Small Group Lesson Plan Teacher: Ms. Castro Grade: 2/3 Subject: Reading Date: April 9, 2012-April 13, 2012

     Group Members: Ennuel, lianette, Rolando ,Aylihla ,Julian ,Jahnai  (Group 1)              LEVEL N

     Common Core State Standard/ IL Standard:Jose:        ILAF. 3.2.3.04 :Identify setting (I,e.., place and time period

     Lesson Objective: (What will students learn and be able to do?)(Why are students learning this?)Students will learn what a setting in a story is and that includes period in time.Students will be able to state how the setting affects the story.Students will understand that setting can change and there can be several throughout the story.Students will learn how to they can identify the setting of the story since the author doesn’t explicitly state it at the very beginning. (using character dialogue, pictures, etc.)

     Materials:  “The Corn Husk Doll” “My Very Own Room/Mi Propio Buartito“, BrainPop Jr, Sticky Notes, Worksheet

     Teach/Model:  (What will the teacher say and do?)  (I do)

Http://www.brainpopjr.com/readingandwriting/storyelements/setting/

     Guided Practice: (What will students practice with support?)      (We do) Worksheet: http://www.brainpopjr.com/readingandwriting/storyelements/setting/activity/ (Discuss/Expand)

      Independent Practice: (What will the students work on independently?)(You do)  Students will make use of sticky notes to mark the “helpful features” to identify the setting in a story (Brain Pop)

     Wrap-up/Review of Teaching Point: (Formative assessment/ How will you know the students achieved learning      objective?)  See Worksheet.

Name: ________________________________ Date:_______________________________Group: ________________________________ Grade/Room:_________________________

FICTION“The Corn Husk Doll ”

Setting:

Setting What helped me figure it out? Why is it important? How was the story affected by the setting?

Small Group Lesson Plan Teacher: Ms. Castro Grade: 2/3 Subject: Reading April 9, 2012- April 13, 2011

     Group Members: Emily, Keishla, Jennifer, Clarissa B, Jaylin, Yamari (Group 2)           LEVEL M

     Common Core State Standard/ IL Standard:                          ILAF.3.1.3.13 Identify probable outcomes or actions

     Lesson Objective: (What will students learn and be able to do?)(Why are students learning this?)

    Students will learn be able to identify, understand, and explain the skills they lack according to the Reading Teacher Level Report            (see above).

     Materials:  “Bedtime for Frances ”, sticky notes, “ My Very Own Room/ Mi Propio Cuartito”, Brainpop website, worksheet

     Teach/Model:  (What will the teacher say and do?)Int        Introduce the book that they’ll be reading.  Here, briefly talk about how we can use how finding causes/effects and   I         identifying the plot helps us come up with probable outcomes or actions.

         (I do)http://www.brainpopjr.com/readingandwriting/comprehension/causeandeffect/

http://www.brainpopjr.com/readingandwriting/storyelements/plot/The video explains the following ideas: Introduction, characters (explain how their dialogue and actions affect how readers view them), setting, plot (explain explicit/ implicit ideas here), conflict. As this view is being played, I will pause the clip to explain and expand on the ideas I noted in the above parenthesis.

     Guided Practice: (What will students practice with support?)      (We do)Using “ My very Own Room”/ “Mi propio cuartito” we will go back and find/identify the cause and effects as well

              as the plot of the story.

      Independent Practice for students: (What will the students work on independently?)     (You do) They will go back and using sticky notes find/mark the cause and effects along with the plot of the story. Then they

           Will use these two features to come up with probable outcomes or actions as we go along (as we read through the book)

     Wrap-up/Review of Teaching Point: (Formative assessment/ How will you know the students achieved learning      objective?) Ask students questions to check for understanding…informal assessment. Formative assessment will be the

p outcomes/actions that they came up with on their own. Make sure to restate what the purpose of this lesson was.

Small Group Lesson Plan Teacher: Ms. Castro Grade: 2/3 Subject: Reading Date: April 9,2012- April 13, 2012

     Group Members: Jaylen, Liliana, Ocarina, Clarissa M, Jocellyn, Vicky,    (Group 3)                    LEVEL V

     Common Core State Standard/ IL Standard:               ILAF. 3.1 ,3.23,or summarize the order of events in a story

     Lesson Objective: (What will students learn and be able to do?)(Why are students learning this?)

    Students will learn be able to identify, understand, and explain the skills they lack according to the Reading Teacher Level Report            (see above).

     Materials:  “Black Star ,Bright Dawn ”, sticky notes, “My Very Own Room/Mi Propio Cuartito”, Brainpop website, worksheet

     Teach/Model:  (What will the teacher say and do?)Int        Introduce the book that they’ll be reading.  Here, briefly talk about genres and the author’s purpose for writing them.

      (I do)http://www.brainpopjr.com/readingandwriting/comprehension/causeandeffect/

http://www.brainpopjr.com/readingandwriting/storyelements/plot/The video explains the following ideas: Introduction, characters (explain how their dialogue and actions affect how readers view them), setting, plot (explain explicit/ implicit ideas here), conflict. As this view is being played, I will pause the clip to explain and expand on the ideas I noted in the above parenthesis.

     Guided Practice: (What will students practice with support?)      (We do)Using “ My Very Own Room” we will discuss one of the stories we’ve read as a class and find all of the features this

particular group need help on.  (Student List: Suggested Learning Objectives under FICTION)

      Independent Practice for students: (What will the students work on independently?)     (You do) Taking in consideration the student’s reading levels (moderate) and the fact that they are reading a long chapter book,

they will use sticky notes to mark where they found the skill/idea they are working on.  As you observed above, each studenthas an area they need to work on or develop and so I will have them find and analyze them as they read the book.

     Wrap-up/Review of Teaching Point: (Formative assessment/ How will you know the students achieved learning      objective?)They will be keeping a journal focusing ONLY on their suggested learning objective for fiction.

Small Group Lesson Plan Teacher: Ms. Castro Grade: 2/3 Subject: Reading April 9, 2012- April 12, 2012

     Group Members: Rokia, Julian, Mario ,Jalissa ,James ,Dezmon  (Group 4)        LEVEL 0

     Common Core State Standard/ IL Standard:                ILAF 3.2,3.07 : Determine what characters are like by what they say or do ,by how the author or illustrator portrays 

them

     Lesson Objective: (What will students learn and be able to do?)(Why are students learning this?)      Students will learn how to distinguish the main ideas and supporting details using  supporting details so they can get a  more                       concrete understanding of the text they are reading.     Students will learn how dissect character’s actions and what they say  to determine  how they are being portrayed in the                        story.  This should help students understand main ideas, supporting details and motifs in the story.     Students will be able to identify the setting and how this affects the direction the story takes.

     Materials:  “A Million Fish…More or Less”, ” My Very Own Room “ w/notes, sticky notes, worksheet

     Teach/Model:  (What will the teacher say and do?)      (I do)      Taking in consideration that I want students to apply these skills on their own but yet have  prior exposure on how to do      it, I will model for  them how to do it using “My Very Own Room” which is a book they’ve been  to as a class.  Since have      already read it, I will  explicitly go over what the main idea and supporting details were. I will also go over the setting      and how it affected the direction of the story.  Lastly , I will take a character and go over their particular actions/dialogue      to determine how they were portrayed by the author within the story.

     Guided Practice: (What will students practice with support?)      (We do)      We will read the book together and be on the look for the features described in the objectives.  On a dry -erase board I will      write down these features so they know that  these are the  features we are to focus on as we read the book.  Students will     be given sticky notes, so as we read they  mark when they find  the main idea/supporting details,  setting, and important     character’s actions/dialogue.  As a group we will read 8 pages so they know how they are to look for these things.  The      goal is to have students stop after each page read to practice looking for these  reading skills/features that they are lacking.

      Independent Practice for students: (What will the students work on independently?)     (You do)      Students will now finish reading the book on their own and as they do so they are to be looking for main ideas/support     details, setting, and character’s actions/dialogue.  As in Guided Practice, they are to make note of them using  sticky notes     so I know they are  picking up the desired skills.

     Wrap-up/Review of Teaching Point: (Formative assessment/ How will you know the students achieved learning      objective?)     Students will be given a worksheet where they are to identify the main ideas/supporting details, the setting, and  character’s     actions/dialogue that helps the reader see how they are being portrayed.  Students are to use the notes they took on the     book with the use of the sticky notes.   The assessment will comprise of this worksheet as well as the notes taken throughout     the book by each student.

Name: ________________________________ Date:_______________________________Group: ________________________________ Grade/Room:_________________________

FICTION“A Million Fish…More or Less”

Main Idea/Supporting Details:

Setting: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Characters: (expand)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________

Small Group Lesson PlanTeacher: Ms. Castro Grade: 2/3 Subject: Reading Date: April 9, 2012- April 13, 2012

     Group Members: Yadivel,  Jose ,Jesus ,Corey Kavon ,Alexa     (Group 5)                          LEVEL L

     Common Core State Standard/ IL Standard:                         ILAF Determine the meaning of an unknown word using knowledge of common prefixes, suffixes, and word

              Roots (see Roots and Affixes List) (e.g., use knowledge of the prefix dis-to determine the meaning of disrespect).

     Lesson Objective: (What will students learn and be able to do?)(Why are students learning this?)     Students will learn be able to figure out the meaning of unknown words by using surrounding text, suffixes, prefixes and other

            aids.

     Materials:  “  Spiders”, Brainpop website, sticky notes, worksheet ,”  “My Very Own Room ”

     Teach/Model:  (What will the teacher say and do?)      (I do)

           VOCABULARY: www.brainpop.com/english/studyandreadingskills/readingskills/preview.weml

     T     This video goes over some important reading skills that readers must have in order to understand what they are reading.            It explains in detail how they can use roots, suffixes, and prefixes to decipher the meaning of unknown words.

                ROOTS, PREFIXES and SUFFIXES:  http://www.brainpop.com/english/grammar/rootsprefixesandsuffixes/preview.weml

     Guided Practice: (What will students practice with support?)      (We do)   We will use the “My Very Own Room” to find “new/unknown” words to us and then as a group try to figure out

            What they mean using the techniques we just learned through the Brainpop videos.

      Independent Practice for students: (What will the students work on independently?)     (You do) They now attempt to find “new/unknown” words on their own then decipher their meaning using the new techniques

Learned

     Wrap-up/Review of Teaching Point: (Formative assessment/ How will you know the students achieved learning      objective?)      Students are to fill out a worksheet using the book and their sticky notes.  

Name: ________________________________ Date:_______________________________Group: ________________________________ Grade/Room:_________________________

FICTION “Spiders”

Main Idea/Supporting Details:What is the difference between the main idea and supporting details? In your own words explain.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Vocabulary

New/UnknownWords

Do you see any Roots, Suffixes or Prefixes in the new word? Write them down.

What do you think the new word means?

Definition of the new word

Small Group Lesson Plan Teacher: Ms. Castro Grade: 2/3 Subject: Math Date: April 9, 2012- April 13, 2012

     Group Members: Yadivel ,Jesus ,Yamari ,James .Rolando ,Emily ,Corey

     Common Core State Standard/ IL Standard:Jahna          ILAF. 3.7.3.03 Solve problems involving the perimeter of a polygon with given side lengths or a given non-standard                    unit. (e.g., paperclips)

     Lesson Objective: (What will students learn and be able to do?)(Why are students learning this?).           Students will define what perimeter mean      S     Students will be able to take the perimeter of basic shapes              Students will eventually be able to take the perimeter of more complex shapes such as polygosn.            Students will be able to take the perimeter of a shape in different units (paperclips)

     Materials:  Brainpop website( geometry), SmartBoard presentations( Coordinate Geometry), worksheets

     Teach/Model:  (What will the teacher say and do?)      (I do)

Al        http://www.brainpop.com/math/geometryandmeasurement/geometry/preview.weml

ht 

http://www.brainpopjr.com/math/measurement/perimeter/preview.weml

     Guided Practice: (What will students practice with support?)(We do)               Students will practice taking the perimeter of shapes via worksheets and interactive websites (online math games….               Instant feedback)

      Independent Practice for students: (What will the students work on independently?)            Students will finish two worksheets on their own: One on taking the perimeter of basic shapes and then polygons.

Small Group Lesson Plan Teacher: Ms. Castro Grade: 2/3 Subject: Math Date: April 9, 2012-April 12, 2012

     Group Members:     Ennuel , Yalissa,Jahnai,Lianette,Keishla,Alexa

     Common Core State Standard/ IL Standard:Jahn            ILAF.3.6.3.03 Recognize a fraction represented with a pictorial model

     Lesson Objective: (What will students learn and be able to do?)(Why are students learning this?)            Students will able to recognize what a fraction looks like in numeral form as well as pictorial form (thus integrating them).

     Materials:  Brainpop website, SmartBoard presentations(patterns/sequencing), worksheets

     Teach/Model:  (What will the teacher say and do?)

      (I do)   http://www.brainpopjr.com/math/fractions/basicpartsofawhole/preview.weml

Al        

    There is obviously other videos that we can go through in a a week-span along with the use of manipulatives to eliminate       m   misconceptions.

      Independent Practice for students: (What will the students work on independently?)            Students will finish two worksheets on their own: Both worksheets will have shapes and they must write the numerical-            Fractional value.  (One worksheet will be given at the beginning to see where they stand and one at the end to check for           mastery of  the concept)

Date_______________________ DATA REVIEW SHEET FULTON NETWORK

TEACHER NAME GRADE SUBJECT/FOCUS DATA

WHAT DOES THE DATA SAY?

(PLACE THE NUMBER OF STUDENTS IN EACH CATEGORY)

EXCEEDS MEETS BELOW WARNING

Group 1 Group 2 Group 3 Group 4 Group 5

WHAT LEARNING OBJECTIVE WILL EACH SMALL GROUP FOCUS ON?

HOW WILL STUDENT PROGRESS BE ASSESSED?

IDENTIFY STUDENTS FOR SMALL GROUPS (5-7 students per group)

GUIDING QUESTIONS WHEN FORMING SMALL GROUPS

WHAT ARE STUDENTS MASTERING? WHY ARE THEY MASTERING THESE OBJECTIVES?

WHAT OBJECTIVES ARE STUDENTS NOT MASTERING?

WHY ARE STUDENTS NOT MASTERING THESE OBJECTIVES?