Creating a lesson plan?

Question

I'm starting my student internship tomorrow and I'm supposed to make a mock lesson plan. Unfortunately I am struggling seeing I never made one before, but I'm thinking if I get one thing answered, then I will be able to put all the pieces together.

- as a tutor, what am I trying to accomplish, generally, with my students. What am I trying to gain from my experience?

Seeing I'm nervous and I never tutored, can I get ideas from teachers and tutors out there. Then maybe I'll be able to pull together my ideas.

Answer 1

Well, for what subject?

And what grade level(s)?

Let's say it's 4th grade...

Try to find online activities for 4th graders,

let's say they have a math textbook? Math textbooks have websites with online games and online tests...

Do you have materials ready? Like books, pencils, other learing materials? If not, look in Get Smart. I shop there for my projects...they have grade level books on foreign language, english/grammar/reading, history, etc.

xoxo, Genevieve

Answer 2

This is a sample from Thinkfinity, ReadWriteThink section. This is exactly how formal lesson plans should be formatted.

Building Reading Comprehension Through Think-Alouds

Author:  Laurie Henry, Lexington, Kentucky

Grade Band: 6-8

Estimated Lesson Time: Two 45-minute sessions

Overview  

Studies have shown that the think-aloud strategy improves reading comprehension on tests. Through this lesson, the teacher will model the think-aloud strategy for students. Components of think-alouds will be introduced, as well as type of text interactions. Students will develop the ability to use think-alouds to aid in reading comprehension tasks.

From Theory to Practice  

Baumann, J.F., Jones, L.A., & Seifert-Kessell, N. (1993). Using think alouds to enhance children's comprehension monitoring abilities. The Reading Teacher, 47, 184-193.

The intent behind the think-aloud lessons was to help students develop the ability to monitor their reading comprehension and employ strategies to guide or facilitate understanding.

Think-alouds require a reader to stop periodically, reflect on how a text is being processed and understood, and relate orally what reading strategies are being employed.

Oster, L. (2001). Using the think-aloud for reading instruction. The Reading Teacher, 55, 64-69.

The think-aloud is a technique in which students verbalize their thoughts as they read and thus bring into the open the strategies they are using to understand a text.

This metacognitive awareness (being able to think about one's own thinking) is a crucial component of learning, because it enables learners to assess their level of comprehension and adjust their strategies for greater success.

Several studies have shown that students who verbalize their reading strategies and thoughts while reading score significantly higher on comprehension tests.



Student Objectives:  

Students will

Explore the use of the think-aloud strategy

Vocalize interactions with texts

Discuss connections between texts and previously acquired knowledge

Use various types of responses to interact with texts

Assess personal level of comprehension



Resources  

Think-Aloud online worksheet

Rubric

Chart paper

Computer with Internet access

Selection of poems to use during modeling and class activities

Teacher resources for think-aloud strategies:

NCELA website

Reading Lady.com

Instructional Plan  

Preparation

1. Create overhead transparencies of the poems you select to use for modeling and classroom activities.



2. Review teacher resource websites provided to gain a better understanding of modeling think-alouds in the classroom.



3. Review the two articles referenced for theoretical background to develop a strong knowledge base of the benefits of think-alouds in the classroom.



Instruction and Activities

Day 1

Initiation — Present the term "think-aloud" to your students. Have them brainstorm what they think it might mean. Ask students to report how it might be applied to reading.

Modeling — Model a think-aloud by presenting a poem on the overhead. As you read each line out loud to the students, stop and vocalize "thinking aloud" about the poem.

Example — This is a think-aloud for the poem "Dream Variation" by Langston Hughes.

To fling my arms wide

In some place of the sun,

To whirl and to dance

Till the white day is done.

[I’m picturing a young girl with bare feet and a summer dress twirling in her front yard with her arms outstretched.]

Then rest at cool evening

Beneath a tall tree

[I'm picturing a large willow tree and sitting underneath it. Fireflies are blinking among the branches.]

While night comes on gently,

Dark like me—

[I'm now going back to my original picture of the young girl and can add more detail to the image in my mind. I'm also thinking about the words "white day" and how they contrast with the words "night" and "dark." ]

That is my dream!

[I think about how children's lives are so filled with dreams. This young girl seems to be free spirited and probably has many dreams.]

To fling my arms wide

In the face of the sun,

Dance! Whirl! Whirl!

[I once again see the image of the young girl twirling in her yard and how free she is...like she is flying.]

Till the quick day is done.

Rest at pale evening...

[Hmmm...This poem includes several words that relate to color--white, dark, and pale. I wonder if the poet is trying to make a point about color.]

A tall, slim tree...

Night coming tenderly

Black like me.

[There is another color word--black. I think the poet has some kind of hidden meaning here but I'm not sure what it is. The poem seems to portray freedom. Maybe the title "Dream Variation" helps make this point. Is this poem about slavery and the only way to be free is in a dream? I think that I might want to look up some information about the author and the date that this poem was published. That might help me to understand it better.]

Model with student interactions — Model a second poem and ask for students to volunteer what they are thinking after each line or stanza. Record their responses on the transparency.

Brainstorming — Ask students to recognize different types of responses from the two models of think-alouds. List these responses on chart paper. Responses can include but are not limited to the following:

Imagery/visual responses

Making connections to personal experiences

Making connections to other texts

Predictions

Stating understanding or confusion

Discuss how all of these responses can help students better understand/comprehend what they are reading.

Day 2

Preparation — Type the list of think-aloud responses from the previous lesson and distribute to each student at the beginning of class.

Small group — Put students into groups of three or four. Distribute copies of a poem that is unfamiliar to each group. Direct students to read the poem and use the think-aloud strategy that was presented. Each group should record the types of responses that were used.

Whole group — Have each group report the types of responses that were used. Record these on the chart paper from the previous lesson by placing tally marks next to the strategy. Make comparisons of what responses are used most commonly within the classroom.

Computer lab — Have students use the Think-Aloud online worksheet to practice using the think-aloud strategy presented.

Follow-up activity — Discuss the types of responses that are used most often. Ask students what they could do to increase comprehension of a particular text. Explain how students can use the think-aloud technique to assess their comprehension of a text. Ask students what responses they could use to help them read their content area textbooks versus fictional literature.

Extensions

Provide students with different types of texts to further explore and practice using think-alouds. Suggestions include short stories (fiction or nonfiction) and excerpts from content area texts. Students can work in either small groups or independently to read the selected text using the think-aloud strategy.



Student Assessment/Reflections  

Teacher observation of students' uses of think-aloud strategy.

Students' abilities to use various think-aloud responses to assist with comprehension.

Rubric

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IRA/NCTE Standards

1 - Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

3 - Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

11 - Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.