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Language Experience Approach
Purpose-
The students will be able to tell the class what they would do if
they were invisible for a day. The
students will identify verbs in the sentences.
INTASC
making content meaningful, child development/learning theory,
planning for instruction, communication and knowledge
SS
curriculum knowledge, child development, instructional delivery,
planning
Materials
The Invisible Stanley by Jeff Brown, Invisible Stanley
overhead, banner paper, marker.
Opening
Show pic of Stanley on the overhead.
I'm going to read you a story.
What do you think the story is going to be about based on the pic
and title?
Strategies
read aloud: ch.1 page 7-11 and prologue
Prediction:
I have marked a place on page 7 that I will stop and ask for
predictions regarding what they think will happen.
Inquiry: What would you do if you could be invisible for one day?
LEA: Let's share with the class.
(Write student responses on theoverhead. Write exactly what the student says. Use their words.)
Inquiry: What is a verb? (Action word)
Think/pair/share:
At your tables, decide which words are verbs.
Share with the class. (Underline
each verb the students find in the sentences.)
Assessment/Closure-
(If the students are confused about locating verbs, then I will
create a mini-lesson regarding verbs.)
Now that you all have an idea about what you would like to do if
you were invisible, if a bulletin board ever falls on you, you will have
something to do!
Rationale for Primary Strategy I chose a read
aloud because it is important for students to hear stories.
I chose this particular book because the idea of being invisible
is very stimulating for students. I
like to have inquiry in my lessons because the students need to think
and make relations in their minds.
The LEA strategy is used so students can see their own words
written in language. The
sentences are transcribed exactly as the student says.
Modifications/Differentiation- for students
who do are having a difficult time thinking of themselves as invisible,
I will use inquiry to ask them, "What is something that you have
always wanted to do, but cannot do?"
For differentiation, I will challenge them to tell me two things
they would do if they were invisible.
Reflection/Debriefing- The students made
predictions based on the picture. They
had some creative ideas about what the book would be about that I did
not even think about while planning this lesson.
They were engaged from the time the overhead turned on until the
end of the LEA lesson. (I
had them do some group work at their table and some were a little off
task.) Some students seemed
very intrigued with the overhead picture that they were thinking of many
predictions per person. I
feel very good about the effectiveness of the overhead picture at the
beginning. It really
sparked an interest for the story.
I also decided to do a book talk during this lesson.
I also liked how I chose what to read in the book. I wanted to read about how Stanley became invisible.
I did not want to read about what he did while he was invisible
because my LEA was based on what the students think they would do if
they were invisible. If I had more time, I would like to continue
reading the rest of the book to the class.
The students were telling me concise statements about what they
would do. This made the LEA
manageable to write. I
think in the future, I will definetly tell the students that I am going
to write exactly what you say. So
tell me what you would do in one sentence.
I felt like the LEA was successful.
Intelligences
MI- linguistic, intrapersonal
LS- visual, audio
BT- knowledge, comprehension, application
Classroom Management Techniques- I will
require that the students raise their hands while writing the sentences
on banner paper. I will
require that the students discuss in their groups to find the verbs in
the sentences. Then, I will ask each table to tell me a verb.
I will ask each group until we have all of the verbs underlined.
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