8/16/2019 Literacy Lesson Plan - Practicum #1
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School of Education
Lesson Planning Framework
Name: __Adam Bowering_____________ Date: November 24,
2015___Time:_8:30 am – 10:00 am
Grade eve!: _ 2______"#b$e%t: itera%& ' (ini e))on) *1, 2 +
3 + Dai!& 5 )tation)
- .rovin%ia! /#rri%#!#m #t%ome ): e-g- .roe))iona! "tandard) rom
Di)%i!ine – Taken directly from thecurriculum document, this
outcome may take more than one specific class period.
For Literacy, Students will be expected to:
1. Speak and listen to explore, extend, clarify, and reflect on
their thoughts, ideas, feelings, and experiences. - Ask and
respond to uestions to clarify infor!ation or gather further
infor!ation.
- "xpress opinions and gi#e si!ple explanations for so!e of
their opinions $% like &because'.(. Select, read, and #iew with
understanding a range of literature, infor!ation, !edia, and #isual
texts.
- )se a co!bination of cues $se!antic, syntactic, graphophonic,
and prag!atic' to sa!ple, predict, !onitor*self-correct- +redict on
the basis of what !akes sense, what sounds right, and what the
print suggests - !ake !eaningfulsubstitutions
- Atte!pt to self-correct predictions that interfere with
!eaning.. espond personally to a range of texts
. /ake personal connections to text and share their responses in
a #ariety of ways0. "xpress and begin to support opinions about
texts and the work of authors and illustrators
. espond critically to a range of texts, applying their
understanding of language, for!, and genre- respond critically to
texts. For!ulating uestions as well as understandings.
12. )se a range of strategies to de#elop effecti#e writing and
!edia products to enhance their clarity, precision,
andeffecti#eness.
- use appropriate drafting strategies for getting ideas on paper
$e.g., taking risks by using te!porary spelling or byexploring
#arious for!s, writing freely with a focus on getting ideas on
paper, co!posing si!ple text using a wordprocessor'.- use si!ple
re#ision strategies to create a !eaningful !essage $e.g., adding
on, crossing out, and starting to insertinfor!ation'.- use si!ple
editing strategies $e.g., !aking so!e si!ple corrections in
spelling and punctuation3capitals, periods4circling and correcting
a few !isspelled words4 using beginning dictionaries or class !ade
word lists as resources forspelling'.
2- earning b$e%tive) Goa! ) Big dea), 6e& 7#e)tion) –
written in )t#dent riend!& !ang#age i-e- %an9)tatement):
For Literacy /ini-lesson 51, Students will ha#e !inutes to write
about the sub6ect 7baking8. 9hey will write as !uch as theycan in
se#en !inutes, and so!e students will share what they ha#e written.
hildren can write about anything to do withbaking, whether it be
hrist!as baking, baking with their parents, and so forth.
For literacy !ini-lesson 5, Students will beco!e fa!iliar with
hard and soft 78. 9he teacher will introduce the letters using
astory $attached'. 9he story will tell students that the letter
actually has two sounds, *k* and *s*. Students will be shown a
chartindicating when these sounds occur in words. For exa!ple, the
soft 78 sound $S', happens when c is followed by an e, i or y.9he
hard 78 sound $;' happens when is followed by the letters a, o, and
u. 9he teacher will show se#eral exa!ples ofwords using each of the
letter sounds. Students will be gi#en a worksheet the following day
to assess their knowledge.
For literacy !ini-lesson 5 ne and>nly %#an +. 1-1?
8/16/2019 Literacy Lesson Plan - Practicum #1
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Hard 78 $;' Soft 78 $S'
a o u e i y
• •
• 9he teacher will read a story $attached'. 9he teacher
will
tell students that has sounds, *k* and *s*. 9he hard has the *k*
sound. And soft has the *s* sound.
• 9he teacher will instruct that hard is followed by a, o,
or
u. Soft is followed by an e, i, or y.
• 9he teacher will ask students to pro#ide (-E exa!ples
of
each letter sound. 9he teacher will pro#ide so!e ifstudents do
not know.
• %f students pick writing for their daily E choice, they
will be
instructed to write the words of the week along withsentences in
their sentence 6ournals.
• Literacy /ini-Lesson 5ne and >nly %#an. 9heteacher will
then read a section of a story $p. 1-1?
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reuest the!.
• 0uring the reading of no#el, 79he >ne and >nly
%#an8,
the teacher will guide students to appropriate responsesfor
i!portant words and the!es in the text.
E%pansion (Thin#ing ctivities, Engage $tudents in *igher
+rderTas#s).
• After each literacy !ini-lesson, the teacher will
check
students into daily E stations which include: reading toself and
working on writing. Free choices include:listening, reading to
so!eone and word work.
Evaluation ('losure, eflection, eview)• Literacy !ini-lesson 5:
9he teacher will go through
se#eral exa!ples of words using hard and soft . Aworksheet will
be used in to!orrowCs lesson to assessunderstanding.
• Literacy /ini-lesson 5
