Instructional Lesson Plan

Grade Interns Name Class Size 22 Date / Time 9/30/2013 9:00am

Third

Allie Russell, Chelsey Pearce, Damara Bond

Subject Reading School Ray Lewis Elementary Mentor Initials

I. Purpose of the Lesson What will the students learn? How does this learning fit within
broader unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? Standard (Use MD State Core Curriculum) RL1 CCR Anchor Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text RL1 Ask and answer questions about key details in a text. (SC,3) Demonstrate understanding after reading, viewing, or listening to a text: retell and discuss the text engage in conversation to understand the text determine the main idea of a text

Lesson Objective Students will be able to identify the main idea from the book Who Wants Arthur? By Amanda Graham.

Formative Assessment (planned for use in this lesson) Students will read Kevins Car as a class and then complete a spider web graphic organizer. Using th is graphic organizer the students should be able to identify the main idea individually.

II. Instructional Decision-Making What knowledge of students influences my instructional

decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or build on students strengths? Knowledge of Learners Instructional Decisions based on

this knowledge

Knowledge of Age-Level Characteristics Physical: Small muscle coordination is developing and improving. Girls are ahead of boys at this stage of development. Emotional: The children are experiencing new and frequently intense feelings. There is a deep need for approval from adults/peers. Sometimes it is hard to control their behavior.

Students will move efficiently from the rug to the desk. No breaks will be needed during transition time. Students will be given constant positive reinforcement as ideas are shard aloud in the class. The moral of the story is self-confidence, which will illustrate the importance of being happy with who they are. Students creative side will be acknowledged during the I am Special Because... activity. Students will be forming relationships with their peers during the warm-up as well as the exit ticket. We will use the popsicle stick method to determine the order of sharing the I am Special Activity. The students will use critical thinking skills to determine the main idea of the text. The students will notice the difference in their special skills. Students will ask questions about what makes their peers special.

Social: Children are concerned with pleasing their teacher. They are struggling to become socially acceptable to the peer group. Being first and winning is still important. The Golden Rule is a tough concept. Intellectual: There is an intense eagerness to learn and they ask a lot of questions. The children like to repeat stories/activities. There is a limiter concept of time. Listening and speaking skills are developing rapidly. Girls are ahead of boys. The children think everyone shares their own view. Knowledge of Academic Readiness (based on pre-assessment) 15 out of 22 have difficulty retelling the main idea

The students have difficulty identifying the main idea in the stories they have read in the past. Using this knowledge, the teacher will provide spider web graphic organizers for the class to assist them in identifying the key events within the story to lead up to finding the main idea. Annie will be seated in the front of the classroom. Annie will be given a written copy of the class discussions. Andrew will be given extra time for independent assignments. Teacher will repeat instructions for him. Sean will be given extra time to complete assignments. Teacher will repeat instructions for Sean. Sean will be given a checklist to complete tasks.

1. Knowledge of Subgroup or Individual Needs (IEP accommodations, ELLs, G/T, 2. other strengths/needs) Some students have IEPs. 1. Annie must have preferential seating. 1. 2. Andrew must have extra time to complete assignments and must have directions repeated. 2. 3. Sean must have extra time to complete 1. assignments; directions need to be repeated and he needs a checklist to complete tasks. 2. 3. Some students are English Language Learners.

1. Pablo is from Mexico and needs visual cues. Also the instructor needs to be sure he 1. understands what is being asked of him. 2. 2. Sophia is from Russia and needs to be sure she understands what is asked of her when 1. working independently. She works best in 1. groups. 3. Tatiana is from Russia and needs visual to help her understand. Additionally she needs small group work or partner work to help her understand.

Pablo will be given directions in picture form. Teacher will monitor Pablo and assist if needed. Sophia will work in groups during this lesson. Tatiana will have a partner to work with her throughout the lesson.

Knowledge of Interests and other Motivational Factors Children enjoy group activities and learn best through active participation. The students need constant praise and encouragement by adults. Some responsibilities can be given, but they cannot make complicated decisions.

Students will be working in groups and as a class. Each group will have a team captain to represent them. The teacher will give constant praise of good effort. Directions will be given clearly. Students will sit in a circle before the exit ticket. The class will pass a ball around and explain what they learned from the lesson.

Multicultural Considerations / Equity Measures Implications for this Lesson

Some students may not be aware of the various animals that can be purchased at a pet store.

Before the book is read, as a class we will discuss all the types of animals found in a pet store.

Academic Language Demands Scaffolds to support language Development in this lesson

Certain words in the story may be confusing to the students: Ordinary

We will discuss the meaning of the word ordinary.

III. Instructional Procedures What instructional strategies and sequence will I use to
ensure that every child is a successful learner? Instructional Materials and Technologies

Who Wants Arthur? by Amanda Graham Pencils Animal cutouts Slips of paper Ball White board with markers Tape Handout with space on the top and lines at the bottom Promethean board Spider web graphic organizer Elmo Active Voters Laptops

Management Considerations (Procedures, Transitions, Materials, Behavior)

1. During transition the students will listen to music and will be expected to be back at their seats when the
music stops.

2. Pablo and Tatiana will be given visual cues at this time to ensure that they know what to do. 3. Students will be told to raise their hands when they are sharing ideas from their groups. 4. Students will be held accountable for their behavior throughout the lesson. If a child misbehaves they will
move their name up the stoplight. From green to yellow and then from yellow to red.

Instructional Sequence

Approximate Time

Procedure

Planned Beginning

5 minutes

1. 2.

Warm-up Motivation Bridge

3. 4. 5. 6.
10 minutes

1. 2.

3.

Warm up: Pre-Assessment Teacher will explain that today they are going to read the story Who Wants Arthur? By Amanda Graham. Students will use the cover of the book along with a picture walk through the story to make predictions about the book. Students will text in their predictions of the story using Active Vote. Each cluster of desk already has a team captain. The team captain will gather enough animal dye cuts and markers to bring back to their table. Students will write down their predictions of what the story is about on their individual dye-cut (Students have 3 minutes to complete). Each table will be called one by one to tape their dye-cut to the white board and then sit on the carpet. Once students are settled on the rug, the teacher will discuss a few of the predictions with the class. Motivation/Bridge Once a few of the predictions have been shared, the teacher will review the definition of the term ordinary. The teacher will write the word ordinary on the board and ask if the class knows what this word means. Teacher will write down a few of the predictions as they are heard. Teacher will guide the students to the right definition. The teacher will ask the students to keep in mind the following questions while reading the story, why did the author write this story and why should we read this story?

15 minutes Development of the New Learning

(Clearly explain instructional activities in sequence.)

I Do

1. Before reading, the teacher will discuss the importance of

identifying the main idea of the story (the big picture).

2. The teacher will ask students to identify the main idea of a

previously read book. Last week students read Little Red Riding Hood. 3. The teacher will list the key events in Little Red Riding Hood on the legs of the spider web graphic organizer on the back white board. 4. The teacher will guide the class to the main idea using these key elements. 5. The teacher will display vocabulary from Who Wants Arthur? on the Promethean board. 6. Teacher then reads the book Who Wants Arthur? aloud to

(Think I Do, We Do, You Do or Modeling, Guided Practice, Independent Practice)

25 minutes

the students . 7. The teacher will then display pages from the story on the Promethean for students to underline main events using the Promethean writing tool. 8. We Do 1. Students will return to their seats and collaboratively write the key elements of the story of a strip of paper with their table groupings. 2. The teacher will pull up a spider web graphic organizer on the Promethean board. 3. The student siting to the left of the team captain of each group will be called up to add a key event to the web. 4. Once complete, a class discussion will occur deciding on the main idea of the story. 5. Students will elaborate on the main idea of Who Wants Arthur? by doing the I am special because activity. 6. Team captains will pick up enough blank sheets of paper for their table. 7. Students will write the sentence I am special because on the bottom of their paper and will be given time to draw a picture to represent their sentence above it. 8. Students will have a choice of creating a tagxedo about themselves or a voki talking about things that make them happy. You Do 1. The teacher will hand out a four prong web organizer to each student. 2. The teacher will put a short story Kevins Car up on the elmo and read it aloud to the class. The story will stay up on the elmo for students to refer back to the story. 3. Students will create a story board web on www.popplet.com based on the story about Kevins car. 4. Students will be asked to individually add key events of the story to their web. 5. With these key events, students should be able to identify the main idea. 6. Once compete a few students can share their findings. 7. These sheets will be collected and reviewed to establish the students understanding. For the students who finish early, they can create their own story comic strip by using www.makebeliefscomix.com. They can then create their own story web based off of their comic. Record on the back of their paper, their favorite book and what the main idea is or they can elaborate on their I am special becausedrawing.

Enrichment or Remediation
(As appropriate to lesson)

1. Teacher will play music while students move to the rug by

Planned Ending
(Closure)

2.

table, bringing their I am special because drawings with them. Students will sit in a circle and pass a ball around.

Summary Homework

3. As the ball lands on the student, the student will share the I
am special because paper, tagxedo or voki activityand share something they learned today.