Textbox 3.1.

1: Standards and Learning Goals Guiding Prompts a) What learning theory will guide your planning process? Provide a brief description of the theory. How will you make use of it? All students have various learning styles, I will strive to present the lesson in such a way as to meet all the styles represented, i.e kinesthetic, visual, and auditory. b) What learning goal(s) and content standards, both state and national standards, did you identify for the lesson? How will they guide the planned learning activities? CCSS.ELA-Literacy.RL.7.6 - Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.8.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Standard 7-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. 7-1.2 Explain the effect of point of view on a given narrative text. Standard 8-2 The student will read and comprehend a variety of informational texts in print and nonprint formats. 8-1.2 Explain the effect of point of view on a given literary text.

I will tailor my lesson to meet both Common Core and State standards, this will be accomplished by presenting specific information that is designed to meet the standards specified. c) What is the content focus of the lesson? What related content that the students .previously encountered will support the learning in this lesson? The main content focus is that students will learn how to determine the point of view in a given piece of literature. d) What are some difficulties students might encounter with the content, and how will you address the difficulties? Some of the content may include vocabulary words that are unfamiliar. To address this, I will make a point to stop and discuss such words in context, so that the students can keep up with the narrative. Enter your response in the textbox below. Link representative pages of your lesson plan for the whole class (two-page maximum) from your Library of Artifacts to the first sentence of your response. Make sure your artifact demonstrates the use of technology in the lesson plan.

Teacher Education Lesson Plan Template

Teacher Candidate: Amanda Bruce Date and Time of Lesson: 3/31/2014 School ___Ware Shoals Middle/High__Subject/Grade Level:7th-8th Grade ELA__

Description of Lesson: Students will identify the narrators point of view using a variety of text. Lesson Title: Point of View Curriculum Standards Addressed: SC Curriculum Standard(s): CCSS.ELA-Literacy.RL.7.6 - Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. CCSS.ELA-Literacy.RL.8.6 - Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Standard 7-1 The student will read and comprehend a variety of literary texts in print and nonprint formats. 7-1.2 Explain the effect of point of view on a given narrative text. Standard 8-2 The student will read and comprehend a variety of informational texts in print and nonprint formats. 8-1.2 Explain the effect of point of view on a given literary text. Instructional Objective(s) Criteria: Antecedent: After listening to a read aloud, The True Story of the Three Little Pigs, Behavior: Students will identify the narrators point of view used within the book Content: compare and contrast the original Three Little Pigs with The True Story of the Three Little Pigs. Assessment(s) of the Objectives: Students will be graded on their participation in small groups and completion of the compare and contrast poster. Materials/Resources: -Pre-assessment quiz -Paper, pencil, poster, markers -Read aloud book, The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith (Mar 1, 1996). References: The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith (Mar 1, 1996) online: https://www.youtube.com/watch?v=m75aEhm-BYw

Procedures: Step 1:Pre-assessment: To gather understanding of their previous knowledge of 1st, 2nd, and 3rd point of view based on the pre assessment. I will use the data from the preassessment to help me determine the current level of each students understanding and how to best plan my instruction to meet their needs (also based on their IEPs). Read aloud: As a class, we will read the original Three Little Pigs.

Step 2: The class will then watch a read aloud of The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith (Mar 1, 1996) online. Step 3: As a class, discuss whose point of view the book was about. Review a few of the pages of the True Story of the Three Little Pigs to identify key words ( I, me, my)in the text that the author used to back up our decision of the authors purpose and point o f view. Discuss the statements from characters that help with deciding whose point of view is being identified. Discuss that the wolfs perspective is being used in one story and the pigs perspective in the original story. Small Groups: Break into pairs and design a compare and contrast circle graph of the two stories. Step 3: Each group shares their compare/contrast poster to the class. The students posters are posted on the class bulletin board for the remainder of the unit for references. Accommodations: Students with difficulty writing can use the computer to design their compare/contrast graphic organizer. ELL students can use a Spanish/English translator on the laptop to assist with writing their short stories.

Textbox 3.1.2: Instructional Strategies Guiding Prompts a) Select a maximum of three different instructional strategies that you plan to use to engage students in the lesson and to enhance their learning. Provide a rationale for your choice of each strategy. Small Group- The class will break into 3 groups to complete an anchor chart for a given point of view. The class learns best when they can do hands on learning activities. The anchor charts will be displayed on the class bulletin board. Guided instruction- As a class, we will read a passage of text. The students will take turns coming up to the board and identifying who is telling the story by highlighting the clues in the text. I enjoy giving the students as many opportunities to do hands on activities as possible. Even middle school aged students enjoy coming to the board and getting a high five. Direct instruction- The class will be given a set of worksheets with various passages: short stories and poems to highlight key words within the passage that identifies the authors purpose and point of view. Students can complete the packet at their own pace. Mrs. Evans will be able to assist with three students that need the reading passages read to them and those that complete the passages early can work on catching up in their general ed. classes: homework, studying for quiz/test, working on projectsetc. b) How do the instructional strategies connect to the learning goal(s) to facilitate student learning?

I specifically chose the instructional strategies with the learning goals in mind. Each strategy is designed to meet the various styles of learning, while ensuring that the learning goals are met. c) What informed your decisions to use individual, small group, and/or whole group instruction to facilitate student learning? I used my past experience with the class. This knowledge of my students, and how they react to the various teaching strategies was invaluable when developing my teaching strategy. Textbox 3.1.3: Learning Activities Guiding Prompts a) What learning activities do you plan to implement in the lesson? Provide a rationale for your choices. The students will design anchor charts, this allows them to put the information in their own words. These charts can also be used as references throughout the lesson. The compare and contrast lesson using the Three Little Pigs was an excellent activity that allowed the students to see the difference in the same story given from multiple points of view. b) How do the chosen activities address student strengths and needs? The anchor charts allowed the students to work in small groups. These groups allowed the student whos strength was writing to write, those whose is speaking to speak, presenting to present, etc. c) How do your class demographics inform the design of the learning activities you chose? I have various reading comprehension levels represented in my class. Because of this, I implemented a lot of guided reading and read-aloud. Textbox 3.1.4: Materials, Resources, and Technology Guiding Prompts a) What materials and resources will you use to support your instruction and student learning? Provide a rationale to support your choices. I will use the smart board for students to take turns coming up to the front and identifying the authors point of view. b) What types of technology do you plan to use in your instruction? I will utilize a program on the computer to have the text read aloud to the students who have reading comprehension difficulties. This will also allow the students with writing difficulties to input the information into the computer. c) How will your chosen technology enhance your instruction and student learning in the lesson? Since the students will more easily comprehend the lesson, their absorbance of the material will be greatly enhanced. This will result in more knowledge retained, and higher test scores. Step 2: The Focus Students

This step allows you to demonstrate your ability to differentiate instruction for individual students.

Activity: Differentiating Instruction

Select two students from the whole class with different learning needs. Refer to them as Focus Student 1 and Focus Student 2 as you respond to the guiding prompts below. Textbox 3.2.1: Understanding Each of the Two Focus Students and Differentiating Instruction Guiding Prompts Focus Student 1: a) Identify Focus Student 1s learning strengths and challenges related to the learning goal(s) of the lesson. Focus Student 1 has difficulty on a regular basis taking test using the standard format. The difficulty is rooted in the fact that they have difficulty writing average size, and works better with larger print. b) Describe how you will differentiate specific parts of your lesson plan to help Focus Student 1 meet the learning goal(s) of the lesson. Provide a rationale. I will modify the format of her test to include larger print and bigger spaces for answer input. I will also add lines to help guide her writing. By addressing her needs individually, she can feel included and receive the same educational standards has the rest of the students as well as meeting the IEP requirements. c) What evidence will you collect to show the progress Focus Student 1 makes toward the learning goal(s)? I will collect test scores from before and after having implemented the modification. I will then analyze these scores on a chart to determine the effect of the assessment modification. Focus Student 2: a) Identify Focus Student 2s learning strengths and challenges related to the learning goal(s) of the lesson. Focus Student 2- has difficulty with reading at grade level, he is currently on a 3rd grade level. The paraprofessional will read out loud to him to assist with decoding barriers which may interfere with reading comprehension. b) Describe how you will differentiate specific parts of your lesson plan to help Focus Student 2 meet the learning goal(s) of the lesson. Provide a rationale. To address this, I will implement guided reading, as well as small groups. This will ensure that the student is able to keep up with the text as we go through the lesson.

c) What evidence will you collect to show the progress Focus Student 2 makes toward the learning goal(s)? I will collect test scores from before and after having implemented the modification. I will then analyze these scores on a chart to determine the effect of the assessment modification. Enter your response in the textbox below. Link a differentiated lesson plan for Focus Student 1 (one-page maximum) from your Library of Artifacts to the first sentence discussing Focus Student 1 in your response. Link a differentiated lesson plan for Focus Student 2 (one-page maximum) from your Library of Artifacts to the first sentence discussing Focus Student 2 in your response.

Textbox 3.3.1: Analyzing the Lesson for the Whole Class Guiding Prompts a) To what extent did the lesson facilitate student learning? What evidence did you gather to support your conclusion? Using the various teaching methods, the students were able to follow along with the lesson using their own strengths. I verified the lesson was successful based on the passing test scores b) How did the students use the content presented to demonstrate meaningful learning? Provide specific examples from the lesson and from the students work to support your analysis. I used class discussion implementing the critical thinking questions as part of the learning process, this allows the students to display their understanding of the lesson content. c) What modifications/adaptations to the lesson did you implement during instruction for the whole class to better support student engagement and learning? Provide examples to support your decisions. I implemented small group reading instead of the standard individual reading of the text. By forming small groups, it allowed each student to take turns both reading, and listening to the literature. I specifically pared students who were stronger readers, with those students who have difficulty reading. d) What steps did you take to foster teacher-to-student and student-to-student interactions? How did they impact student engagement and learning? The small group reading supported student-to-student interaction, the direct instruction and guided reading fostered teacher-to-student interaction. e) What feedback did you provide during the lesson to facilitate student learning? What impact did the feedback have on student learning?

While having the students come up to the board to highlight key terms, we are able to discuss as a class their thinking, and provide instantaneous feedback. During the critical thinking questions, I am available for students to stop and discuss their answers as they are forming them. Provide specific examples. Enter your response in the textbox below. Link a student work sample from any member of the class (one-page maximum) from your Library of Artifacts to the first sentence of your response.

Textbox 3.3.2: Analyzing the Differentiated Instruction for Each of the Two Focus Students Guiding Prompts a) To what extent did each of the two Focus Students achieve the learning goal(s) of the lesson? Cite examples to support your analysis. The student who had difficulty writing was able to input their answers to the questions on the exam in the given answer boxes. The student with reading difficulties was able to successfully complete the exam using the paraprofessional to administer the questions. b) How did your differentiation of specific parts of the lesson plan help each of the two Focus Students meet the learning goal(s)? Cite examples to support your analysis. By catering to their various learning needs, we were able to convey all of the necessary information, and ensure that the students were able to grasp the concepts in the lesson. This was accomplished using the teaching techniques of direct instruction, group reading, and individual attention. Enter your response in the textbox below. Link a student work sample from Focus Student 1 (one-page maximum) from your Library of Artifacts to the first sentence discussing Focus Student 1 in your response. Link a student work sample from Focus Student 2 (one-page maximum) from your Library of Artifacts to the first sentence discussing Focus Student 2 in your response.

Step 4: Reflecting

This step allows you to reflect on the strengths of your lesson as well as on components of your lesson in need of improvement.

I feel that the strengths of my lesson was the guided reading lessons, small group lesson, and the compare/contrast lesson. The students prefer working in groups over working on their own. Students enjoy learning from each other and I feel that having a strong classroom community is essential to optimal learning. I feel that my lesson could have been enhanced by adding additional technology. Students would have benefitted from designing the compare/contrast graphic chart online instead of on paper. This especially

would have helped focus student 1, who has difficulty writing. Focus student 2 would have benefitted with the Read, Write, Gold program, where the text reads to the student. While I love to implement technology, I also feel that nothing beats having the students work in teams and communicate with one another.

Textbox 3.4.1: Reflecting on the Lesson for the Whole Class Guiding Prompts a) What specific instructional strategies, resources, and technology will you use to help students who did not achieve the learning goal(s)? Students who did not achieve their learning goals will do additional practice online at: http://www.studyzone.org/testprep/ela4/o/pointofviewp.cfm. Describe how these lesson components will help the students achieve the learning goal(s). b) How will you use your analysis of the lesson and the evidence of student learning to guide your planning of future lessons? For future lesson planning, I will give students an option to either design their compare/contrast lesson online with their partner or design a compare/contrast poster with a partner. Enter your response in the textbox below.

Textbox 3.4.2: Reflecting on the Lesson for Each of the Two Focus Students Guiding Prompts a) How will you use your analysis of the lesson and the evidence of student learning to guide your planning of future lessons for each of the two Focus Students? I feel that the lesson was successful. I would however give students more choices to implement additional technology. b) What differentiation will you apply to future lessons for each of the two Focus Students? Provide a rationale for your choices. I feel that implementing additional technology into my lesson can be beneficial for both students. The reading software will greatly benefit focus student 1 with reading and comprehension. An online graphic organizer will assist with focus student 2 on her writing and her speed of writing. Enter your response in the textbox below.