Jara B Childs Reading Lesson Plan

Elementary and Early Childhood Education Lesson Plan Template Name: Jara B. Childs

Date: 03/20/2019

Course: Year Long Clinical I

Lesson Plan #: 3

Subject Area(s): Reading Lesson

Grade Level/Time Frame: 5 grade and 1 hour

Step 1: Identify Learners (Classroom Context)

Learning Context

Learner Description

Personal Assets, Cultural, Assets, Community Assets (also referred to as Funds of Knowledge)

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The classroom is bright and colorful with several anchor charts separated by subject located in the back of the classroom. Also in the back of the classroom there is a book shelf with a blue bin for each student to hold their personal and library books. There are also books separated by Lexile level in the reading corner. The reading corner has 4 comfortable chairs and pillows for students to sit and read and a bright and colorful carpet. The desks are set up in the shape of a U with 2 rows of 2 in the middle facing the front of the classroom. The students also have bins on a bookshelf that hold their supplies like markers, crayons, colored pencils, glue sticks, etc. The students keep their backpacks on hooks where their student number is marked above. The class job list is on a cabinet to the left (when facing the classroom). Stem materials and holiday decorations are placed in bins above the sink. In the front of the classroom is a large carpet with sections of 5 separated by color. The classroom also has a promethean board in the front. There is also a white board near the promethean boards and several mini/movable whiteboards. iPads are in a black in green bin on the right side of the classroom. The school has a learning commons where students can carry out research, sign out books, create deigns on the Lego board, and so many other resources. Teachers can also use the learning commons to di-cut shapes, laminate papers, and even get large sheets of colored paper for bulletin boards. Students also practice Math strategies in the Math lab and participate in STEM activities in the STEM lab. Each grade rotates a laptop cart where students are assigned a laptop when it is used in the class. Number of students in class: 24 • Number of males: 8 • Number of females: 16 Learning Needs Number of Supports, Accommodations, Students Modifications Students w/ IEPs or 3 504 plans Students w/ EIPs 5 English learners 0 Gifted 1 Enrichment and extensions Students with gaps in Math: 2 Small groups based on common academic knowledge Reading 0 misconceptions Other learning needs ADHD: 2 Additional time with in-class work/assignments Being Tested for SpEd: 1 I will use students’ personal interests by having students connect the read aloud to themselves as a text-to-self. Students will relate the information in the fictional story to their experience, family background, or even prior knowledge. Culturally, students will learn about a young girl who is their age and is growing up in a different part of the world. The young girl in this story has a different upbringing than the students in this class so it would be great for students to learn about a different culture. During this lesson, during the introduction I will talk about the school’s international night and how there are different cultures and ways of living throughout the world. This will incorporate the school as a part of the community asset.

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Step 2: Identify Curricular Priorities

Georgia Standard (s) of Excellence, WIDA Standard(s), etc.

Prior Academic Knowledge and Prerequisite Skills

Central Focus, Overarching Goal, Big Idea, or Essential Question(s)

Learning Objective(s) or Learning Target(s)

Potential Misconceptions and/or Developmental Approximations

Explain relationships or interactions between individuals, events, or concepts. Read and comprehend grade level literature informational texts, dramas, and poetry Students should understand that people around the world have different cultural experiences than they do and that their day to day lives will be much more different than theirs as well. Students should also be able to compare and contrast to complete the text-to-text, text-to-self, text-to-world graphic organizer. What are the important understandings and/or core concepts that you want students to develop? How can I connect my personal life and what I know from other texts and the world to the reading? How can I use what I have already listened to in the story to infer what might happen later in the story? How can I make an inference about a struggle a character has (internally or externally) to determine how it might determine what he or she does in the future? I can connect my personal life and what I know from other texts and about the world to the reading. I can use what I have already listened to in the story to infer what might happen later in the story. I can make inferences about a struggle a character has (internally or externally) to determine how it might impact the future of that character. Students may not understand what is meant by the last question on the graphic organizer. If students are not certain about what the question means, I will explain that the questions mean, “An internal struggle would be something personal that a character deals with like something the character wants but can’t have or an emotional struggle. An external struggle would be something that impacts the character’s environment. An example would be war or living in a dangerous area.”



Academic Language Vocabulary • Words and phrases with subject specific meanings that differ from meanings used in everyday life (e.g., table, ruler, force) • General academic vocabulary used across disciplines (e.g., compare, analyze, evaluate) • Subject-specific words defined for use in the discipline

Academic Language

Whole Class Supports

Differentiated Supports

Language function: Describe Predict Determine Explain

Students will complete a graphic organizer that will challenge them to describe, predict, determine, and explain their thinking in relation to their books. N/A

Students will complete a graphic organizer that will challenge them to describe, predict, determine, and explain their thinking in relation to their books. N/A

I will explain what internal and external means by saying what is written above in the potential misconceptions area.

I will explain what internal and external means by saying what is written above in the potential misconceptions area.

Multiple meaning words: N/A

Academic vocabulary: Internal External

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Language Function: the content and language focus of the learning task (e.g., activities, discussions) represented by the active verb in the learning objective(s) or learning target(s) (e.g., apply, evaluate, cause and effect, sequence, hypothesize, infer, summarize, describe, explain) Language Supports: instructional supports that help students understand and successfully use the language function (e.g., sentence starters, graphic organizers) Syntax: set of conventions for organizing information (e.g., sentences, graphs, tables); organizes language to convey meaning Discourse: how members of the discipline talk, write, and participate in knowledge construction using the structures of written and oral language; discipline specific discourse has distinctive features or ways of structuring oral or written language, or representing knowledge visually. Step 3: Design Assessment Framework

Subject-specific vocabulary: WILL VARY

WILL VARY

WILL VARY

Syntax: Graphic Organizer

Graphic Organizer

Graphic Organizer

Discourse:

Students will share how Students will share how they have used the they have used the strategy to make strategy to make inferences with their inferences with their books books How will students demonstrate understanding of the academic language in the different language demands (e.g., writing, speaking, reading, listening) in the lesson? Students will demonstrate understanding of the academic language in this lesson by writing in their graphic organizers and connect parts of the texts to their own thinking.

Assessment Plan Georgia Performance Standard(s) Explain relationships or interactions between individuals, events, or concepts. Read and comprehend grade level literature informational texts, dramas, and poetry

Corresponding Learning Objective(s) or Learning Target(s) I can connect my personal life and what I know from other texts and about the world to the reading. I can use what I have already listened to in the story to infer what might happen later in the story. I can make inferences about a struggle a character has (internally or externally) to determine how it might impact the future of that character.

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Format of Assessment(s)

Graphic Organizer Check Running Record

Type of Assessment

Step 4: Create Learning Activities



Format of Assessment (e.g., quiz, test, checklist, KWL chart, performance task)

Supports, Accommodations, Modifications (Differentiated Assessments, Culturally Relevant Assessment) N/A

Evaluation Criteria How will you know or measure if the students have met the learning objective(s) or learning target(s)? N/A

Pre-assessment

N/A

Formative assessment(s)

Graphic Organizer

Students who do not understand what the last question means, I will explain it to them as I have above in the potential misconceptions section. Students can receive extra time if needed.

Formative Assessment 2

Running Record



Summative assessment(s)

N/A

N/A

Students will be graded with a check on their ability to clearly connect their knowledge about the story to other aspects like their personal lives, text they have read in the past, and what they know about the world. Students will also be graded with a check if they are able to clearly write out what has happened in the story and what they think will happen based on prior events. Lastly students will be graded with a check if they are able to clearly determine an internal and/or external conflict and how it has or might influence a characters actions. 4 checks will be a 100%, 3 checks will be a 75%, 2 checks will be a 50%, and 1 check will be a 25%. I will call over a few students to have a readers meeting with. During this meeting I will listen to them read to determine their fluency or words they may struggle with and observe them/take notes on their ability to apply the skill using their text and the graphic organizer. N/A

Pre-Assessment Data Summary Summarize the results of the pre-assessment data and explain how it will drive your instructional practices. Materials Needed Teacher Resources (must include podcasts): Graphic organizer PDF on screen Promethean board to display standard The Red Pencil

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Technology Connection

Supporting Diverse Learners

Culturally Responsive Teaching

Research and Theory, or Principles of Child Development

Instructional Strategies and Learning Tasks (include activities, discussions, or other modes of participation that engage students to develop, practice, and apply skills and knowledge related to a specific learning objective(s) or learning target(s). Learning tasks may be scaffolded to connect to prior knowledge and often include formative assessments)

Student Resources: Graphic organizer Personal reading book Pencils Clip Board I will use the promethean board to display visuals during the story to keep students engaged. Students will not need to use technology during this lesson. I will support my students who are gifted by including a question that requires higherleveled thinking. (this is the last question on the graphic organizer). I will support students who are classified as ADHD by allowing all students to pick a reading spot in the room with a clip board to read. Students who struggle with reading will be supported by organizing their thoughts with the graphic organizer. How is the content of your lesson connected to the students’ assets (personal, cultural, and/or community) within your classroom? Be specific to the content of the lesson and the assets of your students. Students will utilize the entire learning space so that they can read comfortably. There is a reading corner that students can use where there are comfortable reading seats as well as wobbly stools. What specific research, learning theories, and/or principles of child development guided your instructional choices for this lesson? How are they applicable to your learning objective(s) or learning target(s)? Graphic Organizer Readers Workshop Model Bloom’s Higher Ordered Thinking To begin the lesson, I will have students meet on the carpet and help them connect to their prior knowledge by asking them, “Have you ever read a story and thought ‘Oh wow! That reminds me of another book I’ve read!’ or ‘That makes me think about when I was afraid or sad or excited about something’”. Then I will introduce the strategy “Text-to-Text, Text-to-Self, Text-to-World”. I will say “This strategy is very similar in that you will be relating something that you are reading with something else you have read and connect it to something in your personal life as well as something that is happening in the world.” I will then introduce the standard by displaying it on the promethean board. The standards will read “Explain relationships or interactions between individuals, events, or concepts.” And “Read and comprehend grade level literature informational texts, dramas, and poetry “ I will ask the students what action word the standard calls for them to do. Students will say that they must explain. I will then ask what does the standard call for them to explain. Students should say that that they will be explaining the relationship between characters, events, or concepts.

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I will say, “to do this, we must make inferences from the story”. I will then pull up the graphic organizer so that I can explain to the students how I will fill it out. The book I will use as an example will be “The red Pencil”. I will give an example that will say “This reminds me of the story of Jesus’ birth and how that story is told every year for millions of Christians around the world around Christmas time.”



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Text-to-Self: “In the story, the author describes the main character’s birth story” I will use this as a text-to-text connection by referencing

Connection to the Arts

Higher Order Thinking Questions (HOTQs)

“In the story, the main characters best friend, Halima and her family are moving from the village to a big city for more opportunities” This will be my text-to-self connection and I will relate it by saying “I moved from New York to Georgia because there are more teaching opportunities here than there is in New York.” Text-to-World “Amira wanting to be educated but her mother refusing to support or grant her permission to do so.” And write how it connects to a student teaching experience I have had in my field experience school in DeKalb County, there are refugees from east Africa and the middle east. They are young girls and have talked about how their mothers didn’t go to school where they lived because it wasn’t allowed.” This will be my text-to-world connection. I will then go on to explain that once the reading time is over, students will write what has happened in the book so far and what they think might happen as the book continues. Then students will describe a character’s internal and/or external conflict and how that conflict will influence his or her actions. (This may need to be explained further). This will be SILENT READING TIME, but students will have the opportunity to choose their silent reading spot anywhere in the room. IF they are not on task, they will return to their seat. Students will have 20 minutes in independent reading as I conduct reading conferences where I will complete the running record formative assessment. As students are reading at this time, they must complete the text-to-text, text-to-self, and text-to-world graphic organizer. If students complete this before the reading time is over, they can continue reading and fill in the rest of the graphic organizer. After students read, they will have 15 minutes to complete the rest of the graphic organizer. At the end of the lesson, students will meet back on the carpet to share what one of their text connections and describe a character’s internal or external conflict. Call on students until the time is up (10-minute duration) Students will then hand in their papers to my desk to be graded and return to their desks for further instruction. How would you incorporate creative expression through drama, movement, visual arts, and/or music into the lesson? (OPTIONAL but should be included as often as possible) N/A Students will analyze the text they read to make text-to-text, text-to-self, and textto-world connection (Bloom’s Analyze) ANSWERS WILL VARY “Predict what might happen as the book continues” (Bloom’s Synthesize) ANSWERS WILL VARY

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Re-teaching, Re-Engagement, Practice Extensions

“Determine a character’s internal and/or external conflict and how that conflict has influenced or will influence his or her actions” (Bloom’s Evaluate) ANSWERS WILL VARY One way this strategy can be retaught is by having students who have a difficult time with this strategy, take one connection at a time before they try to implement all 3 connections The last section of the graphic organizer requires students who need to be challenged to use Bloom’s Evaluate (the highest level of higher ordered thinking). The question prompts students to “Describe a character’s internal and/or external conflict and how that conflict has influenced or will influence his or her actions.” At the end of the lesson, students will meet back on the carpet to share what one of their text connections and describe a character’s internal or external conflict. Call on students until the time is up (10-minute duration) Students will then hand in their papers to my desk to be graded and return to their desks for further instruction.



Lesson Closure

Step 5: PostInstruction Reflection

Lesson Implementation (Be sure to address both whole class and small group or individual learners) • What went well and why? • What did not work well and why? • How did the learning environment and materials work together to support student learning? • What improvements and changes would you make if you were to teach the lesson again and why? • What did you learn about yourself as a teacher? Learning Theories/Research Base • To what degree did the implementation of your lesson utilize the learning theories that framed your instructional plan? Provide examples from your experiences teaching the lesson. Assessment Analysis • What information about student understanding did you learn from your assessment(s)? How did the student or student(s) do on the assessment? What patterns of learning do you see? • How will you act upon, and will students be able to act upon, the feedback provided form each assessment strategy used? • Optional: Use the assessments and create a chart to analyze student learning across the class. Attach or paste your chart and write a quick summary of what students learned or potential misunderstandings and how you are drawing these conclusions.



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