Lesson Plan on “The Cay” Using Assure Method: intermediate
Day 2: Read from “The Cay”
Daily Writing Activity: Journal entry: write about a time you were scared and how you overcame your
fear
Comprehension Activity: Mental Images, Sequencing
Language: worksheet “Dat be true”
Math: Island Math
Comprehension and understanding: Simulation – weaving while blindfolded
Analyze Learners:
General Character: This unit is intended for upper Elementary grades. These students may come from
various social and economic backgrounds. Some of the children may have special needs. The students in
this classroom generally interact well with one another and represent a variety of learning styles.
Specific entry competencies:
Some of the children may have visited the ocean before, while some of them may have never seen the
ocean. All of the students have the necessary reading skills to complete “The Cay”.
Learning Style:
The students represent a variety of learning styles, and this lesson incorporates activities that require
movement, oral and silent reading and other methods to reach each student in the classroom regardless
of what learning style the child represents.
Stated objectives:
The student will: be able to complete the worksheets provided
Write a journal entry thinking about a time they were scared by something and how they overcame
their fear
Learn about discrimination and prejudice
Selected media, methods and materials:
“The Cay” by Theodore Taylor
Worksheets: Dat be true, Island math, mental images, Sequencing
Student writing journals and pencils and crayons or markers
4 handkerchiefs and a supply of construction paper strips torn into 1” pieces
Utilize media and materials:
Preview: The teacher will preview all material to make sure it is suitable for use in the classroom
Prepare the material: The teacher will make copies for each student and assemble the necessary
supplies such as student journals and pencils and paper strips and handkerchiefs for the simulation
Prepare the Environment: the materials will be ready to use at the beginning of class
Provide the learning experience: The teacher will begin by asking the student’s what they remember
about yesterday’s reading and we will have a discussion about their responses. Next the teacher will
read the next section of the book out loud to the class. The class will discuss this reading and the
teacher will hand out the following worksheets: Dat be true, Sequencing, island math and mental images
for the students to complete after the teacher explains the instructions to the class. The student’s will
work on these together as a class with the teacher’s help. After the student’s complete the worksheets
they will write a journal entry about a time when they were scared of something and how they
overcame their fear. These entries will be illustrated and then displayed on the bulletin board.
Simulation: independent work – the students will form groups of 2 during free work time and they will
take turns being blindfolded and being the teacher. The blindfolded student will have to try to weave a
placemat from torn construction paper strips using only the sense of hearing (the 2nd student will
provide oral directions) and the sense of touch to complete the assignment.
Require learner participation:
The student’s will participate in asking and answering questions about the book, completing worksheets
based on concepts explored in the book, and relating their own lives to the story by writing a journal
entry about a time they experienced fear and what they did to overcome that fear. The student’s will
attempt to weave a placemat while blindfolded to gain a better perspective on Phillips blindness and
dependence on Timothy.
Evaluate and Revise:
Before, during and after instruction: The teacher will remain aware of the ability level and skills of the
students and adjust the lesson to accommodate a variety of ability levels and learning styles.
Assess learner, media and methods: The teacher will assess the student’s understanding by checking the
worksheets, semantic maps and student generated questions. The teacher will revise the lesson and
make changes as necessary if a particular method or type of media proves ineffective.