Andrea Holmes Grayling Elementary 2nd Grade January 2012 Danielsons Instruction Plan for a Single Lesson 1.

Briefly describe the students in this class, including those with special needs and ELL (English Language Learners) students. (Component 1b) 1a. General description of all students: My class is a very talkative class. They need reminders to stay on task but have been doing very well with this lately. The majority of my class falls within the green levels on my data sheet. Several students are blue and several students are yellow. There are no students that fall in the red category. Students have been put into tables that help to limit the talking or have been removed from the tables (one for behavior and one because he asked to have his own area without distractions). The one student that was removed tends to act out if he thinks he will get attention from the other students by making them laugh. He also tends to leave his seat several times throughout a lesson. I have started using a marble jar in the classroom for on task behavior. This seems to be doing really well and students are responding wonderfully. Students are excited to earn a marble and cannot wait to have a reward party. Students earn a marble every time they are on task as a class or are listening to other students. 1b. Students ELL Language levels: I do not have any ELL students in my class. 1c. Students specific special needs: I have several students that are receiving title one support. I have 3 students that are receiving title one support for reading. One is working on fluency, one is working on comprehension, and the last student is working on both skills. I have one student that takes a little longer to process information. He needs several reminders to focus or pay attention. He also needs more time to write and sometimes needs additional one-on-one assistance. I have another student whom looks like he is not paying attention but absorbs more than you would think. He needs reminders to get started right away. It takes him a little longer to put his thoughts on to paper. His responses are usually one word or very simple phrases. 2. How do these goals support the districts curriculum, state frameworks, and content standards? (Components 1a and 1c) 2a. Big Ideas or Supported Ideas (Language Arts) Why do I need to understand the meanings of multiple-meaning words? How do I figure out which meaning is the right one? 2b. http://www.corestandards.org/ELA-Literacy/L/2
CCSS.ELA-Literacy.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

School Improvement: Reading: - I will be attending the MAISA professional development this summer. - Several students are receiving Title 1 support. One student is working on comprehension, fluency, and decoding. Another student is working strictly on comprehension. The last student is working on comprehension and fluency. Building Background Knowledge: - Professional Development within district has taught me to use vocabulary journals to increase student background knowledge. Although this will not be demonstrated in this lesson, students will add homophones in their vocabulary journal. .

3. What are your goals for the lesson? What do you want the students to learn? (Component 1c) Students will

identify and discuss with a partner the homophone(s) found in the story Groups 1 and 2 -match and sort homophones and discuss their meanings Group 3 - match and sort homophones with the appropriate sentence

4. How do you plan to assess student achievement of the goals? 4a. What procedures will you use? (Attach any tests or performance tasks, with accompanying scoring guides or rubrics.) (Component 1f) Provide ongoing assessment throughout the lesson.

Observe and encourage student participation in class discussion, asking and answering questions, and volunteering comments and ideas. Note taking during table time with small groups.

During lesson

Are students identifying the homophones and homonyms used within the story?

During small group Are students discussing what each word means? Can students describe when to use each word?

4b. specifically describe all assessment accommodations that will be made for each ELL and/or ESE student. I would write the words in English and Spanish (or the language of the child). I would compare the two words in their language with the two words in English to show them a comparison of how English is different and more complex. 5. PROCEDURE: How do you plan to engage students in the content? What will you do? (Include time estimates.) (Component 1e). Be sure to infuse ELL and ESE detailed accommodations throughout the lesson procedure 5a through 5e. Before lesson: Students will be working in their first choice, which takes place at 9:00 am. I ring the chimes to call the students to meet on the carpet for whole group which beings at 9:15 am. I do not call students to the carpet until Evan and Sebastian come back from sensory group (9-9:15 am). Students have a minute to transition to the carpet. Sebastian may have difficulties staying focus on the task that he is doing. This has not delayed his learning in reading. He will sometimes take a while to process information from his brain to his hands. Evan is very slow at processing information. It sometimes takes him a while to remember what he is doing. He needs reminders to stay focus and to keep his head up.

5a. INTRODUCTION OF LESSON: Remind students, This week we have been learning about homophones and homonyms. To help us gather a better understanding of them, we are reading Amelia Bedelia. Ask students to think about what the two words mean. Ask students to discuss with a partner the definitions of homophones and idioms.

5b. DELIVERY OF CONTENT and GUIDED PRACTICE: Include the strategies for instruction. This should include teacher modeling, demonstrations and explanations with the students. This section should also include teacher questioning with anticipated student responses, and comprehension checks. Write out your questions. Be sure to include higher order thinking questions or activities. This section may or may not include guided practice. 1. 2. 3. 4. 5. Call students back to whole group. Have a few students share what they discussed with a partner. Ask students to recall the homophones and homonyms from the previous day. Begin reading Amelia Bedelias First Apple Pie by Herman Parish Stop and discuss the homophones and homonyms that occur throughout the book.

5d. CLOSURE/SHARING/REFLECTION: Before students make their Daily 5 choice we will review- Why do I need to understand the meanings of multiple-meaning words? How do I figure out which meaning is the right one? 5c. INDEPENDENT PRACTICE: This section should include the gradual release of responsibility from the teacher delivering the content to student small group and/or independent practice. Include the interaction between teacher and students (What is the teacher doing? What are the students doing?). 1. Give students a sticky note. 2. Have students try to identify at least one word in their books throughout today and tomorrow that is a homophone or a homonym. 3. Discuss at the end of Daily 5 the following day. 5e. DIFFICULTIES: This section addresses difficulties that students might experience in this lesson, and how you plan to prevent those difficulties. (Component 1a) This might relate to the curriculum, the management of materials, transitions, timing, etc. Students have difficulties transitioning from tasks so I count down from 1 minute to ensure that students are aware of their time and the time of others. Students that take over a minute know that they will talk with me at recess. Students are still learning the definitions of homophones and homonyms. When first learning new definitions and can be difficult for all students to remember what they mean. With

the repeated practice throughout the week I am hoping that the students will begin to recall one or both of the meanings. 6. What instructional materials or other resources, if any, will you use? (Component 1d) Book: Amelia Bedelias First Apple Pie by Herman Parish Homophone words for matching game Homophone and sentences for matching game

7. How do you plan to make use of the results of the assessment? (Component 1f) 7a. what alternate strategies might you use to remediate students who do not meet the objectives? Provide ongoing assessment throughout the lesson.

Observe and encourage student participation in class discussion, asking and answering questions, and volunteering comments and ideas. Students that are not understanding the concepts will continue to work with me during small group. o games, discussion, Amelia Bedelia books for guided reading.

7b. State how you could extend and/or enrich the lesson. Movement Matching Game- find a partner with homophone that sounds the same but is spelled differently. Word Sorts Word and Picture Flip Book Homophone or Homonym Bingo Write your own page that uses an idiom with a homophone Teapot Homophone Game o Pick a student to go out into the hallway. o Students pick 3 homophones to use in 3 sentences. o Write the word teapot where you would write the homophone word. o Student then comes back and guesses which words are suppose to be the teapot words. Homophone App Homophone Poem Homonym Sentence Fun