literacy lesson plan with evidence based strategies

Evidence Based Strategies

Alba C Ortega

Literacy Lesson Plan with Evidence Based Strategies

For Module 3 Application, I will develop a literacy lesson plan that could be

implemented school-wide. In the lesson plan, I will incorporate evidence-based

strategies from my independent research on Module 2 and from course presentations

and readings

LIT5203 Strengthening Literacy

M. Edu. In Curriculum and Instruction

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Tuesday, May 02, 2023 Grade 2

Alba C Ortega Reading

Literacy Need:

Readers need to interpret the lesson by asking themselves, “What is the author

trying to teach me?” or “What lesson did the character learn?” or “How and why did the

character change?”

Lesson Title: Identifying the Theme of a story

Overview:

Reading understanding evaluation is presently a theme of discussion and some

apprehension (Paris & Stahl, 2005). Recognizing the theme of a story is a difficult order

skill and involves the reader to make an interpretation. Subsequently, some students

have a problematic time recognizing themes. Because this skill is often assessed on

state reading tests, it is important that your students recognize themes with logical

consistency. I find that correctly teaching students how to recognize themes goes a long

way in the direction of meeting this goal.

Standards:

RL.2.1 Ask and answer such questions as who, what, where, when,

why, and how to demonstrate understanding of key details in a text.

Objectives/Learning Outcomes:

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In this lesson students will increase a fundamental comprehension of two of the

characters. They must come away comprehending that Jack and his mother are poor,

can no longer trust on their cow for food, and that Jack is ready to aid his mother with

their difficulties. Students will need to be able to find key elements in the text and

generate a drawing with descriptions based on those details. This lesson will deliver a

basis for the students to later understand the motive behind Jack’s determination in

defeating the experiments hi faces in the story.

Special Materials:

1) Copies of the anchor text “Jack and the Beanstalk” for each student.

2) Copies of the student notes sheet for each student.

Name: _________________ Date: ___________

Student notes for: Jack and the Beanstalk

Day: 1

1. Who are the characters in the story?

2. What problem do Jack and his mother have at the beginning of the story?

3. The author says that Jack’s mother is “wringing her hands.” What does this

mean?

4. How does Jack try to help his mother?

Name: _______________________________ Date: ___________

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Focus question: Using evidence from the text, how can you describe Jack and

his mother at the beginning of the story using pictures and words?

Procedures:

Give students pencils to make notes about the text as they look for words they

are uncertain of during the first read, and when they look for details about Jack

and his mother later in the lesson.

Give to each student the “Student notes Sheet”. It will provide students with the

text dependent questions related with this lesson.

During class, students can use this sheet to record their responses to the focus

question.

Following class, collect student notes to use as a formative assessment.

Explain to students that they will be concentrating on Jack and the Beanstalk for

the week. Tell them that it is a fairy tale, and that fairy tales have been retold for

hundreds of years. This means that this adaptation may be different than the one

they must have heard before.

Give students time to read and look at the story on their own, circling words they

are not familiar with.

Confer for a moment what the students observed about the story. Were the

differences between this one and the one they were familiar with? What words

were unfamiliar?

Presentation:

Reread the story aloud, stopping momentarily to talk over any vocabulary words

that fall in the first quadrant that weren’t conferred earlier.

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Identify the characters in the story. Once students are able to identify the

characters, they will be able to additional discover the individualities of those

characters in following questions and tasks.

Answer: The characters in the story are: Jack, Jack’s mother, a man with the

beans, a giant, and a giant’s wife.

Assessment:

Look for students: properly recognize all of the characters in the story, and make

sure that students go back into the story to find all of the characters.

Guiding questions and prompts: 1) what are characters? 2) Who are the people

in the story?

Notes: Remind students about what a character is.

In order to check if the students built a consideration of the family’s poverty they

should be able to explain Jack’s motivation to overcome later challenges.

Look for student’s answers:

Jack and his mother are poor. Jack’s father has died, leaving his mother a

widow. Both of them count on the cow to offer milk that they can exchange for food. In

spite of the cow has stopped providing milk.

They should recognize that the family is poor, count on the cow for food, and that

the cow has stopped providing milk.

Students should give details to confirm their answers.

The following are questions and prompts to help students to reflect and to show that

they have understood the text main parts.

1) Who lives with Jack?

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2) Can you define widow?

3) What happened to Jack’s father?

4) How do Jack and his mom depend on the cow?

5) What does the cow give to the family?

Notes the teacher should add to her/his lesson:

The word “widow” is not described in the story, and the teacher will need to

support an additional comprehension of what has happened to Jack’s father.

The teacher will need to build some background around exchanging in order for

students to comprehend how Jack and his mother use the cow’s milk to

exchange for food.

Learners may have some difficulty in making conclusions that because the cow

has stopped supplying milk, Jack and his mother will have nothing to eat.

Teacher will take into account enabling discussion around this after the students

have a comprehension of what jack and his mother use the cow for.

The purpose of the following question, (Why is Jack’s mom squeezing her

hands?) is to help my students understand that Jack’s mom is concerned. This

will help to explain Jack’s later behaviors. Students should answer that when

people squeeze their hands they are regularly concerned about something.

Jack’s mom is concerned about the cow not providing milk.

What teacher should expect from students:

Going back into story for information

Linking “ squeezing” to previous information about worrying

Supposing why Jack’s mom is squeezing her hands

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Directing questions and prompts:

Show me what you understand “squeezing your hands” look like.

Have you ever seen anyone squeezing their hands? How were they feeling at the

time?

Why should Jack’s mom be worried?

Teacher’s Notes:

Even though there is some circumstance to provision the word “wringing” the

teacher need to deliver additional information about what it is by demonstrating or

explaining.

Reason:

The goal of this query is for students to advance understanding into Jack's

character and a better grasp of his incentive for later tests. Students will need to look for

particulars in the text in order to answer this question.

Response:

Jack proposes to trade the cow at the marketplace.

Teacher makes sure students go back into the text for more information.

Controlling inquiries and prompts:

What did Jack say he would do after his mother was wringing her hands?

Teacher’s Notes:

This question is a basic one but very important to call attention to how eager

Jack is to aid his mom.

Reason:

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This query is designed to argument the learners in the text preliminary with a

basic perception of the two characters. Learners need to have a sense of the

scarceness they are confronting, and that Jack is prepared to aid his mom. This will

shape to an identification of why he needs to defeat the test of poverty and what pushes

him to continue when confronting those tests.

Response:

Drawings and subtitles would determine that Jack and his mom are deprived.

This might be demonstrated in numerous ways like little house, unkempt clothing, etc.)

Jack’s mother is a widow, and they both rely on the cow as a font of milk to trade for

food. The cow discontinues delivering milk, and Jack’s mother wrings her hands,

demonstrating her concern. Jack is enthusiastic to bring the cow to the marketplace to

trade it to aid his mom.

Teacher will expect the following responses that will include many facts associated with

the story:

1. Drafts that contain Jack, his mom, and other associate facts such as a home, a

cow, etc.

2. Subtitles like widow, deprived, concerned, or supports his mother for the

individuals.

Controlling queries and persuades:

1. Imagine Jack’s appearance. Say to your classmate what you realize.

( Replicate the same question with Jack’s mother)

2. In what way might you demonstrate that jack and his mother are deprived

in a picture?

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3. Besides that what could you supplement to a draft to define Jack and his

mom?

Extra Proceedings:

The teacher might need to assist the learners over subtitles. Teacher can

demonstrate models from additional story and suggest some opinions to the entire

group.

Presentation

Teacher’s Proceedings: Educator will use the subsequent queries as an

involvement implement for learners who make a great effort to response the emphasis

inquiry. The inquiries use a metacognitive method to demonstrate the aimed reading

understanding proficiencies.

Applying assistance from text, how can you define Jack and his mom at the

launch of the text using images and writings?

In this session you will study how to show a supportive of important facts about

characters by reading and imagining.

Let’s Review:

Fairy Tale

Characters are the people and animals in a story.

Key Details:

The boy had bright brown eyes.

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The house was green.

Reread the part of the passage when the characters are first introduced and

underline details about the characters.

Ask yourself, “What do these details tell me about these characters?”

A poor widow with a son Jack and his mother take care of themselves.

The milk from the cow Not much money to live on

What shall we do? Wringing hands Jack’s mother is worried and doesn’t know

what to do

All right mother we will sell cow Jack tries to make his mother feel better and help her

sell the cow

Make a picture in your mind to represent what each character should look like

and make a sketch.

Think, what other details are important to know about these characters and add

to your picture and write captions.

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Mom is worried. She is a widow.

Jack tries to be helpful. Jack has an idea.

Think, what other details are important to know about these characters? Add to

your picture and add captions.

Using evidence from the text, how can you describe Jack and his mother at the

beginning of the story using pictures and words?

1) Reread the part of the story where the characters are first introduced and

underline the details about the characters.

2) Ask yourself, “What do these details tell me about these characters?

3) Make a picture in your mind to represent what each character should look

like and make a sketch.

4) Think, “What other details are important to know about these characters?

Add to your picture and write captions.

In this lesson you have learned how to demonstrate an understanding of

key details about characters by rereading and visualizing.

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Closure/Teacher Reflection:

Throughout this type of lesson, teacher will emphasis on illustrating deductions

inside and through textbooks, making associations between texts, and replying to text

by assessing its plan and its main mechanisms.

By watching each student operating in the small group, the teacher can transmit

or reteach singular learners or a small group if learners are having trouble with picture

their suppositions.

As the teacher walks between the groups, she/he may use a list of student

names to register subjective summaries and data concerning learners’ contribution,

information of getting deductions, and use of reading approaches.

By watching each learner working in the small groups, the teacher may convey or

reteach singular learner or a small group if they are encountering complication detecting

literary components or with encountering citations from the story as indication of the

components.

By detecting each student working in the small groups, the teacher can

readdress singular learners or a small group if they are encountering trouble

recognizing literary fundamentals or with encountering citations from the story as

indication of the components.

Gathering the diagrams for the continuing activity will suggest the occasion to

measure each learner’s requirements.

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Teacher can use the following checklist to assess her/his students’

comprehension:

Student deducts centered on story support.

Student mentions suitable citations from the story as indication to backing

suppositions.

Student reveals the aptitude to associate important literacy features like location,

personalities, struggle, and decision topic amongst two or more texts.

Learning to create, assess, and manage evidence in new means is the key to

training learners for the world beyond of school. I believe we can no longer consent

literacy advance to language arts teachers. Each teacher need understand to example

their intellectual procedures and “make the unseen noticeable” to students. With the

narrowing of the higher-order intellectual sequence, the literacy merge will be absolute.

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Reference:

Paris, S.G., & Stahl, S. (2005). Children’s reading comprehension and

assessment. Mahwah, NJ: Lawrence Erlbaum Associates.

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literacy lesson plan with evidence based strategies

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