UW-Platteville SoE Lesson Planning Template

Name: Darrik Johnson Lesson Title: Double Dose Guided Reading Grade level(s)/Course: 4 Date taught:3/18/13 GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: The Whipping Boy Publisher: Greenwillow Books Date of Publication: April 1986 District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. 30 minutes each day are given for readers workshop. At this time the Double Dose group meets to discuss their book and discuss guided reading questions. Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. Double Dose is for students who are falling behind in reading comprehension. The activities are designed to make the students more active and engaged during reading. List any other special features of your school or classroom that will affect the teaching of this lesson.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS Total students____5_____ Males____5______ Females____0______ Students with Special Number of Accommodations and/or pertinent IEP Objectives Needs: Category Students Students with IEPs 1 English Language Learners Gifted 504 Students with autism or other special needs Students with Behavioral Disorders 0

0 0 1

1|Page

UW-Platteville SoE Lesson Planning Template

INFORMATION ABOUT THE LESSON Content Strand found within the Wisconsin Academic Content Standards or Wisconsin Model Early Learning Standards

Enduring Understanding and/or Essential Question GLE(s) or EOC and Symbolic Notation DOK

Outcome(s) 1. Students will practice being active readers by answering questions about their book while they are reading. 2. Students will improve comprehension skills by performing the job they are assigned to go along with the reading at the end of the meeting. Academic Language related to the lesson Summarize Predict Question Connect Visualize Prior Learning/Prior Thinking Students will know what each job that they are assigned entails and they also have a good understanding of the story that is taking place in the book.

LESSON IMPLEMENTATION Anticipatory Set/Elicit Prior Knowledge

Focus/Purpose Statement

Procedures 1. Students will be asked to gather in the normal meeting spot with their book and notebook. 2|Page

UW-Platteville SoE Lesson Planning Template

2. Students will be asked to summarize the chapters they read for the day with the teacher. Teacher will ask guiding questions based on the main points of the story and the summary given by the students. 3. Teacher will assign new chapters to read for the next meeting. 4. Students will be assigned a job (summarize, predict, question, connect, or visualize) for the next chapters and that job will be recorded by the teacher on the scoring sheet. 5. Students will use any remaining time to begin their assigned reading. Differentiation

Closure Students will be assigned new jobs and reading for the next meeting.

Materials and Resources Each student will need his readers workshop notebook, a pencil, and a copy of the assigned book. Classroom Management/Democratic Practices Students will raise hands and wait to be called on to speak.

ASSESSMENT Before the lesson Gathering information about student knowledge Students will summarize the main details of the prior chapters. Pre-assessment that may be used

During the lesson Informal Formative Assessment Teacher will observe student participation in group discussion. Formal Formative Assessment

At the end of the lesson Formative Students will be scored on the job they did for the chapters they were assigned at the prior meeting. Summative 3|Page

UW-Platteville SoE Lesson Planning Template

Assessment Rubric

LESSON PLANNING CHECKLIST

Does the plan logically lay out what you will say and do? Did you include specific questions you will ask to invite, guide, and develop students thinking throughout the lesson? What strategies will you use? Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)? If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs? Have you specified how you will ensure students understand the academic language needed to succeed during this lesson? What content-specific vocabulary will you introduce and how will you introduce it? Do you plan for guided work so that students must use the ideas/skills they learn? Do you plan for students to independently work with or apply the ideas/skills? Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)? How will you collect evidence of students thinking and learning (formative assessments) during the lesson? REFLECTION If you have not had a conference at the completion of your lesson, or if your instructor asks for this, send a REFLECTION to your practicum supervisor. In your reflection address each of the following. 1. Focus on student thinking and learning. 2. What was working? What was not working? For whom? Why? 3. Use specific examples of students work, actions or quotes to support your claims. 4. What missed opportunities for student learning are you aware of that happened? 5. If you could do it over, what might you have done to take advantage of missed opportunities to improve the learning of students with diverse needs? 6. In your own classroom what would you teach next to build on this lesson?

4|Page

UW-Platteville SoE Lesson Planning Template

Link your ideas to your methods class content and readings, using appropriate and accurate quotes from text or theorists as you analyze and evaluate your work.

5|Page