Lesson Plan Protocol Pre-Lesson Planning, Plan for Lesson Implementation and Post Lesson Implementation Reflection May, 2009 Lesson Planning Information Teacher Candidate Name: Tara Kunesh
Date: 10/14/2010
Mentor Teacher Name: Tammy Jackson JIU Professor Name: Dr. Renee Myers
JIU Course Name and Session: EDU 605 A (Sep, 2010)
Grade: 9 Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Reading Group Size: 26
Pre-Lesson Planning ACEI Standard n/a
4.0a,b
3.2c
State the objective for this lesson. Given a short story – The Necklace – to read, students should be able to identify all elements of characterization in short stories by comparing the characters in The Necklace to the characters in the story of Cinderella, as evaluated by a completed characterization table and an essay graded with a rubric. State how this lesson aligns with grade-level standards and/or prior assessment results. This lesson aligns with Wyoming Reading Content Standard one, and more specifically with: LA11.1A.1: Students demonstrate understanding in their reading of grade-appropriate texts based on a variety of text features, such as evidence presented, text format, and use of language including: a. Literal comprehension (main idea, summarizing, paraphrasing) and b. Inferential comprehension (prediction, cause/effect, compare/contrast, drawing conclusions). And LA11.1B.2: Students understand elements of literature including: a. Character development (character's actions, beliefs, motives, reactions, and feelings); b. Point of view including underlying author purpose; c. Setting including historical/cultural context; d. Universal themes including the philosophical assumptions and underlying beliefs of author's work; and e. Complex elements of plot development including time and sequence elements such as flashback and foreshadowing. State how you will differentiate instruction that is appropriate to the needs of students who are culturally diverse or have exceptional needs.
3.1b 3.5b
A Paraeducator is provided in the classroom to offer specific instruction to students with special needs. There are no culturally diverse students in the classroom. Two students in this class also have IEPs which state that they need extra time to complete certain tasks and homework. I will also be helping one student for 15 minutes each planning hour, to catch up with missed work. List instructional and technological resources (e.g., Library of Congress primary resources, audio-visual aids, computer-based technologies, etc.) that will be used in this lesson. Include those that you will have to create.
3.4b
Instructional resources: Students all have a copy of The Language of Literature, which contains the short story The Necklace. Students also needed – a copy of the characterization definitions, the characterization table, journals, pens, marker pens and large sheets of white paper. List strategies that foster student engagement in learning and self-motivation. Students read the story as a class, discussed as a class and filled out the Cinderella characterization table as a class, which provoked a lively discussion. Students then used their knowledge to complete the characterization table for the necklace in pairs.
3.4b,c
List strategies that foster student engagement in positive social interaction that leads to a supportive and effective learning environment. Students completed the characterization tables in pairs, after they had been shown how to complete the information as a class.
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3.5c
n/a
State how you will help students learn active inquiry and communication strategies (i.e., self-monitoring, restating ideas and/or drawing connections). Students made connections to the story using a more familiar story or movie – Cinderella. Students were very motivated to discover that they could use such a well known and familiar story to assist them with the understanding of a less known, and more challenging story. State possible challenges that might arise when implementing this lesson and state how you might handle them. 1.
Reading Lessons Only 2.1b
Students will have difficulty understanding the difference between static and dynamic characterization. Solution: Students will participate in a group exercise, using art, imagination and cooperation to complete a rendition of the story’s main character which depicts how her character changes over the course of the story. 2. Students will not remember the story of Cinderella. Solution: One of the students will summarize the story for the rest of the class. State how you will help students learn evidence-based multiple strategies (i.e., phoneme awareness, phonics, fluency, syntax, semantics, and meaning-based strategies) for recognizing words in print. N/A
Reading Lessons Only 2.1c
Reading Lessons Only 2.1d
State how you will help students learn strategies for monitoring their comprehension and learning new vocabulary words.
New vocabulary words for The Necklace will be introduced before reading the story. Students will complete their LINCS cards. (LISTEN to the word, IDENTIFY the reminding word, NAME the linking work, CREATE a picture and SHAPE a sentence.), writing the vocabulary word on an index card, creating their own reminding word, drawing a reminding picture and writing an appropriate sentence. Students will also complete ten sentences, containing the vocabulary words, which will be graded and checked for comprehension. State how you will help students learn how to compose written text that incorporates mechanical conventions and meaning-based conventions designed for a range of purposes and audiences. Students will write ten vocabulary sentences. Students will also write a compare and contrast essay that discusses status in 19 th Century Europe compared to status in 21st Century America.
Science Lessons Only 2.2d
State how you will design and implement age-appropriate inquiry lessons to (1) teach science within a context of understanding realworld applications, and (2) engage students through study and action. N/A
Science Lessons Only 2.2e
State how you will integrate into the science lesson the relationship between the nature and/or history of scientific concepts and the lives, needs and interests of students. N/A
Math Lessons Only 2.3e
State how you will lead students to create data sets, and collect, organize and display data.
N/A Math Lessons Only 2.3f
State how you will engage students in problem solving, reasoning, and connecting mathematical ideas.
N/A Math Lessons Only 2.3h
State how this lesson will incorporate oral and written use of mathematical language in real life connections.
N/A S. Studies Lessons Only 2.4b
State how this lesson will help students learn about and/or integrate the major concepts from the social studies (i.e., history, geography, psychology, government, economics, cultural diversity, religious studies, technology, etc.).
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N/A S. Studies Lessons Only 2.4b
State how this lesson will incorporate learning experiences in which students are challenged to research, analyze and evaluate real world situations. N/A
Arts Lessons Only 2.5e
State how this lesson will incorporate the arts (visual arts, dance, music, theatre) as primary media for communication, inquiry, and insight among students. N/A
Arts Lessons Only 2.5e
State how this lesson will encourage students to study, appreciate and/or use art from a variety of cultural and historical periods.
N/A Health Lessons Only 2.6
State how this lesson will incorporate major concepts in the subject matter of health education to create opportunities for students’ development and practice of skills that contribute to good health. N/A
Phys. Ed. Lessons Only 2.7
State how this lesson will incorporate, as appropriate to your own understanding and skills, human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for students. N/A
Instruc. Tech. Lessons Only
State how this lesson will incorporate technology-enhanced instructional strategies to support the diverse needs of learners.
N/A Other Content Lessons Only
State how this lesson will help students learn about and/or integrate the major concepts from the study of ___________ (enter other content area). N/A
Plan for Lesson Implementation ACEI Standard 3.5d
3.1d
n/a
Describe how you will communicate the lesson objective through oral and/or written discourse. The lesson objective was given to the students at the beginning of the unit as a unit map web diagram. The diagram states the objective in the middle and the branches show the students exactly what they will learn, in what order. The students were also periodically reminded that we were concentrating on the literary element of characterization in this story. Describe how you will relate the lesson to prior student learning/experience. The story was related to the more familiar tale of Cinderella, and we discussed the Disney version which most of the students had seen. Using Cinderella, we also moved into a discussion of the social classes and status. Students were able to understand the concept of status, both as it related to Cinderella and also to their own lives. State how you will present this lesson content and briefly describe each stage of the lesson delivery including how much time you estimate each stage will take. 1. 2.
Anticipatory Set – Give students the vocabulary words and definitions needed for their LINCS cards. (15 minutes) Discuss the class system of 18th century Europe, referring especially to the role of women and the position of women in that JIU School of Education Mission To develop innovative leaders who can solve urgent education challenges.
society. (5 minutes) Read story, stopping to point out particular literary devices, interesting facts or ideas. (20 minutes) Have a brief group discussion concerning the story. (5 – 10 minutes) Pass out the characterization elements handout and read through explaining each term. (10 – 15 minutes) Hand out the characterization table and complete the questions for Cinderella as a class. (15 minutes) Ask the students to complete the table for The Necklace individually and hand in. (15 minutes) Place the students into cooperative groups of 4 or 5, give them a person-sized piece of white paper and ask them to trace around a same-gender friend. Tell them that the person they are creating is Mme. Loisel (main character of The Necklace) and ask whether she is a static or dynamic character. (Answer – dynamic) (10 minutes) 9. Ask students to draw a vertical line through the middle of “Mme. Loisel” and decorate the left half concentrating on how Mme. Loisel looks/acts at the beginning of the story, reserving the right half for how she looks/acts at the end. (25 minutes) 10. Return to status and explain that we want to consider status today as compared to status in 19th C. Europe, as per the story. Create a compare contrast diagram to brainstorm ideas. Tell students this is prewriting for an essay. (10 – 15 minutes) 11. Provide an essay outline and ask the students to work on a rough draft of the essay. (30 minutes) 12. Closure - Peer review the essay drafts and ask for the final to be completed. (30 minutes) State how you will support classroom collaboration through oral and written discourse. 3. 4. 5. 6. 7. 8.
3.5d
Students will complete characterization tables and prewriting for status essay as a class and in pairs. Students will complete their art project on static versus dynamic characterization in cooperative groups. 3.1d 3.3b
3.3a
List activities you will have the students perform to allow them to practice new skills and relate skills to prior learning and/or real-world issues. Brainstorming, prewriting using lists or graphic organizers. Students have had multiple opportunities in the past to complete graphic organizers. However, as this is their first year of high school they will also be taught more about the art of formal essay writing. This activity is directly related to the real world concept of status, and students will be able to practice their understanding of this concept by taking part in a class discussion and well as peer interaction. List questioning strategies you will use to (1) check for student understanding, (2) evaluate students’ ability to problem-solve and critically think about the lesson content (e.g., Bloom’s taxonomy), and (3) determine if all students can summarize what they learned. Student understanding was constantly monitored using simple questions. Students were required to complete one of the exercises in pairs which also checked their comprehension. The students’ ability to problem-solve and critically think about the lesson content was monitored using “why did I do this”, or “why did the author do this” questions which required higher order thinking skills and demonstrated mastery of application and synthesis. (Bloom’s taxonomy categories). The students summarized what they had learnt about characterization by completing the characterization table.
Post Lesson Implementation Reflection ACEI Standard 4.0a,b
4.0b
5.1e
State how you assessed student learning and whether or not student learning occurred. Students completed a characterization table in class that demonstrated their knowledge of static vs. dynamic characterization, direct vs. indirect characterization and character external and internal conflict. Students also completed an essay on status, comparing status in 19th C. Europe to status in the U.S today that was graded using a six traits rubric. State how assessment data results either (1) indicate a need for re-teaching or needed lesson adaptations to improve student learning, or (2) indicate a need to provide challenge opportunities to extend student learning. The assessment data revealed that the students successfully grasped the different characterization concepts. They had some trouble with the idea of conflict, and this was re-taught the next day. The students’ essays on status also reflected the need for further teaching on the art of formal essay writing. Describe an area of professional growth for you to target to improve student learning and/or student engagement. I would like to teach a workshop on writing that would highlight the need an appropriate and formal style when writing a research type paper.
5.2c
Describe how you could use results from this experience to collaborate with colleagues to support student learning and well being.
It would be interesting to see if colleagues all had the same experiences with freshmen essay writing and collaborate to create a workshop or lesson to address this issue.
Notes
JIU School of Education Mission To develop innovative leaders who can solve urgent education challenges.
Reference: Goethals, M. S., Howard R. A., & Sanders, M. M. (2004). Student teaching: A process approach to reflective practice. Columbus, Ohio: Pearson Merrill Prentice Hall.
JIU School of Education Mission To develop innovative leaders who can solve urgent education challenges.