Theory+and+Research+in+Literacy+Lesson+Plan

 I talked with my two students about going to the movies and what happens before the actual movie starts. Both of the students talked about getting snacks and drinks, and then told me about how they watch little clips of the movies that were not yet in the movies. I explained to the students that these previews are called movie trailers. We discussed what was in a movie trailer, including characters, setting, and events, and how the trailer does not give away the ending Our next step was to talk about the events and how the trailer is only going to show you the most important events. This transitioned into a discussion on how to correctly retell a story. Specifically, we should retell in sequential order and only give the important details. I then showed the students a copy of __The Magic Finger__ and we discussed what happens when we get mad. I then asked if any of them had ever been so mad that they wanted to change something. This lead into an explanation that over the next week or so we would be reading __The Magic Finger__ and they would be making a book trailer for their retelling. The students and I previewed some book trailers through the following website: http://www.homepages.dsu.edu/mgeary/booktrailers/. After each book trailer we discussed what important elements they saw or heard in the trailer. Students pointed out we should include characters, settings and events in order. Students also realized that the person making the trailer had to speak loud and clearly in order to be understood. Other student comments included that the person making the trailer did not give away the ending, instead the speaker told you to go to the library and check out the book. Before the students started reading I went over some vocabulary that they would encounter in the book. For example, on pg. 10 and pg.11I reviewed vocabulary a figurative language, e.g. “cross,” “I saw red,” and “mind your P’s & Q’s.” I gave examples of how these words could be used. “I told Ms. Astrin to mind her P’s and Q’s about that situation,” “I get cross when someone doesn’t listen to my directions,” “I saw red when she told me that I had lied when I knew I didn’t.” I also exaggerated the words, and did facial expressions to support the context of the words. The students then gave me some examples of how they would use the words. Students over the course of the next three days read __The Magic Finger.__ While the students read at certain points I tapped quietly in front of them which is the cue to whisper read to me while I took notes on my guided reading log. I showed the two students the sequence chain graphic organizer and showed them how I had labeled all of the boxes with either a B for beginning, M for middle and E for end. There were two boxes for the beginning, middle and end for a total of six boxes. I told the students there could only be six slides in their book trailer so they had to be cautious of what they wanted to add to their organizer. I then modeled how to fill out the graphic organizer using a short story. The model organizer was displayed on the board throughout the class period so the students could look back at the model for help. I also told the students that they could use their book to help them with their organizer, as well as to look back for information that they might have forgotten. During these two days I was by the student’s side for support if they had any questions or if they needed help. Once the students completed the organizer, I did go back through and check to make sure the story was in sequential order and that the supporting details matched what the student read in the book. Some students had trouble with the beginning of the story as well as repeating the same information. The students and I then worked one on one to review their organizers. To scaffold their thinking I would pose questions to go back and find the support, ask them to put information in their own words, or ask them whether the sequence made sense. We even went back and watched examples of book trailers again. This helped them to see where information should be placed in the organizer. Once these questions were posed and the students went back and found their support they were able to fix their organizers. Once the organizers were checked and approved by me the students could start on their pictures that would be displayed in their book trailer. Students then used their sequence chain organizer to draw detailed pictures that would be used in their book trailer. Students then used their sequence chain organizer to write a summary about __The Magic Finger.__ Their summary would also be used as a template for what they would say while recording their book trailer. Once the summary was self-edited by the student I edited the paper with the student. We then worked together to divide up their summary into six parts for recording. I modeled for the students how to create a movie trailer by using the Microsoft program Photo Story, a digital camera, and a microphone. Students first used a digital camera to take pictures of their drawings. Then they transferred the pictures from the digital camera to a folder on the desktop of the computer. Students next transferred their pictures from the computer to Photo Story. Once the pictures were transferred they put the pictures in order on the storyboard. Students were then shown how to record their voice using Photo Story. Then, picture by picture the students used their summary writings, which we divided up so their voice recordings would overlap with their pictures during their trailer. Once the student and I previewed the movie, the movie was saved to my flash drive. I then burned the movie onto a CD so the student could take the book trailer home and share it with their family. A note to the family was also sent home along with the CD explaining what their child had accomplished. We then shared the book trailers with the media specialist and my co-teacher.
 * Lesson Plan Implemented in a CCR classroom **
 * Lesson Plan Title **: __The Magic Finger__ book trailer. (Third Grade afternoon group reading group.) The two students in this group have both been identified as having a Learning Disability in the area of reading comprehension and writing.
 * Focus **: Retelling, summarizing only the important details of a story, writing in a sequential order with correct spelling, punctuation, self-editing, and using multiple aids to guide in writing 90% of the time. (Concept taken from Individualized Education Plan benchmark goal.)
 * Rational for teaching: ** These two students are fluent readers, but struggle with comprehension, especially with retelling a story in sequential order and identifying specific details taken from the story. In the past when I have conducted retells with these students either the students have shut down and refused to retell, or I have receive single word answers. Both of these students are very creative and love drawing, as well as being dramatic. I wanted to tap into their strengths to help them develop their retelling skills as well as to motivate them to do their best work. Also both of these students have writing goals in which they should write in a sequential order, use multiple aids to guide them in their writing, and use correct spelling and punctuation in their writing. Since they were working on retelling in sequential order I thought that they should write in sequential order as well. That is when I came up with the idea of them to make a book trailer that is similar to a movie trailer. The students would have to pick the most important details in sequential order to retell the story without giving away the ending. Students would draw pictures to represent the important details and use the digital camera to take a picture of their picture. Then the students would have to write out their script in sequential order so that they could read from it while recording their book trailer. Finally I would share these trailers with other staff members or students to increase student motivation.
 * Materials needed: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">A) Two copies of __The Magic Finger__ by: Roald Dahl, B) Two copies of Sequencing chain graphic organizer, C) Blank copy paper and colored pencils for drawings, D) Digital Camera, E) Microphone and G) Computer with Microsoft Photo Story installed.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Day 1: Getting started/Prior Knowledge **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Day 2: Examples of Book Trailers **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Days 3-5: Reading __The Magic Finger__ **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Days 6-7: Sequence Chain graphic organizer **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Days 8-9: Drawing pictures to support retelling **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Day 10: Writing a summary on __The Magic Finger__ **
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Day 11: Creating the book trailer **