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Running Head: Beginning Learners Beginning Learners Lesson Plan Analysis Tuesdae Masse Walden University Read 6706: Literacy Development, Pre-K-3 Instructor: Barbara Calabro 1
Running Head: Beginning Learners Beginning Learners Lesson Plan Analysis This lesson was created based on a plan to recognizing sequence of events in narrative writings, to help students become more individualized learners, and help students use metacognition. Parts of this lesson help students find and use different strategies that lead to developing their own narrative and retell their own story with a sequence of events. This is one skill that is important to beginning readers and also includes writing skills. The objectives of the lesson were met and it was a success with minor adjustments to be made if the plan is used again in the future. Metacognition The lesson promotes the use of metacognition in the students by focusing on their ability to learn based on their learning preferences. There were three different activities that would reach all of the students’ strengths so they would be challenged but still not feel overwhelmed. To start, there was a simple discussion that focused on background knowledge as to help get their minds working and thinking critically. Then, the reading of the story after the discussion enhanced their critical thinking aspect. It was then found that the students were able to think about sequence of events as they listened to the story, and in their own minds saw the sequence of events. It seemed as though this was more successful than having a reading first. What they showed was that they dig deeper into that metacognition and think as individual students after some background knowledge was activated. The students learn to think about their ideas by asking themselves questions about what they hear, and evaluate evaluate their questions. They are then able to make their own narrative writings with sequence of events. 2
Running Head: Beginning Learners Effectiveness There was a whole class discussion where we talked about the book and they were observed for their reactions to questions and answers. Another method followed a check list and rubric as a more concrete way to collect data, this ensured that each section taught was effective before moving to the next day’s activity. A great deal of information was gathered from the discussion through the use of a check list on their background knowledge. After awakening their background knowledge through discussions, they were observed taking more time to think prior to asking and answering questions about the text and the sequence of events. After reviewing the background knowledge and reading the text, evidence concluded that this was very effective in bringing out their individual strategies for gathering information and creating a sequence of events. They then created their own narratives where they had a sequence of events within their story.

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