Standard 1: Alice will read, write, listen, and speak for information and understanding.
- Distinguishing between fact and opinion
- Identify information that is implied rather than stated
- Recognize how new information is related to prior knowledge or experience
- Make inferences and draw conclusions, on the basis of information from the text, with assistance
Standard 2: Alice will read, write, listen, and speak for literary response and expression.
- Select literary text on the basis of personal needs and interest and read silently for enjoyment for extended periods
- Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning
- Make predictions, draw conclusions, and make inferences about events and characters
- Use previous reading and life experiences to understand and compare literature
- Use knowledge of story structure, story elements, and key vocabulary to interpret stories
- Compare characters in literature to people in own lives
Standards 3: Alice will read, write, listen, and speak for critical analysis and evaluation.
- Evaluate information, ideas, opinions, and themes in texts by identifying
- A central idea and supporting details
- Details that are primary and those that are less important
- Statements of fact, opinions, and exaggeration
- Missing of unclear information
- Compare and contrast characters, plot, and setting in literary works, with assistance
- Identify different perspective, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text
- Analyze information on the basis of new or prior knowledge and/or personal experience
Standards 4: Alice will read, write, listen, and speak for social interaction.
- Share reading experience to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups
- Respect the age, gender, position, and cultural traditions of the writer
- Recognize conversational tone in friendly communication
George Mastrogiannis
Literacy Lesson
CEDC 704
04/26/10
The Lesson Plan Format
(Adopted from Debbie Miller, Teaching with Intention)
Focus/Brief Description
My choice for Alice’s literacy lesson is the Arthur Cohen Doyle classic The Adventures of Sherlock Holmes. She will be able to engage this text through guided and independent reading. I have learned through my Child Study that Alice thoroughly enjoys chapter books about mystery and suspense. Alice seems to get into the minds of the protagonists in the previous stories she has read such as Mr. Benedict in the Tales of the Benedict Society and the Perilous Journey. It is this rapture she finds in the story that I thought that Sherlock Holmes would be a great next step. My observation of her reading gave me the sense that she is struggling with vocabulary and comprehension.
Having to read the more difficult text can challenge Alice to expand her reading vocabulary. I will communicate to her that she can ask for help in understanding more difficult words as well as comprehension of the story.
Goals/Objectives
Test her ability in understanding the plot, the characters, and the vocabulary of the story. Her running record showed that she had a score of 98% reading of the Benedict Society and would benefit Alice to have a more challenging text within her range of 92% to 95% in independent reading. Also Alice will be reading a book that will engage her imagination which I hope to have her write about in a reading journal that is to be used in conjunction with the story. This will provide me with feedback about the difficulty that she might have with the story and if it is a fit for her development as a reader. Also, help her with the vocabulary of a more challenging text.
Materials Needed
The Adventures of Sherlock Holmes, by Arthur Cohen Doyle and a reading journal, plus Post-it Notes.
The architecture of your lesson/procedures
(for each session, include what you want students to do and what you will do AND prompts and questions foe discussion)
Modeling/Thinking Aloud
I would ask Alice if she ever wondered how her parents could tell if she had not brushed her teeth or done her homework. That they could investigate to find out, and that is how Sherlock Holmes solves crimes by reading peoples’ body language and observing tiny details to find clues to solve the case. In conjunction with this I will ask her what she knows about early 20th centry England, what kind of peticular English they spoke and how they dressed.
Demonstration
To demonstrate that she is able to relate to the text, I would ask Alice what character she most identifies with in the story. What parts of the story does she like most? What would she do with the responsibility if she was that character? How would she go about collecting clues? And what makes this story different from The Benedict Society which she had read previously?
Guided Practice
Using Sherlock Holmes I would start off with an investigation of the story in a reading conference. In the reading conference we could read the story together by trading off paragraphs or whole pages. This process would help to scaffold the pronunciation of difficult vocabulary. Then I would incorporate a guided reading with other students so they can be zones of proximal development for better understanding.
Independent Practice
After the guided practice I will have Alice complete reading two more stories from the book and write a response to the reading. She will have to give character names and what the gist of the story was about.
Assessment
Alice will hand in her completed work and I will evaluate her response using a literacy rubric based on three levels. Writing, inferrential and literal comprehension, and made a text to self connection.
Also, did she build her own questions based on what she read.
