Name: Tiffany Cochran                                          Date: November 24, 2003

School: John Will Elementary                               Grade Level: Fifth Grade

Teaching Strategy: Group                                      Time Required: 15-20 minutes

 

Shared Reading

 

I.               Concepts:

a.    Reading with expression

 

II.              Behavioral Objectives: Upon completing this activity, the students will be able to:

a.    Express words through their voice

b.    Discover expressive words when reading a poem or book.

 

III.            Alabama Course of Study: (36) Demonstrate increased facility with oral language for a wide range of purposes and audiences.

 

IV.            Materials:

 

a.    A Light in the Attic, by Shel Silverstein, page 95, The Little Boy and The Old Man printed on a transparency sheet

b.    Overhead projector

c.     Pointer

 

V.             Teaching Procedures:

a.    Motivation:

                                                     i.     Ask the students, “Who all has grandparents?”  “Are they old?”

                                                      ii.     Tell the students that old people are just like young people and they have feelings also.

b.    Instructional Procedures:

                                                     i.     Ask the students if they have heard of Shel Silverstein.

                                                      ii.     Show the students the book, A Light in the Attic, by Shel Silverstein.

                                                        iii.     Tell the students, “We are going to read a poem out of this book. First I will read the poem aloud to you and then you will tell me something that is wrong with the way that I am reading the poem.”

                                                        iv.     After reading the poem very plain and without expression ask the students, “What was wrong with the way that I was reading the poem?”  The students should reply that you did not read the poem with any expression.

                                                      v.     Talk to the students about how important expression is when reading a story or a poem like this one.

                                                        vi.     Tell the students, “We are now going to all read this poem together, but with great expression. We the poem says that someone whispered we are going to whisper. When someone says laughed we are going to laugh and so on.

                                                         vii.     Read the poem with the students with expression.

                                                           viii.     After reading the poem together ask the students if they liked it best with expression or without.

c.     Closure:

                                                     i.     Reread the poem to the students with expression.

                                                      ii.     Tell the students, “When reading a story or a poem it sounds much better when you put great expression into what you are saying.”

VI.            Evaluation:

a.    Teacher observation

 

VII.          Professional Reflection:

a. I really enjoyed teaching this lesson. I think the students really enjoyed this lesson. I had fun with the students reading the poem with expression. The students were right on task with the answer that I was looking for when I asked them what was wrong with the way I was reading it. After talking with Dr. Kent I realized that there were a few more things that I could do to help the students understand the effectiveness of reading with expression.