Beacon Lesson Plan Library
DescriptionWhat happens when we listen to a storybook? Students interact, answer questions, and extend the story plot.
ObjectivesThe student listens and responds informally to a variety of oral presentations such as stories, poems, skits, songs, personal accounts, or informational speeches.
Materials-Selections of storybooks
-High chair or stool and reading listening area
-Checklist (see associated file)
-Each student's writing portfolio
Preparations1. Gather background information of the story.
2. The teacher moves the high chair to the reading area.
3. The teacher prepares the checklist with questions relating to the story for the related activities.
4. Prepare writing portfolio for each student.
ProceduresNote: Students should know how to create a Haiku poem. You may need to review how to do this prior to beginning this lesson.
1. The class, seated as a listenerís group, pick-up and choose a book from the class library to be read by the teacher. The teacher sits on a high chair or stool and shows the students the graphics of the book and asks questions to the students if they can tell what those graphics mean to them.
2. After the teacher relates the graphics to the student experiences the teacher reads the book to the students.
3. The teacher discusses the vocabulary words (so that the students know the meaning and can use them in the poetry), the characters (how they are similar and different), setting, actions, comparison of characters and events.
4. The teacher, after finished reading the book, asks questions. Use the checklist as a guide. (see associated file) Then, list each of the following on the board, allow for questions, and pass out the portfolios. Students should create a response for each of the following and place it in their portfolios.
A. The students show if they can imitate story sound. (rhyme, new words, repetition, etc.)
B. The students write a Haiku or basic poetry with their words.
C. The students write the names of two of their favorite characters.
D. The students write a new end to the story.
E. The students write their favorite part of the story in their writing portfolios.
F. The students compare two of the characters of the story by writing about them.
G. The students write a new story with one of the characters.
5. As students are working, circulate and answer questions concerning the assignment. Be careful not to retell the story to students since you are assessing their listening skills. Collect the portfolios for assessment.
AssessmentsNote: Students are only being assessed on listening skills concerning a story.
Use the checklist, to see if the student imitates story sounds, writes a Haiku (basic poetry) with related words, writes the name of the favorite character and develops his action in the book, writes a new ending for the story, compares two characters of the story, writes a new story with related characters of this story, writes the related words of the story with their answers.
Use rubric and the checklist for assessments. Students who have difficulty should receive formative and corrective feedback. They should also have an opportunity to listen to another story and try again. Remember, students are not being assessed on the writing skills so do not count punctuation, spelling, etc.
Attached FilesTwo checklists to be used for formative assessments. File Extension: pdf
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