1 Lesson Flow
The teacher will first introduce the concept of the lesson using direct instruction with a textbook. The teacher will show a video of Goldilocks and the Three Bears being read and then have a discussion with the students about how the illustrations helped them to understand what was going on in the story. The teacher will make a connection between this introduction and the content to be discussed. The vocabulary will be front loaded to students so as to aid understanding throughout the lesson. The teacher will conduct a guided instruction where the genre of the story being used will be discussed as well as the purpose set. The teacher will continue by performing a modeled reading of the text and how to seemingly make a connection between what they are reading and the illustrations that are used in the text. The teacher will do a think aloud as a strategy for analyzing what is going on and thinking out loud. There will be cite evidence check, where students will be asked text dependent questions where they will have to relate to the text to find the evidence to answer the question. This is like a short formative to see if students are following along with the lesson. Once the teacher is finished with the modeled reading there will be a comprehension to check to assess students understanding. For guided practice students will continue reading the rest of the story in reciprocal groups using the strategies the teacher had modeled in the guided instruction. The teacher will serve as a facilitator, floating around and engaging in conversations with students as well as posing thought-provoking questions that require students to think critically and outside the box. For independent practice students, will finish the story on their own using the cite evidence as a guide and answering any comprehension check questions that appear at the end of the story. In addition to this, students will be given a written response where they will be asked to explain how the illustrations added to the understanding of the overall text. At the end of the independent lesson, students will work collaboratively to create a poster that uses illustrations to support the message the poster is trying to convey. For additional practice, the students will use the digital apps listed as a means of honing their understanding of the skill or concept.
Key Standards Supported
Reading Informational Text
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).