Clouse _5470_Lesson plan
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Lesson Plan Template
EDIS 5470: English Education
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Lesson Components
What teacher and student behaviors are planned and expected |
Comments/Notes/
Reflections |
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Context: Course name; grade level; length of lesson; description of setting, students, and curriculum and any other important contextual characteristics. Include how many English learners are in the class and information about their L1s and WIDA levels.
No paragraph-level conversations.
Start one.
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Virginia SOL(s) OR Common Core State Standard(s):
Common Core ELA:
W.4.9.a,b
RL.4.1
RL.4.3
RL.4.5
RL.4.6
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WIDA Can-do descriptor(s). Include descriptors for all WIDA levels present in the class:
L3 Speaking Recount: Stating main ideas in classroom conversations on social and academic topics
L3 Reading Recount: Identifying main ideas in narrative and informational text
L3 Discuss: Using examples to clarify statements
L4 Reading Recount: Connecting details to main ideas or themes
L4 Discuss: Elaborating on statements of others to extend ideas
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Objectives (KUD format – Students will Know, Understand, Do):
Students will know: What an assumption/overgeneralized statement is
Students will understand: How to write a conclusion without overgeneralizing the statement
Students will do: Students will draw conclusions about characters and historical events in their novels based on characters’ perspective and use supporting text evidence.
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Language Objectives (These should be ways you can observe students using language).
Students will write down and tell their book club their new/developed conclusion.
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Vocabulary students will need in order to be successful in the lesson
Apr 5
Mary Donnelly
Mary Donnelly
:
These all definitely fit for terms for the whole class. I wonder if it's different for the different book clubs -- is their vocabulary/background knowledge within the various historical texts that they would need help accessing?
more
More thoughts — if there’s historical knowledge/vocabulary students need help accessing, is there a way to make the process of figuring out the words/meanings collaborative as a group?
-Perspective (we have discussed this term a lot)
Apr 5
Mary Donnelly
Mary Donnelly
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It's good that you're thinking of "unit" vocabulary that you've already discussed, that you can connect back to, not just the new vocabulary of this lesson. I'll probably go back & do that in my own lesson plan
[Edited]
-Theme (we have discussed this term a lot)
-assumption (new term)
-overgeneralize/overgeneralizations (new term)
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Assessments: Methods for evaluating each of the specific objectives listed above.
Diagnostic: Students will demonstrate what they already know by…
-Completed notes from previous lessons
-turn and talk share discussion
Formative: Students will show their progress toward today's objectives by…
-Student notes in their notebook/on sticky notes
Apr 5
Mary Donnelly
Mary Donnelly
:
Does this count as the new conclusion that they'll be sharing with their book club group? If not, that would fall under formative, too, I think
-teacher conferences
-book club discussions
Summative: Students will ultimately be assessed (today or in a future lesson) on these standards by...
-In about a week, students will have a formal post-assessment where they will read a passage and answer a skill based question about the passage.
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Instructional Steps (Procedures): Detail student and teacher behavior. Identify possible student misconceptions. Include:
I. Welcome/greeting/announcements
1. Students Glue in notes pages into notebook
2.Read aloud Chapter 16 of Number the Stars
3. Students come to the carpet with Reading notebook and a pencil for mini lesson.
II. Hook/ bridge/ opening to lesson
III. Instructional steps
Teaching Point: “Today, I want to teach you that as readers research characters’ perspectives, it’s important to recognize that one person’s perspective is not everyone’s perspective. Readers must be cautious about making assumptions and overgeneralizations.”
Teaching:
Active Engagement
Link
Conferring
IV. Closing
Share
1. Clubs have a discussion about what they have read and new ideas they have based on their reading (example new symbol/theme)
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Materials:
Teacher:
-Read Aloud novel: Number the Stars
-Example of student notes that overgeneralize
-“Readers of Historical Fiction” Anchor Chart
-“A theme” Chart
-“Historical Fiction Readers deepen their understanding” chart
-“Analyzing Perspective and Critical Reading Learning Progressions
-Conferring sheets/sticky notes for conference notes
Students:
-Reading Notebook with note taking pages glued in
-book club book
-Sticky notes (optional)
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Attention to Individual Student Needs: Detail specific actions/materials you will use to meet individual needs in this lesson.
-Learning progressions and sticky notes to leave comment/tip with student after conferencing
Apr 5
Mary Donnelly
Mary Donnelly
:
Nice -- it's helpful that the classes are around 15 students, making it easier to get around to everyone individually!
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Enrichment plans for advanced/gifted students
-Students were placed in book clubs partial based on reading level. Students with higher reading levels are reading higher-level books.
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Accommodations for students with IEPs
N/A-No students with IEPS
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Technology Use: Detail specific technology being used in the lesson with explanation for why it is being used.
None
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Rationale
How this lesson incorporates Gibbons’ (2009) Intellectual Practices (pp. 21-30). (Note: you are not required to address all of these in your lesson plan and your rationale may include how this one lesson fits in with a larger unit.):
- Students engage with the key ideas and concepts of the discipline in ways that reflect how “experts” in the field think and reason.
- Students transform what they have learned into a different form for use in a new context or for a different audience.
- Students make links between concrete knowledge and abstract theoretical knowledge.
- Students engage in substantive conversation.
- Students make connections between the spoken and written language of the subject and other discipline-related ways of making meaning.
- Students take a critical stance toward knowledge and information.
- Students use metalanguage in the context of learning about other things.
This lesson incorporates several of Gibbon’s Intellectual Practices such as “students engage in substantive conversation”, “students make connections between the spoken and written language of the subject and other discipline-related ways of making meaning”, and “students take a critical stance toward knowledge and information” through their discussions within their books clubs about the story they are reading and using knowledge of the historical events to further defend and use as supporting evidence in their ideas. Depending on book club conversations, “students engage with the key ideas and concepts of the discipline in ways that reflect how “experts” in the field think and reason” could also happen as students have been reading books from the same era for two weeks now. They have also done research into the historical events taking place in their books. They will use this information to help draw conclusions and understand character perspectives and motivations in their stories.
The way Reader’s Workshop is structured, students have been exposed to several different strategies to use while reading historical fiction. They do not have to use all of the strategies in a single day, but should be using at least one they have learned based on where they are in their novel. Some groups will be starting new novels, while other groups are in the middle, and one group may be finishing their novel. By giving students these strategies, they are able to choose the one that works best for that day and use those critical thinking skills.
Post-teaching Reflection (3-5 pages):
- What change did you make to your lesson?
- Why did you make them? (Provide specific evidence of the precise source and focus of the inspiration for each your choices)
- What went well in the lesson?
- What would you change in the future?
- What did you learn about planning? List each objective and evaluate how well it was met during the lesson.
- What did you learn about teaching?
- What did you learn about your students?
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