Lesson+Plan+1+and+Reflection

Rationale Standards Objectives Procedure Engagement/Anticipatory Set Mentor-teach and model Materials Assessment Differentiation Future Connections
 * Lesson Plan: Interactive Read Aloud**
 * This lesson is being taught to further explain persuasive writing and to make sure the students understand the concept which has been previously introduce so they can create this type of writing.
 * RI 2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
 * The students will be able to explain what persuasive writing is and how it is presented in the book.
 * The students will be able to take the knowledge from this book and use it when they do their persuasive writing pieces.
 * I will begin the lesson by telling the students to walk over to the rug then introduce the book to the students. //The book I’m going to read is I Wanna New Room by Karen Kaufman Orloff and it’s the sequel to I Wanna Iguana. What can you expect in this book based on what you already learned?//
 * //During the book, I’ll be asking questions and each of you will discuss the answers with a partner. Your partner will be the person sitting next to you.//
 * In the beginning of the book, after reading a few pages I’ll ask //in what ways is Alex persuasive?// Partner share then call on a few students to respond.
 * Then after a few more letters between Alex and his dad I’ll see if the students are following the story. //What does Alex want from his parents? What is he persuading them to do?// Partner share then call on a few students to respond.
 * (Guided Practice) When the words privacy, diplomatic, and advice come up, I’ll stop and question. They will partner share to think it out then I’ll call on a few students to share their responses.
 * //So far in the book in what ways did Alex support why he should get a new room?// Partner share then call on groups to respond.
 * The page where Alex is all alone in the tree house his dad made for him. //Why do you think Alex looks so sad? Use context clues from the story and share with your partner.//
 * At the end of the story, //what are some ways you would write a persuasive writing? What does it mean to be persuasive?// Partner share then call on a few students.
 * While I read the story, I’m showing students that the text conveys a message. Reading a book is meaningful and helpful in various ways. In this specific book, it’s a creative story that helps introduce persuasive style of writing to the students.
 * Book, //I Wanna New Room// by Karen Kaufman Orloff
 * Rug
 * To gather that the students understand what persuasive writing is I’ll ask questions at the end of the story. //What are some ways you would write a persuasive writing? What does it mean to be persuasive?//
 * These questions will portray if the students got the message the book sends about persuasive writing.
 * Students who get distracted easily will sit near the front.
 * The partner pairs will be differentiated to make sure that the questions are being focused on instead of just talking.
 * This lesson will be linked with a future writer workshop on how to write persuasive pieces.



**Reflection** The interactive read aloud lesson I taught was on March 1, 2012. The objective of the lesson was to further introduce persuasive writing and its components to the students. Most of the students meet the goals of the lesson. It was evident the objectives were met because at the end of the book I asked questions about persuasive writing relating to what we just read and most of the students were eager to answer. The students that answered were able to explain persuasive writing and the components. The lesson succeeded when the students were engaged the whole time and able to answer the questions throughout the book showing their knowledge. The lesson did not succeed when I tried to model the partner share to explain the signal I would make when I wanted their attention because I forgot to tell them signal before they modeled their partner talk. The students were engaged the whole entire time during the interactive read aloud during partner share as well when answers were asked and answered as a whole class. By listening to their individual conversations during partner share, they showed that the students were engaged and answering the questions without getting off topic. The lesson I would do next in my classroom after reading this book is having the students use their knowledge of persuasive writing to develop a persuasive letter to whoever they chose. The few things I would do differently if I were to teach this lesson again is go over the signal beforehand as well as let the students know right away what the point of the read aloud was. In the beginning of the book I talked about persuasive writing but should have been clearer that I want the students to look for the persuasive components within the book. By reflecting on this lesson I’ve learned some of my strengths while teaching a lesson as well as weaknesses, which will be useful in preparing for future lessons to prevent areas of weakness.