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GCU College of Education LESSON PLAN TEMPLATE

03/2014

Teacher Candidate:Grade Level:Date:Unit/Subject:Instructional Plan Title

Felicea Barr4th Grade1/19/2018Literacy: Vocabulary Acquisition and UseK9

I. PLANNINGLesson summary and focus:

By the end of this Unit with prompting and support, students will demonstrate understanding through knowing and applying grade-level phonics and word analysis skills in decoding words with 80% accuracy. Students will have opportunities to work and learn in collaborative groups, have opportunities to participate in task and activities related to the topic, and produce materials relative to what they have learned.

Classroom and student factors:

1. Over 90% of students in the class are low to mid socio-economic status, and may have limited access to technology and supports outside of the classroom.

2. Approximately 50% of the class is at grade level in reading, which suggests that more supports and accommodations are required in this area.

3. 6 students are on an IEP which means accommodations and modifications are necessitated as a result, especially with the use of assistive technology, abbreviated assignments, and further instruction.

4. Four students are ELLs, and would benefit from the use of GLAD strategies and SIOP principles.

5. There are 8 students in the Tier 2 or Tier 3 reading performance areas, which means these students may require additional support in this domain.

National / State Learning Standards:

National/State Learning Standard: CCSS.ELA-LITERACY.L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Specific learning target(s) / objectives:By the end of this unit with prompting and supports, students will determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies with 80% accuracy.

IEP Goal: Given a picture and four fill-in-the-blank sentences with the last word omitted, and with the support of a visual word bank containing five picture/word choices, April will copy the correct responses within the given boundaries with 80% accuracy by the end of this unit.

Teaching notes:DAY FOUR OF FIVE

DOK Questions:

1. Where did Nubs live before he found Brian?2. Why do you think Nubs followed Brian for so

many miles?3. Do you think it is hot or cold in the desert?4. How come Brian flew Nubs to the United

States?5. How many miles do you think you could walk

in a day?6. Why did Brian name this dog “Nubs”?7. How come Brian couldn’t fly on the airplane

with Nubs?8. Did the pictures in this book help you

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understand the information?9. What is your favorite part of the book?10. Would you recommend this book to someone

else? Why or why not?

DOK Student Responses:

1. Nubs lived with a pack of wild dogs in the desert.

2. I think Nubs followed Brian because he was kind to him.

3. I think that it is hot in the desert.4. I think Brian flew Nubs to the U.S., so he

could live at Brian’s house.5. I think I could walk a few miles in a day.6. Brian named Nubs “Nubs” because his ears

looked like little nubs.7. Brian couldn’t fly with Nubs because he had to

finish his tour of duty.8. Yes, the pictures helped me see what life was

like for Nubs and Brian.9. My favorite part is when Nubs is reunited with

Brian in America.10. I would recommend this book as it had great

pictures, and the story had a happy ending.

Agenda:Opening:

Students will listen, and answer Depth of Knowledge questions related to the topic. (approximately 10 minutes)

Learning and Teaching Activities: Students will watch and listen as the teacher

demonstrates how to use the SMART board. Students will participate in the SMART

Board sequence map activity. Students will collaborate in small groups to

fill out the printed copy of the sequence map graphic organizer.(Allow 60 minutes for these tasks and activities).

Closure: Students will fill out their K9 Exit Slip upon

completion (allow approximately 5 minutes for this task).

Formative assessment:The SMART Board activity, the Sequencing Map graphic organizer, and the K9 Exit Slip will all be used to measure student understanding regarding the topic of “Nubs”.

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Academic Language:

Key vocabulary:

Antiseptic Barracks Coarse Escorted Evacuate Gaunt Journey Lumbered Officials Scour

Throughout the Phonics and Word Recognition lesson, students will use and apply these key vocabulary terms.

Function: ClassifyingStudents will collaborate in small groups of three to think, discuss, and sort concepts, ideas, and characteristics by participating in tasks and activities related to the topic, and by completing Academic Language Frames.

Form: Students will incorporate Academic Language Frames and complete a Sequence Map graphic organizer regarding the topic of “Nubs” to demonstrate understanding through knowing and applying grade-level phonics and word analysis skills in decoding words.

Instructional Materials, Equipment and Technology:

SMART Board and stylus, copies of the Nubs informational text for every student and the teacher, the Sequencing graphic organizer and vocabulary already pre-programmed into the SMART Board, copies of the Sequencing graphic organizer for every student, copies of the K9 Exit Slip for every student, pencils, copies of the differentiated (partially filled in) graphic organizers, and the differentiated K9 Exit Slip, K9 Vocabulary Quiz and Rubric (copies for every student) K9 Differentiated Quiz for students who require this accommodation. K9 Quiz Key .

Grouping: The teacher will provide purposeful grouping to promote academic diversity. Students will have opportunities to practice in large and small group settings. Students should be placed in heterogeneous groups so that students of varying proficiency levels are able to collaborate. Differentiation, accommodations, and modifications will be provided along with the use of visuals, manipulatives, and augmentative and assistive technologies. Students who require extra support due to impairment, disability, or language acquisition (ELL’s), will be provided with lists of key academic vocabulary, partially filled in graphic organizers, and abbreviated assessments.

II. INSTRUCTION

A. OpeningPrior knowledge connection:

Students will use their previous experience with animals, people, and places when making connections with the text, as well as incorporate previously learned skills and knowledge relevant to phonics, word recognition, and literacy.

Anticipatory set:

This lesson is valuable to students lives, as it provides opportunities to learn via the use of phonics, creates opportunities to practice skills, and incorporates strategies related to word recognition. These are concepts and practices that students will encounter in and outside of their academic life, which will assist them with the acquisition of further literacy, fluency, and comprehension knowledge, as well as with the procurement of new information. These applications will also assist students as they progress through language arts, when acquiring information from other

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academic domains, and when making connections with words and literature in everyday life.

B. Learning and Teaching Activities (Teaching and Guided Practice):

I Do Students Do Differentiation

Opening:

The teacher begins by asking students to answer Depth of Knowledge questions related to the informational text Nubs: The True Story of a Mutt, a Marine, & a Miracle.

Learning and Teacher Activities:

The Collaborative Learning strategy will be used during the learning and teacher activities for this section of the K9 Unit.

1. The teacher will have students meet as a large group with the instructor, and together they will fill out the SMART Board Sequence Map using previously generated vocabulary from the text.

2. The teacher instructs the students regarding how to use the SMART Board and stylus, and demonstrates using the stylus to move words to the correct areas of the graphic organizer.

3. The teacher will call on random students to move the words to the correct areas of the sequence map, and encourages discussion regarding placement.

4. Next, the teacher will have students break up into

Opening:

The students will answer DOK questions related to the informational text.

Learning and Teacher Activities:

1. The students will gather as a large group, and proceed to fill out a Sequence Map graphic organizer with the instructor using a SMART Board and a stylus.

2. The students will watch, listen, and ask questions as the teacher demonstrates how to use this technology, and how to operate the tools.

3. The students will have opportunities to come up to the SMART Board and fill in the graphic organizer using the stylus.

4. Next, the students divide into small groups of four.

5. The students will receive a printed copy of the Sequence Map graphic organizer.

6. The students will collaborate in small groups to fill them out.

7. The students are given approximately 40 minutes to complete this activity.

8. The students will discuss the elements in the task with their group and the

1. Accommodations and modifications will be used for students who require these strategies with the use of abbreviated assignments, differentiated tasks and assessments.

2. Opportunities for breaks and movement will be given to students who have attention and focus issues.

3. Students who have difficulties with vision or hearing will be seated in front or near the board or teacher.

4. Students will be placed in purposeful groupings to accommodate varying proficiency levels.

5. For students who have impairments, disabilities, or for students in lower reading Tier levels, lists of academic vocabulary will be provided.

6. Students who finish early will be given a blank piece of paper and asked to draw a picture of Nubs or their favorite animal, and then write a sentence about their picture.

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small groups of four.5. The teacher will ask a

couple of students to pass out the printed copy of the Sequence Map graphic organizer to every student.

6. The teacher will pass out partially filled in Sequence Map graphic organizers to students who require this accommodation.

7. The teacher will give students approximately 40 minutes to complete this activity.

8. The teacher circulates around the room during this time and asks the students questions related to informational text and to the graphic organizer.

9. The teacher randomly calls on a few students to collect the graphic organizers at the end of this time.

Closure:The teacher passes out the K9 Exit Slip.

teacher during this period.9. Next, the students turn in

this assignment.

Closure:The students will fill out and complete the K9 Exit Slip.

Academic Language Frames:1. First, … and second, …2. While the Marines were

driving to another country, ___ was simultaneously…

3. Following this event, …4. After___ had been reunited

with the Marine troop, the next step was to …

5. Finally, ____proceeded to…

III. ASSESSMENT

Summative Assessment:

The K9 Vocabulary Quiz and Rubric will be used as a summative assessment.

Differentiation:Differentiated suggestions, assessments, and homework are provided within the lesson plan.These modifications and accommodations incorporate abbreviated and partially filled-in tasks. Students should be in heterogeneous groups of varying proficiency levels. Efforts should be made so students with vision, hearing, or language difficulties are in close proximity to the teacher and whiteboard when applicable. The teacher should also incorporate modeling of performing tasks, along with the provision of visual examples. Assistive and augmentative

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technologies and communication should also be included for students who require this modification. Allowance for breaks and stretching is recommended, especially for students with attention and focus issues.

Closure: The teacher writes one interesting fact regarding the informational text on the whiteboard. She demonstrates something she found informative while reading, and shows the students how to refer to the book for a reference if they get stuck. The teacher randomly cold calls a few students to state something they didn’t know before reading the text, or something they found interesting while reading the text.The students will fill out the K9 Exit Slip asking them to list 2 interesting facts they learned while reading the book “Nubs”.A few possible questions to posit might include: “Did you know that it can be freezing cold in the desert?”, “How many miles did Nubs walk to find Brian?”, and “Why wouldn’t the military let Brian keep Nubs in the barracks?” The teacher might write on the board: One interesting fact I learned after reading this book is that a dog can walk 70 miles in a matter of days.As the teacher demonstrates this thinking process, students can transfer how to critically think about the information in the text, how to ask questions regarding the information, and how to apply these skills and gain information in and out of academic settings.

Homework: The K9 Word Match will be used for homework. A differentiated worksheet for this task and key are also provided within the lesson plan.

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Assessment/Key K9 Vocabulary Quiz

Directions: Fill in the missing word in each sentence using the words from the Word Bank: antibiotic, lumbered, coarse, harsh, escorted, journey.

1) Another word for difficult is the word: harsh.

2) The word lumbered means to walk slow and heavy.

3) Nubs paws were sore from so many miles of walking. Brian put antibiotic ointment on them to help them heal.

4) Nubs struggled to follow Brian in the desert, as the sand was cold and coarse.

5) Nubs was escorted by Brian's friends at the airport, where crowds of people had gathered to greet him.

6) Nubs walked a long cold and painful __journey________ of over 70 miles.

Circle the correct answer:

7) After Nubs arrived in America, he had to wait a few weeks to see Brian.

a) True

a) False

.

8) Nubs had to return to Iraq after visiting Brian in the U.S.

a) True

b) False

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Assessment/Key/Differentiated

K9 Vocabulary Quiz

Directions: Fill in the missing word in each sentence using the words from the Word Bank: coarse, escorted, harsh.

1) Another word for difficult is the word: harsh.

2) Nubs struggled to follow Brian in the desert, as the sand was cold and

coarse.

3) Nubs was escorted by Brian's friends at the airport, where crowds of

people had gathered to greet him.

Circle the correct answer:

4) After Nubs arrived in America, he had to wait a few weeks to see Brian.

a. True

b. False

5) Nubs had to return to Iraq after visiting Brian in the U.S.

a. True

b. False

6)

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Criteria Score of 3 Score of 2 Score of 1

Advanced/Exemplary Proficient/Accomplished Poor/InadequateK9

Sequence Map

Graphic Organizer

The graphic organizer is complete and accurate. Writing is neat and legible, with little to no errors.

The graphic organizer is mostly complete and accurate, writing is legible with a few errors present.

The graphic organizer is mostly incomplete, inaccurate, or blank. Writing is illegible, and many errors are present.

K9 Exit Slip Both facts are stated and relate to the text. Writing is legible with little to no errors.

One or both facts are stated and relate to the text. Writing is mostly legible with a few errors present.

No facts are stated, or facts do not relate to the text.

Homework Homework is complete and accurate.

Homework is mostly complete and accurate; a few errors are present.

Homework is mostly incomplete, inaccurate, or blank.

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K9 Analytic Rubric

after___ had been reunited with the marine troop, the ... - …€¦ · web viewgiven a picture...

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