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13.06 DR-TA Narrative
Lesson
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Plan Author: David Riddick
Date Created: 7/1/2003 8:44:56 PM PST
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School:
Dyer St. Elementary
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Grade Level:
4
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Students:
27 Students. 14 boys and 13 girls. 4 EO's; 6 IFEP's; 3 RFEP's; 14 ELD3-4:
GATE class - advanced learners
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Subject Area(s):
Reading
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Goal(s):
Students will have an appreciation of a Directed Reading-Thinking Activity to
reference Bloom's Taxonomy chart to elicit higher level thinking questions to
ask one another.
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Concept(s):
Students learn through a Directed Reading-Thinking Activity to make
predictions and read or listen to confirm their higher level thinking
predictions in a narrative story.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Engaging and Supporting all Students
in Learning
TPE: C. Engaging and Supporting Students in Learning
CSTP Description: Teachers build on students’ prior knowledge, life
experience, and interests to achieve learning goals for all students.
Teachers use a variety of instructional strategies and resources that
respond to students’ diverse needs. Teachers facilitate challenging
learning experiences for all students in environments that promote
autonomy, interaction and choice. Teachers actively engage all students
in problem solving and critical thinking within and across subject matter
areas. Concepts and skills are taught in ways that encourage students to
apply them in real-life contexts that make subject matter meaningful.
Teachers assist all students to become self-directed learners who are
able to demonstrate, articulate, and evaluate what they learn.
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• CSTP Key Element : Engaging students in problem solving, critical
thinking and other activities that make subject matter meaningful.
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 Question : provide opportunities for
all students to think, discuss, interact, reflect and evaluate content?
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CA- California K-12 Academic Content
Standards
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• Subject : English Language Arts
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• Grade : Grade Four
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• Area : Reading
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• Sub-Strand 2.0: Reading Comprehension
Students read and understand grade-level-appropriate material. They draw
upon a variety of comprehension strategies as needed (e.g., generating
and responding to essential questions, making predictions, comparing
information from several sources). The selections in Recommended Readings
in Literature, Kindergarten Through Grade Eight illustrate the quality
and complexity of the materials to be read by students. In addition to
their regular school reading, students read one-half million words
annually, including a good representation of grade-level-appropriate
narrative and expository text (e.g., classic and contemporary literature,
magazines, newspapers, online information).
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• Concept : Comprehension and Analysis of
Grade-Level-Appropriate Text
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Standard 2.3: Make and confirm
predictions about text by using prior knowledge and ideas presented in
the text itself, including illustrations, titles, topic sentences,
important words, and foreshadowing clues.
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Objective(s):
Cognitive: Students will learn to reference Bloom's Taxonomy Chart to elicit
higher level prediction questions.
Observable behavior: Students will read along with teacher in beginning of
the lesson, and continue the story reading independently.
Criteria: Given student composed comprehension questions, students will
demonstrate his/her ability to answer comprehension questions of "Mr.
Frisby and the Crow" with 70% accuracy.
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Prerequisite Background Skills/Knowledge:
Students are familiar with the topic and unit theme of the story "Mrs.
Frisby and the Crow." Students have been introduced and are familiar
with the words in the vocabulary section.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson. ELD students are given help by peer tutors as teacher speaks.
Speaking: Students participate in directed lesson by raising hands and
answering questions.
Writing: Students will take notes and write their Language Arts notebooks.
Reading: Students read from Open Court anthology.
Vocabulary: treacherous, prospect, fierce, ineffectively, dubiously,
authoritative, alarmingly, invariably, scatterbrained,
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Materials:
1) Pencil & Paper
2) Transparencies
3) Transparency pen
4) Open Court Anthologies
5) Comprehension questions "Mrs. Frisby and the Crow"
6) Blooms Taxonomy Questions handout
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Classroom Management:
During directed lesson, students are seated in assigned seats, which are
2-person desks.
I will give out extra credit points for students who participate and
cooperate with lesson.
Extra credit points for actively engaged students
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Procedure:
Procedure: Open
Ask students if they ever wake up in the morning and wonder/predict what the
day will be like. Discuss with students some of their predictions for the
day. Ask students if at the end of the day they ever reflect and compare what
they thought their day was going to be like with what actually happened.
Tell students this is a successful strategy when reading:
1) Predict what will happen
2) Read to see if your prediction is true
3) Reflect on what you predicted vs. what actually happened.
Procedure: Body
Input:
1st: Point out the standards we are working on (posted).
2nd: This lesson focuses on higher level thinking prediction questions, specifically
on analysis type questions. Pass out Bloom's taxonomy chart to students.
Analysis questions are ones that explain what makes up a character? Students
will analyze or explain why a character is the way he/she is.
3rd: Predict what will happen
Introduce the story. Before beginning to read, discuss the unit theme, “Risks
and Consequences” and pictures related to the story to draw on prior
knowledge. Guide students into coming up with their own analysis questions.
For example;
What do you think a story with this title, “Mrs. Frisby and the Crow”?
What do you think might happen to the characters in this story?
Do the pictures give you any ideas about what might happen in this story?
4th: Read to see if your prediction is true
Read the beginning of the story. Students read along with teacher to the
beginning of the story. Ask students to confirm or reject their predictions
by responding to questions. Remind students there are no good or bad
predications. Students should be open to all plausible predictions.
5th: Reflect on what you predicted vs. what actually happened.
Students reflect on their predictions. Have students talk about the story,
expressing their feelings and making connections to their own lives and
experiences.
6th: Students make comprehension questions from the Analysis section of
Bloom’s Taxonomy chart. Teacher selects the most appropriate questions to
give to the entire class. For example:
What are the parts or features of...?
Classify...according to...
How does...compare/contrast with...?
What evidence can you list for...?
Guided Practice:
I will describe how to use the Analysis section of Bloom's Taxonomy chart to
elicit higher level thinking predictions.
I will activate their prior knowledge of the story and theme.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Students will read independently to answer their own higher level thinking
questions.
Students will develop and answer their own comprehension handout on
"Mrs. Frisby and the Crow."
High achieving students will be allowed to expand their understanding by
writing an extension story telling us the background of either main character
explaining how that character came to be and present it to the class.
Procedure: Close
To close the lesson students will share questions that gave them difficulty.
In a grand conversation, we will discuss this questions and why students
responded the way they did.
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Assessment:
Students will demonstrate his/her ability to answer comprehension questions
of "Mr. Frisby and the Crow" by correctly responding to student
composed comprehension questions with 70% accuracy.
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Assessment/Rubrics:
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Reflection:
The objective of the lesson was achieved. Students were able to answer
comprehension questions of “Ms. Frisby and the Crow” by correctly responding
to student composed comprehension questions. I correctly anticipated students
would enjoy working with one another and develop their own questions. Students
worked well together and became empowered by developing their own questions.
On the other hand, the opening of the lesson was above grade level. This was
the first lesson I planned and instructed with my new 4th grade class. I was
still in the mindset of my 5th graders who had just recently culminated. This
lesson opened my eyes to the importance of realizing my students’
developmental and cognitive capabilities.
If I were to teach this lesson again, I would have geared students toward the
early stages of Bloom’s taxonomy chart. For some reason, I expected the
students to have proficient understanding of the early stages of Bloom’s
taxonomy. I should have guided them through the early stages instead of
delving into the higher stages of analyzing type questioning. I had to modify
the lesson to allow students to ask and answer questions from lower levels of
Bloom’s taxonomy.
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