APPENDIX E3 Cooperative Learning Lesson Plan Format

Lesson_Literacy__ Grade_1 _ Teacher _Ms. Jessy___ Cooperative Lesson Lesson Title or Topic : The Winds Of Change Compare and Contrast Materials & Resources:
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Students will engage in: _X_ independent activities _X_cooperative learning ___peer tutoring _X_whole group instruction ___interdisciplinary learning ___self-assessment ___activation of prior knowledge _X_questioning strategies ___varied learning styles ___Other:

(check all that apply) ___pairing ___hands-on ___centers ___simulations _X_technology _X_lecture _X_visuals __a project

Book: Wizard of Oz by: L. Frank Baum Movie: Wizard of Oz by: Warner Brothers Paper Pencils Elmo SmartBoard Large writing paper

Objectives and DOK/Blooms: Students will be able to compare and contrast the adventures and experiences of characters in stories Students will be able to identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Groupings (size and criteria), Materials, Resources, Physical Arrangement: Students will be seated on the carpet as a whole group. The teacher will use the book Wizard of Oz and the movie Wizard of Oz. Students will break to write their papers. Presentation of Materials, Activities and Role Assignments: Teacher will introduce the movie Wizard of Oz. Teacher will introduce the concept of compare and contrast.

Common Core/GLEs/CLEs: CCSS.ELA-Literacy.RL.1.9 CCSS.ELA-Literacy.RI.1.9

Procedures: What will student do? As a class we will make a venn-diagram of the similarities and differences between Cinderella and Bubba the Cowboy Prince on the big paper. Students will watch the movie. Students will make their own venn-diagram of the similarities and differences between the movie and the book. Group Interdependence and Individual Accountability: Students will use their venn-diagrams to write a compare and contrast paper about the movie and book. Lesson Review/Re-teach, Closure and/or Assessment Methods: Once the students have written their own papers we will come back as a class and talk about what comparing is. What contrasting is. And when we could use compare and contrast in our lives. Assignment/Homework: No homework or assignment If students have extra time they will have a crossword puzzle to work on.

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Accommodations: Lesson ___ Accommodating for ________________________________ How are accommodations implemented?

Differentiated by: (Circle one)

Content (what is taught) Readiness (how ready are the students)

Process (how it is taught) Interest (in what are they interested)

According to: (Circle one)

Product (how students demonstrate learning) Learning Profile (how they learn best)

Check all that apply Bloom-Taxonomy for categorizing levels of objectives/questions/test items Bruner- Learning is active process; Discovery learning- best to discover themselves; Dewey Experiential Learning Clay- Early intervention for struggling readers; Reading Recovery Program Comer- Improve education of poor ethnic minority youth by improving school climate through collaboration Gardner-Multiple Intelligences (MI)Learn through a variety of methods Glasser - Teachers allow students to have say in what they learn and how they learn it. Gagne- 5 categories of learning ( verbal information, intellectual skills, cognitive strategies, motor skills and attitudes); each require different instruction Goodlad- Promoted nongraded education (mixed-age grouping, heterogeneous grouping and open education) Hunter- Teachers job is decision making; direct instruction model for teaching Kagan- Created structures that allow teachers to guide interaction of students during learning. Kohlberg- Children form ways of thinking through their experiences; includes understandings of moral concepts Marzano- Identified teaching strategies (similarities & differences, note taking, organizers, etc.) Maslov-Motivation required for students to learn & retain info Montessori- Independent activity & responsibility; teacher as the keeper of environment for optimum learning Payne- Ruby Paynes work focuses on the culture of poverty and its relation to education (A Framework for Understanding Poverty) Piaget- Individuals construct and reconstruct their knowledge of the world as a result of interactions with the environment Vygotsky-Social interaction plays role in cognitive development; consciousness and cognition are the end product of socialization; Zone of Proximal Development Other (District Initiatives): Other:

Analysis of Student Learning (Have students met the learning

targets? Based on data, do I need to differentiate or re-teach anything for the next lesson? If students self-assessed, how did it impact teaching?)

Analysis of My Teaching (Considering the following: learning targets,

assessment, materials, differentiation, accommodations, timing, sequencing, content, skills, and strategies, what would I do differently if I taught this lesson again?)

Implication for Future Instruction (Based on this lesson, what have I

learned about my students and teaching that impacts the planning of the next lesson(s)? This leads to the next lessons planning.)

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