its a good indicator is students are engaged and understanding the lesson.
5. How would you continue to support this teacher in her instructional methods? I would offer my
assistance when requested. Even by doing simple check ins, by asking if the teacher has implemented
any new instructional techniques that are working, whats not working, etc., and if I could offer any further
support. Just by offering my help and making myself available to the teacher provides support to him and
his instructional methods.

Whole Group Shared Reading Lesson Plan Template

Pictures