Assignment #3: Collaborative Planning

Submitted By: AnDrea Michalsky & Amanda Grant

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell

Lesson Title: ELA Week of 10/2/8/13 - Thursday Submitted By: AnDrea Michalsky & Amanda Grant Trophies Teacher Edition: Lead the Way Theme 2 (2-1) T.Ed Pages: 174-175 Trophies Story: The Emperor and The Kite CCSS: RL.4.1

A. Summary of the Lesson Plan: Students will be able to draw inferences on the meaning of their vocabulary words from the Trophies story, The Emperor and The Kite. B. Student Population: Grade Level: 4th Grade

Skill Level: On Level Groupings: Whole Group (direct instruction), Small Group (paired up) and Individual
C. Materials: Index Cards Trophies Book pg. 174

Pencils Elmo
D. Objectives: Common Core State Standard RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Learning Targets Knowledge Targets: Students must know the details and examples from the text can be used as evidence to support inferences drawn from the text. Reasoning Targets: Students must refer to explicit details from the text to explain their inferences or conclusions Vocabulary Insignificant Steely Unyielding Twined Neglected Loyal Plotting Encircling

Student-Friendly Learning Targets Student Knowledge Targets: I know the details and examples from the text that can be used as evidence to support inferences drawn from the text.
EDRL 442 - Fall 2013 Assignment #3 Page 2

Lesson Title: ELA Week of 10/2/8/13 - Thursday Submitted By: AnDrea Michalsky & Amanda Grant Trophies Teacher Edition: Lead the Way Theme 2 (2-1) T.Ed Pages: 174-175 Trophies Story: The Emperor and The Kite CCSS: RL.4.1

Student Reasoning Targets: I am able to look back in the text for specific details to infer what the meaning of the word is. Student-Friendly Vocabulary I know insignificant means not important. I know steely means strong. I know unyielding means stubborn. I know twined means twisted together. I know neglected means ignored. I know loyal means trustworthy. I know plotting means secretly planning. I know encircling means around and around.

E. Procedure: 1. Teacher and the students turn to page 174 in the Trophies textbook. 2. Teacher will read Vocabulary Power using the ELMO. 3. Teacher will stop after reading each highlighted vocab word and ask what the child thinks it means. 4. Children will use inferences from the text to decipher what the word means. 5. Once the teacher is done with the story, she will model how to make vocab flash cards. 6. Using the index cards the teacher will write the word in the front with a picture and on the back the definition with a sentence. 7. The students will work independently by themselves using the textbook glossary. F. Closure: With a partner children will review vocab to the best of their ability. Teacher will use the vocab words in a sentence to see if they can draw inferences on what word she is talking about. G. Assessment: Assessment Tool Children will write on their index cards. On the front of the card they will write the word and draw a picture of that word. On the back of the index card they will write the definition and a sentence using the word. What Is Being Assessed? By making vocabulary flash cards it will help students be about to understand their inferences on the vocabulary and see if they are correct or not.

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Lesson Title: ELA Week of 10/2/8/13 - Thursday Submitted By: AnDrea Michalsky & Amanda Grant Trophies Teacher Edition: Lead the Way Theme 2 (2-1) T.Ed Pages: 174-175 Trophies Story: The Emperor and The Kite CCSS: RL.4.1

H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? The easiest part of the lesson will be modeling the lesson on the Elmo in front of the students. Which part of the lesson do you think will be the most challenging to teach? The most challenging part of the lesson will be letting the children work independently, as some students may not fully understand the lesson. What lesson or concept should be taught prior to this lesson? On page 174L of the TE, Teaching Vocabulary Strategies using affixes and root words. How will you follow up or extend this lesson? The next day the children will be able to complete their vocab cards fully and quiz each other, as well as the teacher quizzing them. What will you do for students who dont grasp the concepts? For the students who do not grasp the concepts, I would model all the words for them and turn to their glossary. In the students glossary it has the definition and a sentence. I would let those that are below level use whats in the book. Which part of the lesson, if any, do you think might need to change? Instead of modeling just one flash card example, model several depending on how much vocabulary is presented. When you were writing this lesson plan, what was the most difficult part? Writing the Common Core Standard and the Learning Targets, this part is most difficult because its hard to tell the difference between the teachers perspective and the students perspective.

EDRL 442 - Fall 2013

Assignment #3

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