ELA, Writing

Focusing on Images for Research

Preparation Tasks Teacher Candidate

1. Write the date of your formal observation. Double-check October 22,2019
that you have signed up for an observation on the Google
calendar.
2. Write the date of when you need to provide a lesson plan October 11,2019
draft to your Field supervisor.
3. Write down the dates of when you and your mentor teacher
discussed the lesson plan.
4. Write down the date of when you “sent” or “printed” a draft
of your lesson plan for your mentor teacher.
5. Write the names of students who do not have an approved Avri
video media release form (disregard if you do not need to
videotape).
6. If you are teaching the lesson outside of the classroom, did no
you coordinate with your mentor teacher and other faculty
about the use of space? What is your backup plan if this
space becomes unavailable that day? (e.g., you might want
to teach outdoors but the weather forecast rains for that
day)
7. Does your lesson plan include:
● Any text that students will read? ● Research image 1
● A teacher assessment tool to measure students' ● Research image 2
learning based on standards and benchmarks? ● Image two background information
● Activity sheets that students will use in the lesson? ● Students checklist
● A completed copy of your teacher sample of the ● PowerPoint
student activity sheet?
8. Describe any parts in the lesson that you would like more
guidance within planning. *NOTE: the amount of
feedback/suggestions you receive from your field supervisor
and/or mentor are contingent on your submittal of the lesson
plan draft by the specified 7 working days prior to
observation.

First Name Last Name Email Date and Time

Mahasen Katoush  mahasenk@hawaii.edu   October 22,
  9:00-10:00 
Semester and Year Grade Level Subject/Content Area Lesson Duration
Fall 2019    5 & 6 Graders ELA- Writing 1 day ( 45-60)
minutes    
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ELA, Writing

Title
Focusing on Images for Research    

Overview
A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the skills and knowledge are important for
students to develop. Include prerequisite student knowledge required to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)

Students during this lesson will be able to analyze a picture and search through all the tiny details by dividing

the information gathered into three to four different groups. Each group has a category created by the student.

Enduring Understanding(s) Essential Question(s)

Important ideas or processes for the students to explore and uncover Promote inquiry to discover the enduring understanding(s)
(1a: Demonstrating Knowledge of Content and Pedagogy) (1a: Demonstrating Knowledge of Content and Pedagogy)

● Good writers develop and refine their ideas for ● How does analyzing an image and focus on

thinking, learning, communicating, and details can be helpful?

aesthetic expression. ● What kind of strategies students going to use

● Analyze and investigate images provided to create categories for their images?

using focusing skills. ● What pattern do you notice? And what

● Students will apply research skills to surprised you?

authentic, real-world issues and contexts.

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Content Standard(s)
Standardized statements about what the students should know or be able to do (i.e., The Common Core State Standards (CCSS) or Hawaii
Content & Performance Standards III) that align with the enduring understandings, essential questions, and student learning objectives.
(1c: Setting Instructional Outcomes)

CCSS.ELA, Research to Build and Present Knowledge, 5.W.7. Conduct short research projects that use

several sources to build knowledge through investigation of different aspects of a topic.

CCSS.ELA, Text Types and Purposes, 5.W.2.Write informative/explanatory texts to examine a topic and

convey ideas and information clearly.

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically;

include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

I can analyze the image provided by focusing on the details.

Knowledge of Students
A description of 1) studentsʻ current level of understanding and experiences with the content in the lesson and 2)the students’ interests, unique
characteristics, and needs. (1b: Demonstrating Knowledge of Students)

Students learned how to do informational research prior to this lesson.

Student Learning Objectives/Instructional Goals

What the students are expected to be able to do and/or to know by the end of the lesson or by the end of multiple lessons.
(1c: Setting Instructional Outcomes)

● Students will be able to look at the image provided and check for details.

● Students will be able to write down the information gathered and group it into categories.    

Application of skills and strategies

(Briefly describe what skill and strategies will be used by students to learn the benchmark)
Skill Strategy
(a learning behavior that is intended (Techniques that will help students learn the skill)
for students to do automatically)
Investigate Analyze the image and look for details

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Sorting Divide information gathered into categories

Student Assessments
Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the students have met the student
learning outcomes, including the evaluation criteria (summative assessments) and all assessment tools. (1f: Designing Student Assessments)
● The teacher will observe the students during the group discussion by taking a close look at their

focusing skills to detail. (formative assessment)

● Students should be able to sort through the details gathered into categories.

● A checklist might be used to collect data for participation and individual work.

Academic Language Demands and Supports

The ways that students will be required to use content area language during the lesson and the instructional strategies to be used to help the
students to meet the language demands. (1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

Academic vocabulary:

Gourd: water utensil made from squash

Aina: land

Alii: chief or king

Hale: house or home

Kane: man

Wahine: women

Ohana: family

Kahuna: minister

Lawai`a: Fisherman
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Moku: canoe

ʻAhu ʻula: feather cloak

Mahiole: Hawaiian helmet.

Language Supports:

The students will learn new words in Hawaiin related to the image they are investigating.

Lesson Procedures
A description of the sequence of learning experiences (what the teacher will do and say and what the students will do during the lesson)
including the launch of the lesson, the ways the materials will be presented, the ways the students will actively engage in learning, the questions
posed, and the lesson closure. (1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)

Use GRR model provided below OR content specific lesson framework (5E model, IDM, etc.)

Lesson Procedures: Instructional Strategies and Learning Tasks

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that
convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation
Keep in mind that each lesson may not have all of the GRR Instructional components and add/delete rows if adapting). Be specific,
write what you plan to say, and include examples of what you will do. Start with an action verb.
CORRECTLY NUMBER BULLET EACH STEP in one numeral sequence (e.g., 1, 2, 3). Use letters if there are substeps (1a,
1b, 1c)

Instructional component Sequence of Activities

Classroom management ● Attention getter

attention getter
( 5 minutes) “Class, class.”

“Yes, yes.”

● Let's get into the carpet and face the whiteboard. the teacher will say,”

transition will not take more than two minutes, you should bring a pencil

too.” I will use a timer.

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● After the students are seated on the carpet, I will ask three students to pass

the prepared clipboard. the clipboard will be used during the carpet time.

● The teacher will say,” I am using these folder paper for this lesson for me

to keep for my college study instead of using your notebooks.

● The teacher will remind the students to write their names on the folder

paper.
1. Introduction
( 2 minutes) ● The teacher will say,” previously you learned how to do informational

research by researching topics about the American colonies. However,

Today's lesson is about investigating images and looking closely for

details.

● Today’s lesson we will examine an image and emphasize the importance

of categorizing details.
2. Building Background ● The teacher will present the image using a Powerpoint created for the
(8 minutes)
lesson.

● The students will be given two minutes to look at the image and focus on

the details.

● Then the teacher will ask the following questions using the slide from the

Powerpoint:

“What do you see in the background? the foreground?”

“Where are they?”

“What is the setting?”

“What are they doing?”

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“What are they wearing?”

“What are their facial expressions and body language like?”

3. Guided practice ● The teacher will guide the class and ask questions to collect a list of
(We do)
(10 minutes) details from the image projected.

● The teacher will use the whitebord to write down the detailes collected

from the students.

● The teacher will ask the students to write down the details they collected

on a folder paper.

● The students might say, “we see” A father, a wagon, grass, river, a son, an

older son, a mother, a hill, blankets, a clear sky, a family traveling

somewhere.

● The teacher will ask the students how we can categorize these details we

collected. the teacher will ask,” does anybody know what categorizing

means?”. She will also say,” I like to see some hands if you know the

answer.”

● The teacher will ask the students,” what are the possible categories we can

use to sort these details?”

● The teacher will say, let's form a table? The following table could be an

example.

Living Other details Traveling Objects from

things objects nature

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Father A family traveling Blankets Grass

somewhere

Mother Wagon River

Older son Hill

Younger Clear sky

son

two horses
4. Focus/mini-lesson (I ● The teacher will tell the students I want you to use this example; we just
do)
(10 minutes) did to do the next image. I will be giving you a differnt image to look for

detailes.

● The teacher modeled the first image with the class to give students a

general idea on how they are moving forward with the lesson.

● The teacher will project an image using the Powerpoint for the students to

look for details and write down a list of items, things, materials, they see

in the image.

● The teacher will give the students two minutes to process and then write

the details they collect individually.

● The teacher will ask the following questions:

“What do you see in the background? the foreground?”

“where are they?”

“What is the setting?”

“what are they doing?”

“what are they wearing?”

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“What are their facial expressions and body language like?”

4. Collaborative ● The teacher will divide the class into six groups
Group work (You
do it together)
(6-8 minutes)
Group 1 Group 2 Group 3 Group 4 Group 5 Group 6

Noah Chaise Urijah Kayra Sophia Isabella

Braeden Ryuga Jerney Ollive Jeremiah Wreyn
Solana Peirce Cocoro Maria Avari Oliana
Abalash Ko’olau Yanni Jaqline

● The teacher will say, “ talk to your group members and see if they

gathered the same details or there other details that you missed. Share for

6- 8 minutes.

● Students should share with their group details others couldn't see.

● The teacher will project the website source for the image and read the

background history to brainstorm more details they might have missed.

● The teacher will ask the students “ is reading more backround information

helped you find more detials?

● The teacher will share the vocabulary for the lesson as another helpful

resource to gather more details.

Gourd: water utensil made from squash

Aina: land

Alii: chief or king

Hale: house or home

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Kane: man

Wahine: women

Ohana: family

Kahuna: minister

Lawai`a: Fisherman

Moku: canoe

ʻAhu ʻula: feather cloak

Mahiole: Hawaiian helmet

5. Independent work (You
do it alone)
● The teacher will ask the students to go back to their seats after sharing.
(10 minutes)
● The teacher will ask the students to categories the list they have and form

a table individually.
6. Monitoring Plan
● The teacher will walk around the class during group discussion and see

who is contributing to the conversation and who is not.

● The teacher might have a checklist for students who are collaborating and

contributing to class discussions.

● The teacher will walk around also during the individual work and see if

anybody needs help.

7. Closure ● The students at the end of the lesson should be able to categories details
(5 minutes)
found from the image individually.

● Students who finish early should read using “EPIC.”

● Students should get ready for snack time at 10.

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Differentiation According to Students’ Needs

Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment tasks to ensure that all students (e.g.,
students who have IEPs/504 plans, students who are speakers of other languages, students who have advanced or emergent proficiency with the
content and concepts) have access to and are able to engage actively in the lesson.
(1b: Knowledge of Students;1e: Designing Coherent Instruction)

Use the table below to address specific student needs in your classroom.

UDL Proactive Differentiated Instruction

Intentional instructional activities in place to minimize the need for future RTI.

Category Type of Proactive Differentiated

Representing Content
Engaging Student
Interest
Demonstrating Learning
Cultural Considerations
Instruction
In this lesson, I will have an image projected that will represent the content research.
Engaging activities using small group discussion and whole-class discussion. The
students will focus on details more during these discussions.
Students will be to add more details gathered during group discussion and
categorize the list of information they gathered individually.
I chose an image from the Hawaiian culture because I feel it relates to every single
one in the classroom. Especially we all live in Hawaii, and it is essential to
appreciate the Hawaiian culture.

Instructional Materials/Resources
All materials, handouts, resources, and technology tools that are needed to execute the lesson. (1d: Demonstrating Knowledge of Resources)

Resources:
Background. (n.d.). Retrieved September 20, 2019, from https://kuleanaact.weebly.com/background.html

Calkins, L., & Smith, E. B. (2013c). The Lens of History: Research Reports (Rev. ed.). NH: Heinemann.
Common Hawaiian Words and Phrases | Hawaiian Words. (n.d.). Retrieved September 20, 2019, from
https://hawaiian-words.com/
Materials:
Folder paper, Pencil, image  

Lesson Plan Reflection (if lesson is carried out)

An analysis of the effectiveness of the lesson (what worked well? what did not work as well?) in terms of student learning and the extent to which
the instructional outcomes were achieved based on specific evidence from the lesson and references to evidence-based practices and theories of
student learning. A description of how you will use what you learned from reflecting on this lesson in your future teaching.
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(4a: Reflecting on Teaching)

Use Reflection Template

Teacher Assessment Tool

(Insert below the tool/s that you will use to measure student learning)

Student Assessment Data Table

(You may use this data table or create one using Excel to assess students’ progress in this lesson)

Students’ First Name (write benchmark, (write benchmark, (write benchmark, (write benchmark,
number and phrase, number and phrase, number and phrase, number and phrase,
GLO) GLO) GLO) GLO)
1. Isabella

2. Wreyn

3. Noah

4. Chaise

5. Oliana

6. Kayra

7. Ko’olau

8. Braeden

9. Urijah

10. Jerney

11. Ryuga

12. Sophia

13. Jeremiah

14. Solana

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15. Abalash

16. Cocoro

17. Olive

18. Maria

19. Pierce

20. Avari

21. Jacqline

22. Yanni M.

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