LESSON PLAN 1
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GENERAL INFORMATION |
Lesson Title & Subject(s): Making Inferences
Topic or Unit of Study: ELA- Owl Moon
Grade/Level: 2nd
Instructional Setting:
A diverse 2nd grade classroom with word walls and visuals lining the walls relevant to this unit on owls and the book “Owl Moon”. Vocabulary words have been placed within sight of all students for reference as we proceed. Seating is in a horseshoe shape to promote collaboration and participation as we proceed.
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OBJECTIVES |
Lesson Objective(s):
After reading “Owl Moon” by Jane Yolen, students will determine the meaning of words and phrases in the text, distinguishing from literal and nonliteral in 4 of 5 trials with a minimum of 75% accuracy.
After reading “Owl Moon” students will explain how specific aspects of the text’s illustrations contribute to what is conveyed by words in 4 of 5 trials with at least 75% accuracy.
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MATERIALS AND RESOURCES |
Instructional Materials:
“Owl Moon” book
Smartboard
Youtube website with read loud of book
Practice Making Inferences worksheet
Practice Visualizing worksheet
Pencils
Comprehensive Strategy Slips (cut for 1 per student) to be used as exit slip
Visualizing strategy strips ( cut into 1 per student) to be used as exit slip
Visualizing Worksheet
Simile/ Metaphors Worksheet
Map of Massachusetts (or have students research outdoor activities in MA)
Merriam-webster.com
Kahoot.com
List of vocabulary words shared in Google Docs.
Resources:
List any sources used during the planning of the lesson using the APA format.
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INSTRUCTIONAL PLAN |
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
- Student Prerequisite Skills/Connections to Previous Learning:
Students prerequisite knowledge should include being able to understand that books use visual pictures to convey a message. Students should know the difference between literal and nonliteral.
Vocabulary pre-test- Students will use Chromebooks to go online to define a list of vocabulary words shared in Google Docs.
Clearing-An open area of land in which there are no trees
Meadow-A flat area of land that is covered with tall grass
Owl-A bird that usually hunts at night and that has a large head and eyes, a powerful
hooked beak, and strong claws
Palm-The inside part of the hand between the wrists and the fingers
Shrugged-To raise and lower your shoulders to show that you don’t know or care about
something
Threading-To move forward by turning and going through narrow spaces
Woolen-Something that is made of wool, which is a soft thick material made from the hair
of sheep
- Presentation Procedures for New Information and/or Modeling: 25 minutes
Presentation Procedures for New Information:
Today we will be reading “Owl Moon” by Jane Yolen. “Owl Moon” is a story about a girl and her father who go in search of an owl. To be able to find the owl they have to wait until dark. Then the duo starts their nighttime adventure. They get all bundled up in their warm winter clothes and head out into the snow. They walk through the silent woods and wait. They have to be utterly silent if they are going to find an owl. Sometimes people see owls, sometimes they don’t. When you go owling, all you can do is go out and hope that it will be the night you see one of these magnificent creatures.
This story happens in Massachusetts. (Teacher will have students try to point out MA on a map that is on the wall in the classroom.)
Using Google Maps and the Smartboard, the teacher will pull up MA and explain that it is in the Northeast region of the United States called New England and is just one state in this part of the country.
At this point, I will introduce the physical copy of the book and begin to read out loud as I have students simultaneously using their Chromebooks to follow the read along on youtube.
Prior to reading the book, I will ask students:
What is something special that you do with your parents?
How do you feel when you get one on one time with your parents?
What would life be like as an owl?
What kind of things could you do in a climate that is really cold in the winter?
When you hear “Owl Moon” what kind of picture do you see in your mind?
- Guided Practice: 25 min
Now that we have read the book, I will go back to some of the pages and have students think/pair/ share as we proceed.
1. On Page 6; Why do you need to be quiet when owling? (Turn to your partner and discuss) Based on what the text says, what can you infer?
2. On page 13; Make an inference. About the setting. Where do they live? How do you know?
3. Page 26; Make an inference about the owl. Why do you think he stayed where he was? Does this help you better understand the book?
4. Page 29; Can you infer anything about the rules of owling? What does the girl feel about this rule? How do you know?
Students will complete the worksheet “Practicing making inferences” as we go along together.
- Independent Student Practice: 25 min
Students will work individually to complete the worksheet “Making Inferences” .
Students will work on an early finisher worksheet “Super Similes” as needed.
- Culminating or Closing Procedure/Activity/Event: 30 min
Students will be asked to think about the book and what they have “seen” in the pages that drew a vivid picture for them. Students will then use the visualization worksheet to draw a picture of their mental image, making sure that the words that helped draw the picture are included in the visual.
EXTRA culminating activity- students will use Chromebooks to go to Kahoot.com where they will enter a code generated by the teacher to participate in a trivia game using vocabulary words/facts/questions from “Owl Moon”
Instructional Strategy (or Strategies):
Interactive instruction
Differentiated Instruction Accommodations:
ELL learners will be provided worksheets and visuals in native language.
Students with vision or hearing problems will utilize Youtube to follow a read along with the class.
Use of Technology:
Both the smartboard and youtube will be used as well as Chromebooks to follow a read along lesson.
Student Assessment/Rubrics:
Students will complete exit slips to gauge comprehension of the lesson.