Book walk

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Antoinette Pearsall

ELM 480 Book Walk lesson.docx

Summary

 1625 Words

GCU College of Education LESSON PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:

Antoinette Pearsall

Grade Level: Fourth grade Date: August 9, 2020 Unit/Subject: Pre-reading literacy skills Instructional Plan Title:

Book walk

Lesson Summary and Focus:

Having observed students’ literacy needs, this lesson intends to increase pre-reading skills for students with different abilities in the class. In order to fully gain the pre-reading skills, students with different needs will receive differentiated reading books and assessments.

Classroom and Student Factors/Grouping:

While the classroom is accommodative, different students require different literacy materials and assessments. Some will be isolated not to disturb others. Others will be enrolled in IEPs while others will receive teacher-led-instructions in the book walk.

National/State Learning Standards:

In terms of the range of reading and level of text complexity: the standard for this lesson is . CCSS.ELA-LITERACY.RL.4.10 Students should take a book walk and get a gist of the book themes and ideas explored including stories, dramas, and poetry, at the high-end of the grades 3-4 text complexity band independently and proficiently by the end of the year.

Specific Learning Target(s)/Objectives:

By the end of the year, students should easily take a book walk and try to guess what's happening in the story at the high-end of the grades 3-4 text complexity band independently and proficiently.

Academic Language List of the general academic vocabulary and content-specific vocabulary that I will teach; Book walk Idea Topic Theme Character

GCU College of Education LESSON PLAN TEMPLATE

 Student: Submitted to Grand Canyon University…

 Potentially missing comma: 2020  2020,

 Spelling mistake: Pre-reading  Rereading

 Spelling mistake: pre-reading  rereading

 Spelling mistak...: accommodative  accommodate

 Student: Submitted to Grand Canyon University…

 in terms of (in, for): In terms of  In

Setting Phrases I will teach students those terms in the lesson by ensuring that they understand that they all relate to reading stories/comprehensions

http://www.corestandards.org/ELA-Literacy/RL/3/10/

GCU College of Education LESSON PLAN TEMPLATE

 Redundant phrase: some of the  some

 Student: Submitted to Grand Canyon University…

Resources, Materials, Equipment, and Technology:

Book: Sideways Stories from Wayside School by Louis Sacha Pens/pencils Note book for vocabulary White board Markers Assistive technologies; hearing/visual aids

Section 2: Instructional Planning

Anticipatory Set • I will use pictures and a visual of a story plot to dissect the various items of a

story with the students • I will ask them to write on the whiteboard a list of the ideas, themes and

vocabulary words that they link with stories • I will also record some of the story ideas that they have not written on the white

board and ask them to define them if possible.

Time Needed 10 minutes

Multiple Means of Representation • I will use story plot or story tree to teach students the various ideas, themes and

vocabulary words linked to reading stories. • I will also use graphic organizers to ensure that we list as many ideas, themes and

vocabulary words as possible. • Students will be allowed to use hearing/visual aids to help them grasp the ideas,

themes and vocabularies written on the white board or chorused by the rest of the class.

How I will differentiate materials for each of the following groups: • English language learners (ELL):

I will give English language learners stories that have a mix of lot of pictures and words. • Students with special needs:

Students with special needs will be given materials with big font pictures for those with visual impairments while those with hearing impairments will be provided with readers.

• Students with gifted abilities:

Time Needed 15 minutes

Students with gifted abilities will be allowed to use both grade level reading stories and materials as well as above grade level reading stories and materials.

• Early finishers (those students who finish early and may need additional resources/support):

As for the early finishers, I will provide them with additional book stories. I will also ask them to help those who are slow in improving their book walking skills.

Multiple Means of Engagement • I will pair the students. As for the topics, ideas, themes, or vocabularies, I will

ensure that the class is halved and half of the students have book pictures while others book themes and topics.

• I will model one example by having a student with a given book picture pairing with a student with a connected topic or theme.

• Students with book picture will be lined in front of the class with those with ideas, and themes to pair with the picture.

How I will differentiate activities for each of the following groups: • English language learners (ELL):

As for English language learners, I will ensure that they pair with other English language learners by giving them simple pictures and themes.

• Students with special needs: Students with special needs like visually impaired will be given visual aids to help identify their pair and so will be those with hearing impairments that will have a hearing aids and readers to link pictures with themes.

• Students with gifted abilities: Students with gifted abilities will be given two different themes and ideas for different pictures to match.

• Early finishers (those students who finish early and may need additional resources/support):

The early finishers like the gifted abilities will be required to help those who find it difficult to match ideas or themes with book pictures.

Time Needed 15 minutes

GCU College of Education LESSON PLAN TEMPLATE

 Student: Submitted to Grand Canyon University…

 Passive voice: It is expected that

 Redundant phrase: some of the  some

 Punctuation error, sentence looks l...: Once

 Spelling mistake: Zigo  Zibo

Multiple Means of Expression Students will complete a book picture-idea and theme competition. They will be expected to match book pictures and graphics with appropriate themes and ideas. Students will also take part in formative assessments throughout the lesson such as defining the pictures and graphics. This will determine if I will need to re-teach or re- direct book walk learning.

Time Needed 15 minutes

How I will differentiate assessments for each of the following groups: • English language learners (ELL):

English language learners will be assessed using simple pictures that they are familiar with.

• Students with special needs: The student who is unable to pay attention due to ADHD will be isolated to a safe and supportive environment with no distraction for optimal concentration. The student with difficulties in identifying themes and ideas for pictures will be provided with grade-level or 2nd grade-level picture book to up her performance book walk related tasks (Buehl, 2017). The student with mental disorder and in dire need of IEP will receive teacher-led- instructions in a quiet space where there are no distractions. Technologically advanced visual or auditory aids will also be provided. As for the student with behavior concerns and who throws tantrums, it is good to isolate or create a quiet space for him or her where there are no distractions so that others are not disturbed.

• Students with gifted abilities: As for the students with gifted abilities, they will be given grade-level assessments or 5 th grade-level picture books.

• Early finishers (those students who finish early and may need additional resources/support):

Early finishers or those students who finish early and may need additional resources/support, they will be provided with numerous picture or graphic books to choose from.

Extension Activity and/or Homework One extension activity that is appropriate for them is think pairs and matching pairs for the students to continue matching graphics or pictures with themes and ideas. Students will also be tasked to play games at home by being given a list of picture books by their families to define besides those I will give them as part of homework.

It is worth noting that this extension activity or homework assignment supports the learning targets/objectives as it allows parent/guardian involvement as well as help students to look at just the pictures and try to guess what's happening in the story.

Time Needed 5 minutes

Rationale/Reflection

It is expected that students will grasp the concepts book walk lesson. The students are expected to use observations of the pictures and graphics in the books to try to guess what is happening in the story. In analyzing the pictures, the students will build on their prior experiences and progress to identify themes, topics and ideas of the stories. They will also use observations to describe themes related to specific stories. The students are

expected to come up with some concepts relating to observable pictures and graphics. Student are in addition required to identify some of the vocabulary terms that they can relate to the picture stories.

Once they make the observations they will engage in making connection to the different concepts that relate to the book walk lesson. As Zigo, and Derrico (2008) note, this will enable them to share with their group members and pairs what they have observed when making observations of the pictures and graphics. They will also engage in an activity of demonstrating what they have observed using the provided technology such as the white or smart board by writing vocabulary and related themes. They will use slides skills to present what they have learned in relation to book walking. To sum it up, the

 Grammatical problem: use the infin...: using  Possible wordiness: whether or not  whether

students will be tested on what they have learned using continuous formative assessments and homework tasks. This will gauge whether or not they have grasped the intended lesson concepts of book walking and identifying themes, ideas and vocabulary from book walking.

In my future personal professional practice, I will use graphic organizers to enliven book walking lesson. I will use small group activities as one of my instructional strategies to encourage students of mixed abilities to work together thus promoting cooperation. It is through verbally expressing their ideas and responding to others that the students will develop their self-confidence, as well as enhance their engagement and expressive skills which will be vital throughout their education life. I will also incorporate in my lesson the use of technology like the white board, graphic organizers, projectors and hearing and visual aids. These would greatly help the students to grasp the book walk activities and concepts with ease.

Reference Zigo, D., & Derrico, R. D. (2008). Book Walk: Works That Move Our Teaching Forward:"

Speaking" the Walk," Speaking" the Talk: Embodying Critical Pedagogy to Teach Young Adult Literature. English Education, 40(2), 145-154.