Вы находитесь на странице: 1из 9

Lesson Plan Format

Describe the context:


(Students, grade level,
geographic location, community
and school population, socioeconomic profile, school
culture, availability of
technology, content, learning
styles, ethnic breakdown,
special needs, . . Be detailed.
Do not make casual
references, or surface level
connects to students
backgrounds, interest, and
learning needs. Provide details
on class demographics,
significant subgroups of
students with similar
characteristics and varied
strengths (including personal
cultural and community assests.
Identify their learning needs.
Identify their strengths, learning
styles.) Include the schools
philosophy, vision and mission
statement. Explain how these
affects, or guides instruction in
the classroom.

The students are a 4th grade class from Glenwood


Elementary School. Glenwood is in the Greenfield School
District. It is on the border of Milwaukee and Greenfield so
students who attend the school live in Milwaukee or
Greenfield. School wide 86.2 % of the students are Hispanic
or White. 44.1 % of the students are economically
disadvantage. 11.3 % of the students have disabilities and
5.4 % have limited English proficiency. The classroom is
equipped with a smart board and students have access to
chrome books and the computer lab when needed.

The students in my 4th grade class have a wide range of


abilities. 4 students leave the class during reading and
writing workshop for more in depth support. Some students
have a hard time staying motivated during independent
work. They are easily distracted by each other and need
redirecting. Some students are quick to pick up on the
expectation and can easily work independently to
accomplish a task. Other students desire support and
feedback from a teacher to make sure they are on the right
track but can work independently.

The mission and information about Greenfield straight from


the website: The School District of Greenfield believes all
learning begins with meaningful relationships. Our mission is
to develop learners who can apply knowledge and think
innovatively as a result of engaging in rigorous and relevant
opportunities.
Glenwood offers classes from 4 year-old Kindergarten
through 5th grade and has just under 354 students and 40
professional faculty members. The Glenwood neighborhood
is bordered on three sides of Milwaukee, giving it the unique
feeling of both urban and suburban at the same time. The
building is located on roughly 12 acres of land which includes
playing fields and a large wooded area known as the
Glenwood Woods. At our school, we think everyone is
important. You just can't hide that Glenwood pride!

Learning Goals/Objectives
Content Standards (CCSS)
Affective Objectives: (related to
student attitudes and values;

CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what
the text says explicitly and when drawing inferences from
the text.

think dispositions)
Cognitive: (related to the
mastery of knowledge: think
Bloom)
For help please go to Blooms
Taxonomy of Learning
Domains

CCSS.ELA-LITERACY.RL.4.4
Determine the meaning of words and phrases as they are
used in a text, including those that allude to significant
characters found in mythology (e.g., Herculean).
CCSS.ELA-LITERACY.W.4.9
Draw evidence from literary or informational texts to
support analysis, reflection, and research.

Affective Objectives:
Students will discuss with their groups different adjectives
that would be used to describe their character based on the
quote.
Students will listen to their group members ideas with
respect.

Students in small groups will present their interpretation of


their character.
Cognitive Objectives:
Students will identify adjectives to describe a character.

Students will construct inferences about characters from the


book based on quotes from the characters.
Students will compare their ideas to other groups ideas for
similarities and differences.
Students will synthesize personality profiles.
Pre-Assessment: (How do you
know what to teach and how to
teach it? What did you do to
discover this information?)
Academic Language
Assessment
(Criteria / Look Fors; How will
you assess learning? What will
you do to know if the students
have met the objectives?)

Pre Assessment: Recently the students read the Shiloh series.


Watching the students as the teacher read the book I could see
how engaged they were with the characters and how the
characters developed. The students have been working on
different strategies on synthesizing during their mini-lessons
over the semester. I thought the students would enjoy
working on synthesizing and making inferences by
investigating a character before they read about them. This
would give them a chance to practice the strategy and make a
connection to the book.
Academic Language: synthesizing, making inferences,
creating mental images

Assessment: Students will be able to come up with at least


What Rubrics or other
two adjectives to describe their character and outline what
scoring scales will be used? Be
connections to the quote they made. Students will be able to
specific (Identify the criteria you create a personality profile based on their adjectives and are

will use. This should align with


the objectives and CCSS.)

able to make a direct relationship between what the adjective


and the quote.

Students SelfAssessment

4 Proficient list more than three adjectives that are not


contradicting each other for their character. Creates a
personality profile that makes a clear connection between
their description and the quote that makes sense.
2/3 Developing - list two/three adjectives for their character.
May have some adjectives that contradict each other but
overall their adjectives can be supported by the quote.
Creates a personality profile that mostly makes a clear
connection between their description and the quote.
1 Beginner unable to list adjectives that relate directly to
the character quotes. Personality profile does not draw a
connection to the character quote.

Enduring
Understanding/Essential
Question(s): (What are the big
ideas? What thought provoking
question(s) will guide the
lesson?)
Instructional Procedures
Learning Strategies: (Be sure
to include specific strategies to
develop literacy of content)
Introduction
Pre (How will you motivate,
activate prior knowledge, what
will be your hook? . . .)
During
Demonstration
Participation
Practice

What can you learn about a character based on what they say?
How would you describe that characters personality?

Students will practice creating mental images, making


inferences and synthesizing. They will learn and use
character quotes to guide comprehension and make
connections to the story.
Pre:
I will ask the students to reflect back to the character of Judd
Travers from Shiloh. What was their impression of Judd in
the first book? What was it that gave them that impression?
How did that impression change in the third book? Most
likely students will relate their impressions to what Judd has
done but I will also point out that these impressions also come
from things he has said.
During:
I will use the document camera to put up a quote from Mrs.
Gorf a character they have already read about in Sideways
stories. Then I will start to write adjectives that I have picked
to describe this character based on the quote. I will show
students what connection to the quotes I used when I decided
on that adjective.
Then I will break the students up into groups of threes by
handing out the quotes. Students will find the other students
who have the same quote. Each group will get a clipboard

Closure
Post
Extension

that has blank paper for brainstorming, a paper with their


quote in the center of the page for their presentation and a
page with prompts that will help them formulate a personality
profile that we will go over later. I will have each group get
started and tell them that someone from the group is going to
responsible for sharing their adjectives at the document
camera. I will walk around to listen to students ideas and see
how they are debating their ideas. I will then have one person
from each group share their character quotes and adjectives.
Closure:
Then I will have students go to their personality profile pages
and model how I created a personality profile for Mrs. Gorf.
Finally I will have the students create their personality
profiles. As I walk around to make sure they are connecting
the adjectives to the quote. When they are done I will have
the groups that have quotes from the same character come
together. In those larger groups I will have the students share
the personality profiles and look for similarities and
differences.

Time
(Total and Specific)

60 minutes

Student Accommodations
Differentiation/Planning for
Individual Needs (IEP goals if
known; RtI; learning styles):

There are only four students who need extra support in


reading. Breaking up the students into groups they are able to
help support each other as they

10 minutes for hook and modeling of character quotes


20 minutes for the writing their adjectives
15 minutes for sharing and discussing their ideas.
15 minutes for creating a personality profile based on their
adjectives.

Sideways Stories from Wayside School by Louis Sachar


Resources and Materials:
(Include technology where
- Document camera
applicable/available/appropriate)
- Character quotes
- Blank papers
- Papers with quotes written in the middle of the front
of the paper
- Adjective charts
- Personality profile prompts
- Clipboards
Reflection on Planning
(Explain which
theory/theorists you are using
to guide your

This lesson is designed based on the constructivism paradigm.


Students are constructing their own subjective interpretation
of the authors descriptions. They are doing this through
relating their quote or part of the quote to their own

practice/planning of this
lesson? Be sure to explain the
connections.)

experience with someone saying something similar. They are


able to make personal connection to what they have
experienced to what the character might be saying. This
helps them to make connections to the reading before they
actually do the reading.
This strategy is also helps to support Gardners Multiple
intelligence because it is will help students who have different
strengths. It is beneficial to students who are interpersonal
learners because they will be working in groups to generate
ideas. By working in groups they are able to work off of
other students ideas to help them expand their own thinking.
It is also beneficial to students who are linguistic learners
because they are analyzing authors word choice.

Trick or treat, you rotten kids, Now

Ill get even with every last one of you.


Wheres Todd?

Personality Profile

I think the character

is___________________________________________________________

because_____________________________________________________
________________________.

I think that Mrs. Gorf wants

_______________________________________________________________
_______

I feel this way

because_____________________________________________________
___________________.

Other traits of her personality

include______________________________________________________
__________________________________.

Youre the one whos dumb, Ha, ha,


youd probably come to school on

Sunday. Mrs. Jewls said wed have the


party today.

Personality Profile
I think the character

is_____________________________________________________________
because_____________________________________________________
________________________.

I think that Stephen wants

_______________________________________________________________
_______ I feel this way

because_____________________________________________________
___________________.

Other traits of her personality

include______________________________________________________
__________________________________.