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Reading-Writing Lesson 2

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78 views3 pages

Reading-Writing Lesson 2

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api-543930057
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We take content rights seriously. If you suspect this is your content, claim it here.
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Geneva College

Beaver Falls, PA
Reading/Writing Lesson 2
Name: Abigail Harper Date: 10/05/2021
Course: EDU 434 Grade: 3 rd

I. Topic

Reading: Reader’s Theater

Writing: Story Break Apart

II. Reference to PA or Common Core Standards

CC.1.3.3.B: Ask and answer questions about the text and make inferences from text;
refer to text to support responses.

CC.1.3: Reading Literature: Students read and respond to works of literature - with
emphasis on comprehension, making connections among ideas and between texts with
focus on textual evidence.

III. Learning Objective

Select students will be able to re-read the reader’s theater script while modeling fluency
during a group reading. The rest of the students will be able to follow along with the
script.

The students will be able to answer questions about a small story using a graphic
organizer.

IV. Materials
 Take Me to Your Litter
 Graphic organizer with story

V. Lesson
A. Introduction

To begin the lesson, the teacher will show a variety of pictures of pollution that is
caused by littering. The teacher will discuss littering and connect it to the students’
reader’s theater story.

B. Lesson Development

After going over the pollution pictures, the teacher will direct the students to take out
their reader’s theater script. The teacher will then review the story with the students by
asking some of the following questions:
“Who are the main characters?”
“What is the main idea of the story?”
“What are some details you can remember?”
“What is the conclusion we came too?”

These questions will link to the writing activity the students will do later in the lesson.
The teacher will then assign roles to the characters in the script. Once the roles are
picked, the teacher will have the chosen students read the story. The teacher will
instruct the students to read fluently and give expression in their voices. The students
will then read and the rest of the class will follow along. The teacher will watch the class
and make sure everyone is paying attention and staying on task.

After re-reading the script, the teacher will pass out a graphic organizer to the students.
The graphic organizer is a writing activity that will help the students break apart a story.
The teacher will read the short story to the students. After reading the story, the
teacher will re-read it, instructing the students to pay attention thoroughly.

After reading, the teacher will go over the graphic organizer with the students. The
students will pull out the main idea, three supporting details, and the conclusion. The
students will then work independently on another graphic organizer the teacher hands
out. The second graphic organizer will be turned in for a grade.

C. Evidence of Differentiation
Product: The students may choose between two different graphic organizers. One
organizer is set up in a bubble format, while the other is more uniformed boxes. The
students can decide which one makes more sense to them.

D. Closure

To close the lesson, the teacher will review the main idea, supporting details and
conclusion from the reader’s theater script to tie in the reading and writing portion of
the day’s lesson.

VI. Assessment/Evaluation

Formative: The teacher will assess the students’ ability to read fluently and follow along
through group reading and questioning.

Formative: The teacher will assess the students’ ability to answer questions about a
short story through a graphic organizer.

VII. Modifications and/or Accommodations

The teacher will model the second graphic organizer so the students have a visual model
of what is expected of them.

VIII. Self-reflection

This was the second lesson for the reader’s theater, but it was the first day we actually read
through the whole thing. The previous lesson, I had noticed during reading that the scripts were
printed incorrectly. It worked out fine, but I know the students were disappointed they didn’t get to
hear all the story, so they were very excited for the lesson today.

I passed out the new script to the students, and they were very excited to go through it. I
decided to assign parts even though we had not read through it as a class. The four students I chose
were very eager to start reading and modeled fluency very well. After the reading, I passed out a
graphic organizer that breaks apart a story. I worked through it with the students. After going
through the story break apart, I passed out another one for the students to do independently. The
students enjoyed breaking apart the mini story on the paper, and they even asked if they would be
doing it for their reader’s theater script.

Cooperating Teacher Approval: _________________________________

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