Directed Reading-Thinking Activity
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. Plan to use at least two different instructional strategies. Within the lesson plan, the following components must to be addressed:
1. Goals and objectives
Specific content area goals and objectives must be provided. These goals and objectives must follow the guidelines discussed in class. Provide evidence of their relation to national/state/district standards as appropriate. Also provide a description of the lesson plan's targeted population.
2. Instructional approach
At least one of the two instructional strategies used in your lesson plan should be direct instruction, indirect instruction, self-directed learning, or cooperative learning.
3. Content
The information in the lesson plan needs to be accurate and relevant to the students' needs. You also will need to develop and provide all the necessary materials for the lesson plan.
You may not use a lesson plan from an already published source.
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Solution Summary
Directed Reading-Thinking Activity is modeled.
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This is a kind of Directed Reading-Thinking Activity (see Stauffer, 1969, http://www.litandlearn.lpb.org/strategies/strat_3drta.pdf). It has follow-up activities that include cooperative learning. It has elements of direct instruction of individual words.
This lesson is designed for first graders. They are upper-middle class students in an inclusive classroom, richly endowed with multi-media facilities such as a PowerPoint projector, Internet connectivity, a large television screen and personal computers. The teacher has very creatively constructed his/her classroom with areas for cutting and pasting, reading/listening activities, easy reading chapter books, carpet spaces, and large wall spaces for displaying students' work.
The scenario is that the first grade students are near the end of the year. We usually have a reading activity right after their outside playtime. They will come back very energetic. It takes us at least ten minutes to settle them down. It is carpet time. They love it when the teacher reads to them.
Goals: (These are taken from the Illinois State Reading Standards http://www.isbe.net/ils/ela/standards.htm)
1.A.1a Apply word analysis skills (e.g., phonics, word patterns) to recognize new words.Apply word analysis skills (e.g., phonics, word patterns) to recognize new words.
1.B.1a Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge.
The following goals refer to USD 503 First Grade Goals
http://www.vikingnet.net/standards/guthridge_1st.pdf
Read age-appropriate material aloud with fluency and accuracy.
Listen to or read text to connect personal experiences and ideas with those of other cultures in literature.
This class will use both DR-TA and direct instruction along with some cooperative learning to achieve the above goals. The story will be a lesson I adapted from an Aesop fairy tale, The Lion and the Mouse. I chose it because it is a fun story and one that a first grader, someone who is smaller than bigger children on the playground, might be able to relate to.
I will make it a point to tell the students that the story, like Aesop himself (a Greek slave who is thought to be from Africa) is derived from myths originating in Africa and is similar to the "trickster" stories of Native Americans such as the coyote stories and the African American stories about "Brer Rabbit".
I will have a student place sentence cards on a velcro story board we use during story time. They will take turns doing this. Alternatively, I could use a PowerPoint story, putting one sentence at a time on the screen, but there is no need for advanced technology for ...
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