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7/2015

ED 462 LESSON PLAN

INSTRUCTIONAL UNIT
TEACHER GRADE SUBJECT
Mrs. Rafter 3rd English Language Arts

MATERIALS AUTHOR/TITLE OF TEXT


-Computer
-Projector Volcanoes: Fire Under the Surface
-Video By: Kelly Hashway
-Article
-Comprehension
Questions
-Scavenger Cards
-Exit Ticket

STANDARDS AND OBJECTIVES


ACADEMIC OBJECTIVE COMMON CORE STANDARDS/ELD
STANDARDS
-Students will be able to develop a
thorough understanding of volcanoes: Reading-Key Ideas and Details: 1.​ Ask
what they are and what they do by and answer questions to demonstrate
understanding of a text, referring
answering comprehension questions explicitly to the text as the basis for the
and writing a 3-5 sentence summary.   answers.

Reading- Range of Reading and Level


of Complexity: 10.​ By the end of the
year, read and comprehend
informational texts, including
history/social studies, science, and
technical texts, at the high end of the
grades 2–3 text complexity band
independently and proficiently

LITERACY ACTIVITIES ANCHOR CHART


-Shared reading -Evidence from the text
-Comprehension Scavenger hunt
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ADAPTATIONS FOR LEARNERS


FOCUS STUDENT #1 RATIONALE
EL student- For this student I will supply -By providing sentence starters for EL
a list of sentence starters that they can students, they are able to clearly focus
use when citing evidence from the text. their energy on evidence from the text to
answer comprehension questions

FOCUS STUDENT #2 RATIONALE


-Challenging students/distracted- I will -By having the challenging students at
have some students come sit at the front the front of the classroom it will allow
of the class when we do the shared for them to be monitored well and will
reading of the text to be sure that they decrease distractions at the group tables.
are following along and on task.

METHOD OF TEXT FEATURES VOCABULARY/ACADEMIC


ASSESSMENT (layout, format, headings) LANGUAGE
(outcome, product based) -Bold Title -Surface
-Visual Image -Volcanoes
-Bold Key Words -Erupt
Successfully answer -Short paragraphs -Solid
texted based -Interesting Facts Section -Fragments
comprehension questions. -Magma
-Lava
-Dormant
-Summarize
-Close Reading
-Evidence from the text
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LESSON PLAN
ORIENTATION, DIRECT EXPLANATION + MODELING (INTO)

Opening (The Hook)-​ Ask students: “Have you ever dropped a bottle of soda? What
happens when you try to open it right after?”
-Students will respond to this question in a ​Think Pair Share​ fashion

Volcano 101 Video:


https://www.youtube.com/watch?v=uZp1dNybgfc&feature=player_embedded

Rationale: This video will be a good introduction into volcanoes as it provides the
students with a brief summary of what volcanoes are about in an exciting medium.

GUIDED PRACTICE (THROUGH)

Read Volcanoes​: ​Fire Under the Surface


(Using the text to teach a concept)—Teacher and students will take turns reading
the story aloud. Occasionally the teacher will stop to ask comprehension questions
about the vocabulary.

-After the students have read the story as a class, they will be given time to read the
story a second time, marking parts they understand and things that are confusing to
them, using markings from the provided anchor chart.

-When this time is up, we will come back together as a class and provide
clarification on parts that students need help with. Students will then be asked to
write a 3-5-sentence summary.

Rationale: By using a text that every student receives a copy of, they are able to
manipulate the text in a way that is helpful to them. This allows them to make
markings that allow that student to comprehend the text.

INDEPENDENT PRACTICE + FORMATIVE ASSESSMENT (BEYOND)

Scavenger Hunt-​ Students will get into groups of four/five. Each group will be given
a clue as to where find comprehension questions within the classroom. Once each
group finds their questions, they will work together to find evidence from the text to
answer their question. When every group has completed the questions, we will go
over the answers to the class.

Rationale: By making the comprehension questions into a scavenger hunt, the


students are able to get up and get movement into this lesson. Allowing students to
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work together to answer the comprehension question allows for less pressure and
permits them to enhance their ability to refer to the text to answer questions.
CLOSING
-To close the lesson I will ask students to complete an exit ticket to gain an
understanding of what they learned that day.
Recap: Indicate where in the lesson the activities include opportunities for the
following (Write either Into, Through, or Beyond)

Into, Through and Beyond 1.Speaking, Listening, Reading, Writing

Into 2.Providing low affective filters or “low risk” situations

Into 3.Building schemata or background knowledge

Through and Beyond 4.Appropriate contextualization support

Into, Through, Beyond 5.PEP (purpose, engagement, prediction)

Reflection:​ ​What do you consider went well in teaching this lesson (effective
activities, assessment, presentation, text, engagement, etc.)? What do you consider
did not go as well as you had planned (unclear modeling or guided practice, lack of
engagement, poor text choice, etc.)? What adaptations would you make to the lesson
in order for it to be more effective?

Overall, I believe that this lesson went well in the variety of activities I had
prepared for the students. The students were attentive and participative and I was
able to gain insight on how to effectively managae a large group full of considerable
ranges of academic abilities.
The​ Into ​section of the lesson went well. I had planned on starting off the
lesson with a question to make the students connect to what we were going to learn
about, volcanoes. The students were eager to participate in answering the question
and gave a variety of appropriate response. There were technical difficulties with
the volcano video that I wanted to show. I tried to stall by asking them what
knowleshe they already have on volcanoes. This actually became useful in
understanding what level of explanation they would need later while reading the
text. Luckily my Master teacher was quick to assist with the technical difficulties
and we found an alternate quickly, however, this did allow the students to lose focus
for a minute or two. I believe that the video served the purpose that I wanted it to
which was to give them a briefe overview, as they already somewhat knowledgable
of the topic.
The​ Through ​section was long and if this lesson were to be retaught, I would
approach this section a little differently. Overall it worked, but could have been
better. I had forgotten to pull the distracted and challenged student to the front
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during the reading, however I realized this early on during the reading of the text, so
I tried to be extra mobile while the students were reading. The reading of the story
allowed could have been elevated by providing the students with the classroom
microphone while reading, some of them were rather soft spoken, so it was difficult
to follow along. After that, they worked in pairs to reread and manipulate the text
for their own comprehension. Students often refered to the anchor chart and while
walking around assessing the second reading I would praise and comment on
students who were using the anchor chart markings appropriately. I think that if we
would have done a close reading together as the reread, this portion would not have
taken as long. Although the text was grade level appropriate, it was a bit long. The
summary portion was also difficult for the students. I think that I could have
supplied a more direct and focused graphic organizer for the students to make their
summary, rather than the lined paper I provided. Going over what a summary is and
what it entails would have been helpful to the class as a whole.
The ​Beyond​ portion of this lesson worked out well. The students had been
sitting for a while during the through section and they were excited to get up and
move around, which was my intention. I formulated the groups by counting off the
students 1-5. I wanted the groups to be a mix of different students to answer the
comprehension questions, rather than them clumping with their friends or working
in their usual table groups that they typically work in. Having the students find their
comprhension questions via scavenger hunt was good to get them using their brains
in a different capacity. When each group was finished finding their answers in the
text, we went over all the questions as a class. At first they tried answering the
question by rewording the text, but I quickly guided them to emphasize where in the
text they found the answer.
For closing, I provided the students with an exit ticket where they were
prompted to write one thing that they learned and one thing that was confusing or
that they still had questions about. I also allowed some students to share their exit
tickets aloud. Reading these afterwards was extrememly beneficial. I truly enjoy the
simplicity of this assessment and the knowledge that was gained from the
responses.
All in all I enjoyed teaching this lesson to the students. One area that I could
have improved was keeping mobile and continuously encouraging the struggling
students to complete small tasks at a time, rather than focusing on the lesson as a
whole and larger, daunting tasks.