Lesson Plan - Indigenous Materials Mircoteaching

Running Head: Indigenous Materials Lesson Plan
Lucy Lynett
Lesson Plan- Indigenous Materials
Subject: English Language Arts Grade: 3 Date: October 5, 2018
Topic:Guided Reading
Outcomes, Learning goals, Expectations:

According the The Alberta Program of Study-
http://www.learnalberta.ca/ProgramOfStudy.aspx?lang=en&ProgramId=404703#186910
General Outcome 5:
Students will listen, speak, read, write, view and represent to respect, support and
collaborate with others.
Specific Outcomes:
5.1 Respect Others and Strengthen Community
Appreciate diversity
● describe similarities between experiences and traditions encountered in daily life
and those portrayed in oral, print and other media texts
● retell, paraphrase or explain ideas in oral, print and other media texts
Relate texts to culture
● identify and discuss similar ideas or topics within stories from oral, print and other
media texts from various communities
Celebrate accomplishments and events
● use appropriate language to acknowledge and celebrate individual and class
accomplishments
Use language to show respect
● demonstrate respect for the ideas, abilities and language use of others
General Outcome 2:
Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
Specific Outcomes:
2.1 Use Strategies and Cues
Use prior knowledge
● share ideas developed through interests, experiences and discussion that are
related to new ideas and information
Indigenous Materials Lesson Plan
Lucy Lynett
● identify the different ways in which oral, print and other media texts, such as
stories, textbooks, letters, pictionaries and junior dictionaries, are organized, and
use them to construct and confirm meaning
Use comprehension strategies
● use grammatical knowledge to predict words and sentence structures when
reading narrative and expository materials
● apply a variety of strategies, such as setting a purpose, confirming predictions,
making inferences and drawing conclusions
● identify the main idea or topic and supporting details in simple narrative and
expository passages
● extend sight vocabulary to include predictable phrases and words related to
language use
● read silently with increasing confidence and accuracy
● monitor and confirm meaning by rereading when necessary, and by applying
knowledge of pragmatic, semantic, syntactic and graphophonic cueing systems
Use textual cues
● use headings, paragraphs, punctuation and quotation marks to assist with
constructing and confirming meaning
● attend to and use knowledge of capitalization, commas in a series, question
marks, exclamation marks and quotation marks to read accurately, fluently and
with comprehension during oral and silent reading
Use phonics and structural analysis
● apply phonic rules and generalizations competently and confidently to read
unfamiliar words in context
● apply word analysis strategies to segment words into parts or syllables, when
reading unfamiliar words in context
● associate sounds with an increasing number of vowel combinations, consonant
blends and digraphs, and letter clusters to read unfamiliar words in context
Context:
In order to differentiate the students has been divided into reading groups based on
reading levels. All students within this small group are reading at level “J” based on
previous benchmarking. According to school division standards, the student’s reading
does not meet expectation for grade level at this time in the school year. This reading
group is targeting decoding skills, vocabulary development, and comprehension of the
text. The students are familiar with the guided reading procedures, however this is the
first time the students have seen and used this book.
Lucy Lynett
Materials:
● Small group set of “Nanabozho and the Maple Trees”
○ See Appendix B for book cover
● Reading strategies bookmark
● Comprehension bookmark
● Access to whiteboard or flipchart paper
Lesson- Before Activities (Set):

● Show students “Nanabozho and the Maple Trees” books
○ Ask students if it is a fiction or non-fiction book. (students are familiar with
both of these types of books).
○ Show students that it is both! One way, fiction and the other way,
non-fiction.
○ Explain to students that today the group will focus only on the fiction side
of the book, however the group will revisit the book a few more times to
look at the non-fiction side as well as the fiction side again.
● Pre-reading: Make predictions about the story, characters and setting
○ Use Flip chart paper to make predictions about the book based on the
front cover and title.
○ Explain to students that for today on their turns they will have the choice to
read it as a “team” or individually.
Lesson- During Activities (Procedure):

1. Check on prior knowledge
a. Ask students what they know about the Anishinaabe People. Also ask
about maple syrup.
b. Show visual for decoding “tricky” words. Students are familiar with this tool
for strategies. Ask students to name each strategy on visual. (see
appendix A for visuals.)
c. Ask students the difference between exclamation points, question marks
and periods.
2. Modeling
a. Demonstrate by reading the cover page and title page aloud to indicate
what is expected.
3. Check for understanding of the activity
a. Ask students what you should do if you get to an unfamiliar or “tricky”
word.
Lucy Lynett
4. Independent Practice
a. Students take part in guided reading.
b. Students are given the choice to read either independently or as a “team”
i. If students choose team, explain to all students that they will read
independently on another day when we reread this book.
c. Particular attention is paid to punctuation in reading.
5. Respond to the Book
a. As a group make connections (See Appendix A for visual)
i. Connect to self
ii. Connect to world
iii. Connect to other texts
6. Respond to the Book
a. Using either Whiteboard or Flipchart paper ask students to identify “tricky”
words and new vocabulary words.
b. Define new words and “dissect” unfamiliar words. Ex. identify vowel
patterns, digraphs, etc.
Assessment:
As students read, attend to the student that is reading and track student success. This
assessment can be used in a later lesson when students begin with the independent
reading of the text as well.
Student:____________________ Tally System:
predicting
| = correct without prompting
Decoding C = r equired cueing, but correct following prompt
- = incorrect, even with prompting and support
Connections
Summarizing
Closure:
Ask students to show how difficult this book was with their thumbs- thumbs up means
no difficulty, thumbs sideways means a few tricky moments, and thumbs down means it
was challenging. This is a quick assessment for teacher to determine where extra
support could be given for this outcome.
Lucy Lynett
c. Explain to students that this book will be revisited by the group with a
focus on the non-fiction portion of the book. “Good readers read books
more than once to get better!”
d. Explain to students that when the group revisits the book and reads the
non-fiction side we will learn a little about the Anishinaabe people and
maple syrup.
e. Have students place their copy of the book in their book bins in the class.
Anticipated Problems:
Finding a quiet place to read, uninterrupted can be a problem. Read in the library as a
first choice, and if not available read in learning commons.
Technology Integration:
There is no technology integration for this lesson. Students will be using paperback
books and laminated paper visuals.
Inclusive Education:
● To support ELL students, the choice will be given regarding independent reading
or group/shared reading. By offering this to all students in the group it reduces
the potential for ELL students to feel singled out. New words to the students will
be defined as the group responds to the text.
Faith & Learning Integration OR Moral/Civic and Values Integration:

According to Journey to Excellence Outcomes-
http://circle.adventist.org/download/J2E-Standards.pdf
J2E Outcome:
J2E 4 Responsible Citizenship Develop an understanding of cultural and historical
heritages, affirm a belief in the dignity and worth of others and accept responsibility for
local, national and global environments.
● J2E 4.1 Exhibit concern and sensitivity for other peoples and cultures.
This outcome will be better targeted in the following lesson as the students learn more
about the Anishinaabe.
Lucy Lynett
Appendix A:
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Appendix B:
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Appendix C: make enough copies for each student in small group
Student:____________________ Tally System:
predicting
| = correct without prompting
Decoding C = r equired cueing, but correct following prompt
- = incorrect, even with prompting and support
Connections
Summarizing

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Running Head: Indigenous Materials Lesson Plan