Lesson Components

What teacher and student behaviors are planned and expected

Comments/Notes/

Reflections

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.

• ELA with focus on Reading
• 4th grade
• 60 minutes (x2 for second session with different group of students)
• lesson will take place in the classroom, mini lesson begins on the carpet, then students break up and sit where they choose
• 1st section: 15 student, 1 native speaker though raised in Korea, 14 students with Korean as L1
• 2nd section: 14 students, 0 native speakers, 13 students with Korean as L1; 1 student with Japanese and English as dual L1; 4 identified as ELs with Spring 2018 Las Links testing, 1 new student in January 2019 was identified as EL
  • 3 ELs are “3s”- Intermediate
  • 2 ELS are “4s”- Proficient (one is gifted (especially in math, identified through outside testing)
• Using Lucy Calkin’s Units of Study for Reading Workshop; Unit title is “Historical Fiction Clubs”; Lesson 14 of the unit “Some People’s Perspective is not all People’s Perspective”; historical fiction text unit. Students are in historical fiction clubs were made based on a combination of their reading level, interest in a historical era, and behavior with one another.
  • Reading Workshop is set up with a 12 minute mini lesson, then independent reading, where I rotate through students to confer and do small groups with their book club-often facilitating discussions and checking the progress of the groups in their book to see if they are ready for another novel, then the lesson ends with a 5 minute share.

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

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

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.

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.

Vocabulary students will need in order to be successful in the lesson

-Perspective (we have discussed this term a lot)

-Theme (we have discussed this term a lot)

-assumption (new term)

-overgeneralize/overgeneralizations (new term)

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

-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.

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

1. Connection: tell students an overgeneralized story
2. Have students analyze story for what is “wrong” by turn and talk and teacher explain overgeneralized/assumption

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:

1. Give students explicit tips for avoiding overgeneralizations when note taking and speaking
   1. Be specific, use details
   2. When unsure, ask, “who/what are we really talking about?”
2. Give oral example of an assumption/overgeneralization of the Danish resistance from Number the Stars
3. Display large copy of student overgeneralized notes and non-generalized. Students turn and talk as they compare and contrast the two.

Active Engagement

1. Reread selection from chapter 16 (p.123-24)
2. Students take notes about what they learned
3. Recap, using phrases “Children like Annemarie….” “Some people….” “A lot of Danes” to reinforce not generalizing.

Link

1. Remind students when they read historical fiction, it is from some people’s perspective on historical events, but not everyone’s.
2. Remind clubs of anchor chart strategies as clubs are all a different stages of reading a book club book
3. Remind clubs before they start reading, the club needs to decide their page/chapter goal.

Conferring

1. Students read independently or together as a club
2. Teacher monitors and confers with students and clubs on the different skills they have been working on throughout the unit (characterization, theme, symbols, perspective)

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)

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)

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

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.

Accommodations for students with IEPs

N/A-No students with IEPS

Technology Use: Detail specific technology being used in the lesson with explanation for why it is being used.

None