APPENDIX E3 Cooperative Learning Lesson Plan Format

Lesson_Literacy__ Grade_1 _ Teacher _Ms. Jessy___ Cooperative Lesson Lesson Title or Topic : The Winds Of Change Plot and Order of Events Materials & Resources:
st

Students will engage in: _X_ independent activities _X_cooperative learning ___peer tutoring _X_whole group instruction ___interdisciplinary learning ___self-assessment ___activation of prior knowledge _X_questioning strategies ___varied learning styles ___Other:

(check all that apply) ___pairing ___hands-on ___centers ___simulations _X_technology _X_lecture _X_visuals ___a project

Book: Wizard of Oz by: L. Frank Baum Paper Pencils Elmo SmartBoard Large writing paper Writing paper for students with the book character on it

Objectives and DOK/Blooms: Students will be able to describe characters, settings, and major events in a story, using key details. Students will be able to identify the main topic and retell key details of a text Students will be able to write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Students will be able to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Students will be able to produce complete sentences when appropriate to task and situation. Groupings (size and criteria), Materials, Resources, Physical Arrangement: Students will be seated on the carpet as a whole group. The teacher will use the book Wizard of Oz. Presentation of Materials, Activities and Role Assignments: Teacher will read the next chapter in Wizard of Oz by L. Frank Baum. Teacher will introduce the concept of a plot and order of events.

Common Core/GLEs/CLEs: CCSS.ELA-Literacy.RI.1.2 CCSS.ELA-Literacy.W.1.3 CCSS.ELA-Literacy.SL.1.1 CCSS.ELA-Literacy.SL.1.1a CCSS.ELA-Literacy.SL.1.1b CCSS.ELA-Literacy.SL.1.4 CCSS.ELA-Literacy.SL.1.5 CCSS.ELA-Literacy.SL.1.6

Procedures: What will student do? Students will discuss what happened in the chapter with the focus being on the order in which things happened. Students will pick out the problem in the chapter and how while the teacher is reading. After the problem has been picked out the students will make a prediction about how the problem may be solved later on in the chapter. As a class we will write the problem, prediction, and how the problem was solved. Group Interdependence and Individual Accountability: Students will be ask to pick a character from the book. The students will write about their characters problem, their prediction of how the problem will be solved, and what difficulties the character may face on their way to solving the problem. (Ex. Character: the Scarecrow Problem: he does not have a brain Prediction: the Wizard of Oz will give him a brain Other Difficulties: The wicked witch of the west tries to stop him) Students will write this paper on a sheet of paper that has the character they picked to write about on the bottom right hand corner. Lesson Review/Re-teach, Closure and/or Assessment Methods: The students will come back after completing their writing and will share it with the rest of the class. We will go over what 41

they came up with. Assignment/Homework: No homework or assignment If students have extra time they have a Wizard of Oz word search.

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Accommodations: Lesson ___ Accommodating for ________________________________ How are accommodations implemented?

Differentiated by: (Circle one)

Content (what is taught) Readiness (how ready are the students)

Process (how it is taught) Interest (in what are they interested)

According to: (Circle one)

Product (how students demonstrate learning) Learning Profile (how they learn best)

Check all that apply Bloom-Taxonomy for categorizing levels of objectives/questions/test items Bruner- Learning is active process; Discovery learning- best to discover themselves; Dewey Experiential Learning Clay- Early intervention for struggling readers; Reading Recovery Program Comer- Improve education of poor ethnic minority youth by improving school climate through collaboration Gardner-Multiple Intelligences (MI)Learn through a variety of methods Glasser - Teachers allow students to have say in what they learn and how they learn it. Gagne- 5 categories of learning ( verbal information, intellectual skills, cognitive strategies, motor skills and attitudes); each require different instruction Goodlad- Promoted nongraded education (mixed-age grouping, heterogeneous grouping and open education) Hunter- Teachers job is decision making; direct instruction model for teaching Kagan- Created structures that allow teachers to guide interaction of students during learning. Kohlberg- Children form ways of thinking through their experiences; includes understandings of moral concepts Marzano- Identified teaching strategies (similarities & differences, note taking, organizers, etc.) Maslov-Motivation required for students to learn & retain info Montessori- Independent activity & responsibility; teacher as the keeper of environment for optimum learning Payne- Ruby Paynes work focuses on the culture of poverty and its relation to education (A Framework for Understanding Poverty) Piaget- Individuals construct and reconstruct their knowledge of the world as a result of interactions with the environment Vygotsky-Social interaction plays role in cognitive development; consciousness and cognition are the end product of socialization; Zone of Proximal Development Other (District Initiatives): Other:

Analysis of Student Learning (Have students met the learning

targets? Based on data, do I need to differentiate or re-teach anything for the next lesson? If students self-assessed, how did it impact teaching?)

Analysis of My Teaching (Considering the following: learning targets,

assessment, materials, differentiation, accommodations, timing, sequencing, content, skills, and strategies, what would I do differently if I taught this lesson again?)

Implication for Future Instruction (Based on this lesson, what have I

learned about my students and teaching that impacts the planning of the next lesson(s)? This leads to the next lessons planning.)

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