lesson plan importance to teacher and learner

Lesson Plan

A good lesson plan is very vital to any teacher as it determines whether the teaching experience will be boring or interesting (Shoemaker 150). Teaching grade two and three is not as easy at it seems because the children’s minds is still young and what they are taught at that age might have a lifetime impact. In that aspect, I present two lesson plans that will ensure that not only will the children understand what they are taught, but also ensure that not even a single one will be left behind in class work (Feeney 150).

This lesson plan focuses on English Language Arts objectives: comparison and dissimilarity. Students will be able to compare the two stories: The Three blind mice and The Three Little pigs Students will work together in small mixed groups to apply strategies for understanding and vocabulary.

Learning outcomes

Students will:

• Discover exact vocabulary words wanted to link to the story.
• Answer all the questions that are related to the story verbally go over each and every concept of the story like, who did what, how, why, and when.
• Be able to put their imagination to work and tell what might have happened before the story took place.

Be able to understand all the descriptive words used in the story (Hernandez 120).

Teacher planning

Time Required for Lesson

Three hours

Materials/Resources

• Copy of the three blind mice by Agatha Christie.
• Copy of The Three Little Pigs by Paul Galdone

Pre-activities

• The teacher will read the story the Three Little pigs aloud and discuss the happenings in each part of the story.
• The student will be required to tell the happenings in the story verbally without referring to the books.
• Students will be required to fill in a journal depicting the events in the book, The Three Little Pigs by Paul Galdone.

Activities

1. The students will be required narrate the story of the Three Little Pigs, as they understood it with major emphasis being on the flow of the activities from the first to the last.
2. The teacher will read aloud and talk about The Story of the Three Little Wolves and The three blind mice by Agatha Christie.
3. The teacher will bring out the difference and similarity between the two stories in form of diagrams.
4. The students will work together in small mixed groups and fill a similarity and difference sheet.
5. Each and every student will work alone and come up with a sequence of the events sheet either in drawing or writing in the two stories. In case of any difficulty the students will be rendered some assistance.

Assessment

•  A Rubric for the group activity.
•  A Writing and Drawing Rubric.
• Completion of the sequence events sheet.

The second plan focuses on vocabularies

Learning Outcomes

Students will:

• Discover exact vocabulary words wanted to link to the story.
• Answer all the questions related to either the stories in writing.
• Be able to write down the correct spelling of the word used.
• Be able to understand the meaning of the vocabulary used in the stories.

Pre-activities

• The teacher will discuss the happenings or events in the stories with the students.
• The student will be required to tell the happenings in the story verbally without referring to the books.
• Students will be required to write down all the events in sequence as they are told in the stories.

Activities

1. The students will be required to write down the entire events, one after the other in the order of first to the last.
2. The teacher will explain the vocabulary used in the two stories to the students.
3. The students will work together in small mixed groups in order to write down the meanings of the vocabulary used in the stories.
4. The student will be required to work individually and write down other meanings of the vocabulary used in the stories.

Assessment

•  A Rubric for the group activity.
• Completion of the other meanings of the words used (Taylor 130).

Works Cited

Feeney, Stephanie, and Eva Moravcik. Who am I in the lives of children?: an introduction to early childhood education. 9th ed. New York: Pearson, 2013. Print.

Hernandez, Donald J. Double jeopardy how third-grade reading skills and poverty influence high school graduation. Baltimore MD: The Annie E. Casey Foundation, 2011. Print.

Shoemaker, Donald J. Juvenile delinquency. New York: Rowman & Littlefield Publishers, 2009. Print.

Taylor, Barbara M. Catching readers, grade 3: day-by-day small-group reading interventions. New York: Heinemann, 2010. Print.

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