Appendix A Fall 2018

Berry College Teacher Education Lesson Plan Format Name: Lindsey WhittenburgCourse: EDU 320

Preliminary InformationLesson: 1/1 Date of Teaching: 11/07/2018Grade: FirstNumber of Students: 15

Course/Subject: Language Arts

Unit/Theme: Adjectives Period/Time: 9:35-10:00Estimated Duration: 25 minutes

Where in the unit does this lesson occur? (underline one)

Beginning of the unitMiddle of the unitEnd of the unit

Structure(s) or Grouping for the Lesson: (underline all that apply)

Whole groupSmall groupTeam-taught

1. Identify student learning objective(s) and why it is appropriate for these students at this time.

Central Focus for the Lesson

The students will further explore adjectives and their meanings through children’s literature.

Rationale/Context Why this lesson at this time? How does it build on previous lessons or connect to succeeding lessons?Students have read Chrysanthemum by Kevin Henkes and have had exposure to the vocabulary words before, but likely do not understand their meaning. They have also discussed adjectives previously, and the terms discussed in this lesson will help to further expand their vocabulary in describing something.

Prior Academic Learning and Prerequisite Skills Related to the Central FocusCite evidence of what students know, what they can do, and what they are still learning to do.

Standard(s) Learning Target(s)/Objective(s)ELACC1L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

What do you want the learner to know and be able to do at the end of the lesson?The student will clarify the meaning of a selected vocabulary term using the Frayer model with 60% accuracy.

Academic Language Identify academic language components listed below.Language Language Function (identify one): Clarify

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Demands Vocabulary: dreadful, humorous, precious, envious, miserably

Syntax and/or Discourse Discourse: Frayer model handout

2. Describe the instruction you will provide to help students to meet your objectives.Resources, Materials and TechnologyChrysanthemum by Kevin Henkes5 Frayer model handouts White boardDry Erase marker5 pencils

Anticipatory SetHow will you get the lesson started? How will you activate students’ schema, focus students’ attention on the lesson, check for understanding? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?Time2-3 minutes

TTW say “What book did we read when Mrs. Clayton’s class came in?”TSW say “Chrysanthemum”TTW ask “That’s right! What was the book about?”TSW describe the story.TTW say “Awesome job! Were there any words in the story that confused you?”TSW say “Yes.”TTW say “Me too. I have some cards here with pictures that help us figure out what some of these words mean. Let’s have a look and see what we can learn from them.”

Instruction and Student Learning Task(s)Detail step-by-step lesson procedures that provide instruction to guide students toward meeting your learning objective(s) and allow for the students to develop, apply, and practice the content. Clearly state the instructional strategies used and the questions asked to students during instruction.Time15-20 minutes

TTW show the students the vocabulary cards and explain how the picture shows what the word means. After an overview of the words have been done, each student will be given a specific word card. TTW read Chrysanthemum to the group. TSW search for their word in the story and raise their card when they hear/see it. When a student raises their card, TTW pause and ask the student what their word means and allow the student to explain what their word means and how they know it based on the book. After the book is finished, TTW hand out the Frayer model hand outs and pencils to the students. Each student will write their vocabulary word in the middle. As a group, each section of the model will be covered, and each student will have the chance to supply an answer to each section for their word. TTW assist in the student’s writing of their answer.

ClosureIn this section, TT checks for understanding as it relates to the objective(s). How will you actively involve the students in the review of the objectives and lesson activities? Write the specific questions you will use. Time TTW say: “Great job you guys! Does anyone want to tell the group what they’ve learned

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2-3 minutes

about their word?”TSW share with the group their Frayer model.TTW ask: “Can anyone tell me one way we can figure out what a word means?”TSW say “Look at the other sentences, look at the picture, etc.”TTW say “Wonderful. Can we only use those strategies in this book or all books?”TSW say “All books.”TTW say “Can we only use this strategy in make-believe stories?”TSW say “All stories, real and fake.”TTW say “Great job!” and collect the Frayer model hand-outs and dismiss the students.

Differentiation/Extensions What specific instructional supports are needed to address the variety of students’ learning needs. Extensions address what students will do who finish learning activities early.

Accommodations/ModificationsIEP or 504 Plan dictates the type of instructional support that needs to be addressed with the content of the lesson.

AssessmentHow will you assess students’ understanding of the objective? How will you differentiate assessment for students with specific learning needs?Assessment will be done through the student’s use of the Frayer model. If a student completes three out of five sections correctly, they will be considered to have met the objective.

MisconceptionsBe proactive: consider what might not go as planned with the lesson. What misconceptions might students have? What will you do to overcome these?Students may have difficulties finding their word in the story. To combat this, I will allow the students plenty of time to listen and look for their word before immediately doing it for them. Students may have difficulties determining examples of synonyms and antonyms. To overcome this issue, I will ask other students if they can help their peer.

Research and/or Theory that Justifies InstructionIdentify and cite specific sources as you discuss how your instruction is based on appropriate research and/or theory.Gail Tompkins states that students should be taught specific words through active involvement and multiple encounters with the words. The words selected in this book are mentioned numerous times and are vital to the understanding of the story. Through the involvement needed to use the cards and the multiple mentions of the words in the story, the students should be able to learn the vocabulary words.

Tomkins, G. (2014). Literacy for the 21st century: A balanced approach (6th ed.) (pp 235). Upper Saddle River, NJ: Pearson Education.

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3. Reflect on the effectiveness of your teaching.ReflectionAnalyzing Teaching EffectivenessFocus for this section needs to be on the “teacher” and not how the students react to the teacher, environment or content. Pros and cons related to instruction should both be addressed.I think I did a good job picking a book that the student had previous exposure to but would still keep them engaged. I think that using the cards was a good way to keep the students dialed in to listening and looking for their specific word and helping them use the context in the story and the picture on the card to help them identify what their word means on their own. I think the Frayer model was a good way to help them see what the word means and other words that they may hear more often that means the same thing, or words they hear that may mean the total opposite. I did not anticipate the students to see the activity as a competition, as they kept score of whose word was used the most in the story and wish I had prepared for something to do in that case. I also wish I had picked vocabulary that could fall under one category such as “emotions” rather than the umbrella term “adjectives” as this would have made for more easy comparisons between words.

Proposed ChangesThese changes should be based on the analysis section above. What proposed instructional changes would you make? How would these changes improve student learning?Changes that could be made include prefacing the card activity with the fact that it is not a competition to see who gets the most uses or choosing words that are only mentioned once each in the story. Words that could be used as emotions could be used to allow for the students to compare their words to gain a better understanding of their meanings and how they compare.

JustificationThe justification should be based on the proposed changes section above using principle(s) from theory and research to support your instructional changes.

Attach all handouts, worksheets and assessment with associated evaluation criteria/rubric.

Low student: repeated meaning as synonym, picture does not seem to depict what was described

High student: came up with real life examples on their own, sounded out long words by themselves that correlated with the box

Average student: thought of content on their own, but was not as descriptive as high student

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Appendix A Fall 2018

Low student:High student:

Appendix A Fall 2018

Average: