NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM LESSONPLANFORMAT

Description of Classroom:
5th grade classroom, between the ages of ten and eleven and 80% percent of the classroom speaks Spanish.

Background:
The students will do a guided reading so I can know what they words they know and what words or phrases they may or may not know.

Content Objective(s):
A guided reading lesson on the book; Junie B. Jones Has a Peep in Her Pocket by Barbara Park and illustrated by Denise Brunkus.

Language Objective(s):
Students will read out loud the book Junie B. Jones Has a Peep in Her Pocket, and help with words they may have trouble with, decode words and identify words with common spelling-sounds and recognize irregularly spelled words.

Nevada Standards:
RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.5.4. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Key Vocabulary:
Students may come across words they dont know what they mean or names of people they may not know how to say like; Beatrice, gasp, kindergarten, announcement, misunderstood, Lucille, Charlotte, Paulie Allen, smoothie and polite.

Best Practices: (put an X next to those that you address in your lesson)
X X X X Preparation Adaptation of content Links to background Links to past learning Strategies incorporated X X X X X X Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement X X X X X Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Integration of Processes Listening X Speaking X Reading Writing

Teaching Strategies:
Students will read the book out aloud to me and I will read along with them, but silently to myself and see what they know and what they may need help on, like decoding a word or identifying a word they may not know and seeing how they are spelled and sound.

Warm Up Activity:
I will introduce the book Junie B. Jones Has a Peep in Her Pocket to the students and ask them if they ever have read any other Junie B. Jones books by Barbara before, and state what the main idea of the story is about.

Lesson Sequence:
Students will read out loud Junie B. Jones Has a Peep in Her Pocket by Barbara Park, as I follow them along listening to any miscues, like a word more than one student may be saying wrong or repeating or looking at me for help they many need on a word and help students after they finish reading the page they are on, since I do not want to stop them in the mid of the sentence they are reading. Also try to make sure everyone is on the same page and is following along and paying attention to the story.

Accommodations:
I will try to get the students can read at the same pace and try to keep a nice pace, since some students read faster than other and some read slower than others, so a nice medium pace would be fine if we can, if we can as long as everyone is following along its ok and help them as much as I can and really try to listen to all of them as they are reading.

Supplementary Materials:
Five copies of the book Junie B. Jones Has a Peep in Her Pocket by Barbara Park and selected students.

Review/Assessment:
Students will read the book, learn how to say words they may not know, learn how to decode words and share a story that is similar to what happen to the main character in the book and describe how they felt

the first time they were on a field trip to a farm or anywhere.

Form: 005 JDC 4/22/08

Reflection

I did a guided reading on the book; Junie B. Jones Has a Peep in Her Pocket by Barbara Park and illustrated by Denise Brunkus. At first all the students were reading at once, but then they were all at different places on the page in the book, and they would wait to start for one other to start reading the next page, which I thought was nice of them, but I decided to have them read one paragraph each, so it would be easier for them to follow along and make it easier for any miscues some of the students would make. My peer said that she liked the way I changed up the reading with the students, since it was hard to follow along and she noticed that some of the students would having trouble following along and reading together at different paces. Two of the girls in the group had a little with the names Lucille and Charlotte in the book, which is my fault, because I did not go over the names of some of the characters in the book, which I should have, like my peer had suggest as a consideration to go over the names of the characters before reading so the children would not have too much trouble with them. I would remember and do that for the next time. I liked how the students helped one another when someone could not say a word or did not know how to say a word. Though they were a little afraid at first to help, I told them it was ok to help each other and they took confidence in that to help one another. I few more considerations my peer suggested to me is to speak a little louder, but then she said that maybe not since the kids heard me loud enough when I was telling them or helping them. She said that I need to be more confident in myself, since the children saw I was a bit nervous and unsure of myself. I will work on that and try really hard to be a little more confident in myself and make the kids feel confident in me. She also liked the feedback I give to my students, how I would go back to the page and review over where they made a mistake and tell them that it is ok to make mistakes, because we all do and that is how we learn and that I understand how they could make that mistake and make them feel that they did good.