Fourth Week’s Lesson Plan-Comprehension Lesson Plan
Lesson Topic: Comprehension.
Language: The student will able to:
Read and understand any story of any form as well as be able to re-tell a narration of the learned story with an accuracy that maintains the story’s originality.
Understand the contextual use of vocabularies within comprehension reading material.
Content: The student will be able to:
Define and describe themes and subjects within the stories that he reads by the end of the lesson. He will also show contextual understanding. He will also increase the use and awareness of clues used in contextual reading. This should include the understanding of vocabularies because they are essential to understanding comprehension.
The student should also be able to define characters within the stories as well as make comparisons between the characters.
The student will be allowed to read the same brief stories, rewrite them and re-tell the stories. This will include descriptions of characters and identification of themes. The fact is that the student will understand the stories differently, and as a result his story will greatly differ. After making the student aware of these facts the teacher then should try to help the student paragraph by paragraph to comprehend the content of the comprehension as well as analyze vocabulary and its usage in bringing out the meaning of the story (Beare, 2010).
Key Vocabularies: ‘chunking’
Materials: Dictionaries and short stories story books (A Letter to Amy by Ezra Jack Keats, 1998. and That's What Friends Are For by Florence Parry Heide and Sylvia Van Clief, Candlewick, 2003).
Motivation: Building the Background.
Pick out sentences and paragraphs that are most likely to bring about a difference in understanding and meaning within a story. Let the student read them and explain his/her understanding. Thereafter, note the differences and make them known to the student. After this activity place the selected work in its right context and try to explain the possible causes of differences in understanding and interpretation. Later introduce the lesson and explain to the student that the purpose of comprehension lessons is to help him/her read and understand the content of other people’s writing in the right context (Gillet, Temple & Crawford, 2008).
The teacher should pick several passages from different stories, read them out, expound their content, put them in the right context and define and explain about the characters and themes therein. The designated third grade books to be used include A Letter to Amy by Ezra Jack Keats, 1998. And That's What Friends Are For by Florence Parry Heide and Sylvia Van Clief, Candlewick, 2003.
The teacher should assist the student in predicting the meaning of vocabularies that s/he may not know by use of clues such as determining what parts of speech they belonged to. This is bound to help the student understand the comprehension without having to refer the meanings of unknown terms from the dictionary. The teacher should also help the student determine themes and subjects within the story by use of events taking place within the story. Similarly, the teacher should help the student to understand how to characterize individuals according to their actions within the story as well as their speech and other traits.
Practice and Application:
The teacher should ask the student to write short stories that have been told to him/her in clear and vivid manner. Thereafter, s/he can also rewrite and retell the stories read out to him/her from the designated story books.
Review and Assessment:
The teacher should use the prediction journals as a means of conducting informal assessments. Prediction journals could be used throughout the whole comprehension teaching exercise. The student should be asked to write predictions about what they anticipate about preceding chapters or stories before getting to actually read them. The student will use previous knowledge from read chapters. Proper prediction ability shows the student’s ability to understand comprehension.
The teacher could also make use of story maps to help the student organize his/her thinking and demonstrate an understanding of what they have read as a summative assessment method. Story maps are basically, graphic organizers which the student may use in writing a summary of the read stories. The student may be asked to complete a story map after reading a story, and thereafter; discuss about it with the teacher.
The student can be asked to make lists of synonyms and antonyms so as to improve his/her ability to know and detect alternative terms that can be used interchangeably as well as those that are opposites of other terms.
Bader, A, L. and Pierce, L. D. (2008). Bader Reading and Language Inventory, sixth edition. Pearson Publishers.
Beare, K. (2010). ESL Reading: Using context for reading literacy. Retrieved on 6th August, 2010 from http://esl.about.com/od/readinglessonplans/a/l_readcontext.htm.
Gillet, J. Temple, C. and Crawford, A. (2008). Understanding Reading Problems: Assessment and instruction, seventh edition. Boston: MA, Pearson Allyn & Bacon Publishers.
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