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: 9/27/2010
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
State the objective for this lesson.
Given a short story to read and analyze – “The Gift of the Magi”, (Condition and Content) students will be able to identify in the text; plot, setting, theme, characterization, irony and point of view (Behavior), as evaluated by formative class assessments and a final essay evaluated by a rubric. (Criteria) 4.0a,b
3.2c
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 Gift of the Magi. Students also need – a copy of Alanis Morrisette’s Ironic lyrics, IPOD and speakers (one for whole class), pens and paper, sidewalk chalk. List strategies that foster student engagement in learning and self-motivation.
3.4b,c
Students read the story as a class, discuss as a class and listen to Ironic as a class. During this time, students will get up and quietly stretch and wander about the room, to bring about a “change-of state”. Students will be having a plot summary “competition”, writing Haikus in groups and using sidewalk chalk to display their poetry outside. List strategies that foster student engagement in positive social interaction that leads to a supportive and effective learning environment. JIU School of Education Mission To develop innovative leaders who can solve urgent education challenges.
Students will be able to interact as they complete their plot summaries, discuss irony, and write Haikus. 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). The Gift of the Magi is being used to recap all the literary elements that have been taught in a three week short story unit. Students will be able to make connections with the previous stories. Students will use group communication strategies to complete the two group exercises. State possible challenges that might arise when implementing this lesson and state how you might handle them. 1.
Reading Lessons Only 2.1b
Students (and teachers) will disagree over whether the Ironic lyrics are really discussing true ironic situations. We will discuss each “ironic� situation in depth and students will be asked to explain why they think a particular situation is ironic and common ground will be sought where there is any disagreement. 2. There is a great deal of information to go over and take in during this lesson plan. I will move slowly, and ensure that all students understand each element before moving on to the next. 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
Science Lessons Only 2.2d
State how you will help students learn strategies for monitoring their comprehension and learning new vocabulary words.
New vocabulary words for The Gift of the Magi 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 that will be assessed for correct word use and general literary conventions. Students will write Haikus that discuss either setting or characterization, in groups. Students will write a personal narrative essay that discusses their most prized possessions and whether or not they could sacrifice these possessions for any reason or person. The essay will be assessed using a six traits of writing rubric. 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
JIU School of Education Mission To develop innovative leaders who can solve urgent education challenges.
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.). 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
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 will also be reminded of the objective before the story begins – verbally and using the white board. Describe how you will relate the lesson to prior student learning/experience. This is the last story to be taught in a three week short story unit. All the literary elements (apart from irony) have already been covered during this unit (plot, setting, characterization, point-of-view, theme). Therefore, this lesson will serve as a direct reiteration of all these elements. Students should also have been exposed to the same literary terms, in varying degrees of detail, throughout their JIU School of Education Mission To develop innovative leaders who can solve urgent education challenges.
school career. n/a
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.
Write ten vocabulary words from The Gift of the Magi on the board. Allow students approximately 10 – 15 minutes to begin their LINCS cards. They will need to finish this activity at home. (15 minutes) (Anticipatory Set) 2. Inform the students that we will be reading The Gift of the Magi and provide them with background information concerning the author and the story. Write a student friendly version of the objective on the board and check that the students still remember what each literary element means. (15 minutes). (Anticipatory Set). 3. Move into a circle and read the story to the class. (15 minutes) 4. Spend a few minutes in the circle discussing elements of the story and the author’s use of figurative language. (10 minutes). 5. Ask the students to get up and quietly move around the room/stretch while playing Alanis Morrisette’s Ironic. (5 minutes). 6. Ask the students to move their chairs back into place and hand out copies of the Ironic lyrics. Go through the lyrics verse by verse and discuss whether each verse/situation is truly ironic or not. (20 minutes) 7. Recap the idea of plot. Ask students to get into groups of 4 or 5 and tell them that I want each group to summarize the plot of the story. Explain that they will need to write the plot as succinctly as they can and will need to nominate a group member to read their plot summary to the class. The plot will also be handed in to the teachers to read and “judge”. Also explain that the group who completes the shortest (but containing all necessary information) plot will be the “winner”. (25 – 30 minutes) 8. Write the title – setting - on the board and, as a class, brainstorm all possible settings within the story. Decide which the main setting is. Write the title – characterization - on the board and brainstorm our knowledge of the main character. 9. Split the class in half, then into groups of approximately 4. Ask one half of the class, in groups, to write a haiku that is concerned with the main setting and ask the other half to write a haiku, in groups, concerned with aspects of the main character. Explain the rules of a haiku, and model examples on the board. (30 minutes). 10. Give the groups some sidewalk chalk and take them outside to write their poetry on the sidewalks outside the school. (15 minutes). 11. Recap point of view using two questions. (5 minutes). 12. Recap theme. Discuss as a class, then move straight to the prewriting activity for the personal narrative which is directly related to the theme of the story. (15 minutes). (Prewriting will involve a closure discussion).
3.5d
“One way to meet individual needs within a typical classroom setting is to differentiate instruction and activities to meet the diverse needs of learners” (Goethals, Howard & Sanders, 2004, p. 40). State how you will support classroom collaboration through oral and written discourse. Students will complete plot summaries and haikus 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. The personal narrative essay that will be assessed is directly related to the real world concept of love and sacrifice (theme of the story), and students will be able to practice their understanding of this concept by taking part in a class brainstorming session prior to writing the essay. Students will also write haikus in cooperative groups, which is an activity that some may have previously completed, but some not. 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 will be constantly monitored using simple questions. Students will be required to complete exercises in groups which will also be a check of their comprehension. The students’ ability to problem-solve and critically think about the lesson content will be monitored using “why did I do this”, or “why did the author do this” questions which require higher order thinking skills and demonstrate mastery of application and synthesis. (Bloom’s taxonomy categories). The students will also demonstrate application and synthesis by completing the summary and poetry exercises, as well as the personal narrative essay.
Post Lesson Implementation Reflection ACEI Standard 4.0a,b
State how you assessed student learning and whether or not student learning occurred. Student learning was assessed using the plot summary exercise, the Haikus, the irony exercise and the theme journal entry. Student learning definitely occurred. They were readily able to identify theme, characterization, plot, setting, and irony.
4.0b
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 irony exercise suggested that there may be scope for reteaching this concept on a larger scale – perhaps dedicating an entire lesson to the idea.
5.1e
Describe an area of professional growth for you to target to improve student learning and/or student engagement.
JIU School of Education Mission To develop innovative leaders who can solve urgent education challenges.
I would like to target the idea of irony and use the concept attainment approach to take my lesson one stage further. I would also like to use this approach when teaching grammar. 5.2c
Describe how you could use results from this experience to collaborate with colleagues to support student learning and well being.
This lesson was very “hands-on� and entertaining for the students, I would like to share these ideas with my colleagues but also enlist their support to improve the ideas and especially improve my point of view questioning strategies. I would also like to collaborate with colleagues in order to think of general questioning strategies and how to include students who are struggling a bit more.
Notes 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.