1. Teacher summarize the key concept to the student.
2. Answer any questions the student might have. Teacher says: “Now that you get a chance to use prediction and confirmation during reading, do you see how this can help you with all types of text, especially the non-fiction text? Making prediction before reading is great because this get our mind running about the text. This way, you are more engage in the text you are reading. By keeping the predictions in mind, we can start to look for clues and details to help us figure out if our predictions are true or not. Imagine you are going to a movie. You read the title of the movie and watched a trailer. During the trailer of the movie, don’t you have some predictions about the movie? For example …show more content…
In the drafted version, the only technology used was a laptop for me as a teacher to show the student the Popplet for the introducing vocabulary words. The student did not have any hands on technology usage. For the final lesson plan, I decided to have the student make their own vocabulary Popplet for homework, and use Word Processing tools for them to fill out their predictions and confirmations chart while reading. This give the student more opportunity to use technology, but also they can have a copy of it when they are at home to use as an example if …show more content…
That way, the TEKS, objectives and the assessment will all go together to see if the student learn what I just taught them. Another thing I learn is how to write an introduction on how to hook the student in before reading a book. Lastly, I learn how to write an actual lesson plan. I get to experience on how much effort and work being put into a lesson. It is hard because of the time (20-30 minutes lesson) and it have to be detailed, but at the same time fun to write