Lesson Plan 2 Essays - Learning, Human Behavior, Education, Grammar

Lesson Plan 2 Essays - Learning, Human Behavior, Education, Grammar Age: Kindergarten Subject: Reading Topic : 5 W's Time + Pacing Central Focus of Lesson: At the end of the lesson, students should feel comfortable answering the 5 W (Who, What, When, Where, Why) questions about a book. Part 2: Content Objectives Answer questions about a story with prompting. Make predictions about what will happen in a story using reasoning and illustrations. Differentiate between the 5 W's (who, what, when, where, and why) when answering questions Name the things that a story needs (5W's). Key Vocabulary Who What When Where Why Prior Academic Learning and Prerequisite Skills: Students should have some prior experience with the 5 W's. Students will be using reasoning and clues from illustrations to make predictions about what will happen in a story. They will also be using prior knowledge and experiences to create a new scene for the book. Students should also have a prior knowledge of how to use art supplies such as markers, colored pencils, or crayons. Materials Needed Blank Paper (one for each child) Markers, colored pencils, or crayons "Pete the Cat: Trick or Pete" by James Dean. Board Projector Back Up Plan: If this lesson does not take place near Halloween, a different book can be chosen. Part 3: Lesson Introduction Gather the children in a group and explain that they are going to be learning about the 5 W's. Ask them to listen carefully to the video/song for the 5 things that a story needs. 5 min Introduction of New Information Play video: HYPERLINK "https://www.youtube.com/watch?v=vXWK1-L41f0t=25s" \o "The Five W's Song | Scratch Garden" The Five W's Song | Scratch Garden After the video ends, ask the children what the 5 things a story needs. If they are having trouble with this, then play the song again Using the information from the song, the children should be able to come up with the 5 question words. When the children say each of the words, write them on the board (Who, What, When, Where, Why). 5 min Learning Activities Tell the children that we are going to be reading a story. Read "Pete the Cat: Trick or Pete" by James Dean. (https://www.youtube.com/watch?v=0WWcLKeBIXI) While reading this story, take time to ask questions. Have the children answer these questions. They will be using clues about what they know happens on Halloween and clues from the illustrations to make predictions. Examples: On the first page: What do you think is going to be behind the flap by the moon? On the third page: What do you think is going to be in the tree? On the fifth page: What do you think is going to be in the yard? After the story is finished, begin to ask comprehension questions and write what the children say on the board. First, ask the children if each of the question words on the board were answered in the story. Then begin to ask more specific questions. Examples: Who was this story about? After children answer this question with "Pete the Cat" prompt them to give more characters such as Callie and Pete's dad. This can be done using a question like: Was there anyone else in this story? What was Pete the Cat doing? After the children answer "trick-or-treating" ask other what questions like: What were some things that Pete saw while he was trick or treating? What was Pete the Cat dressed up as? Where was Pete the Cat? This question may be difficult for students, so if they are having difficulty, prompt them using follow up questions like: Was he outside or inside? Where do you normally go trick or treating? When is Pete the Cat going trick or treating? The children will probably answer this question with Halloween, so prompt them to think about the time of day also. This can be done by asking questions like: When do you normally go trick or treating? Is it light or dark out? In the pictures, is the sky light or dark? Why do you think that Pete the Cat is scared? This question requires the children to think outside of things that happened in the story, so it may take more prompting. They must think of things that make them scared in their own life to come up with some reasons that he could be scared. Questions to prompt them include: Do you think the dark is scary? Are some people's costumes on Halloween really scary? 20 min (time can