Lesson Plan Student Teaching

Name:Ms. Kohnen Cooperating Teacher: Mrs. Giesenschlag Cooperating Teacher Initial

Here________
Lesson Date: 1/30/17 School: SFA Grade Level: Middle Setting: Life
Skills
Subject/Topic: ELA- H & L University Supervisor Initial Here________

Teaching Objective (ABCDE): MODIFICATIONS/ACCOMM

ODATIONS
(Station 2 objective)- Given a unique book, and comprehension questions, the
student will be able to read independently and answer 5 comprehension
questions. Visual prompts
(Station 1 objective) - Given a writing prompt (visual), the student will be able
to write independently 3 sentences with correct spelling, punctuation, and
capital letters.
(Station 3 objective)- Given a WORDO sheet, students will be able to locate
specific spelling words.

IEP Objective(s): Core board

Answer comprehension questions with picture support.
Recognize spelling words
Write or vocalize sentences based on a given prompt.

TEKS:
ELAR 6.6A
(6) Reading/Comprehension of Literary Text/Fiction. Students understand,
make inferences and draw conclusions about the structure and elements of
fiction and provide evidence from text to support their understanding.
Students are expected to:
(A) summarize the elements of plot development (e.g., rising action, turning
point, climax, falling action, denouement) in various works of fiction;
ELAR 6.14D
(14) Writing/Writing Process. Students use elements of the writing process
(planning, drafting, revising, editing, and publishing) to compose text. Students
are expected to:
(D) edit drafts for grammar, mechanics, and spelling;

ELAR 6.10A
(10) Reading/Comprehension of Informational Text/Expository Text. Students
analyze, make inferences and draw conclusions about expository text and
provide evidence from text to support their understanding. Students are
expected to:
(A) summarize the main ideas and supporting details in text, demonstrating an
understanding that a summary does not include opinions

Background Information:
Students are familiar with the weeks new spelling words
Students discussed their new book My Trip to The Library
Students are familiar with classroom routines and stations
Students know the three classroom editing rules (spelling, capital letters, and
punctuation)

Materials:
My Trip to the Library book in Unique
WORDO sheet
Colored Tiles
Note Books
Comprehension questions worksheet (station 2) - over book
Communication board
Core board.

Equipment:
Smart Board

Classroom Management/Environment:
Students are expected to raise hand for questions or help.
Students are expected to follow along with the class, and focus on the station they
are at.
Students are expected to work and complete their stations task.
Students are expected to sit facing the smart board with eyes on the teacher
during instruction.

Engagement/Focus:
Bell ringer:
FIle folders or Work Jobs

Student Objective (Today you will be able to___.)

Today you will be able to read through My trip to the Library and answer
comprehension questions as a group.

Purpose of the Lesson (This information is important because___.):

This information is important because it is important that we understand
what it is we are reading.

Explanation/Procedures (Relate to prior knowledge; describe what you will teach & Repeated review
model, what the students are to do with you, and what they are to do independently (I Larger text
do, We do, You do); must include higher level questions you will answer) : Small group settings
(Station 2) Rotate/ randomize
I do: Read through My Trip to the Library ask multiple level questions questioning.
throughout to gage comprehension. Phone a friend
We do: All together we will popcorn re-read the story.
You do: Everyone will complete their comprehension questions
worksheet independently, or if necessary they will refer back to the Picture support for
book. answers on
comprehension
questions.

Extension (what will you do to go deeper into this topic):

If the students are showing that they fully understanding the meaning of their
book, students will write a brief summary on what they read.

Elaboration (what else might you need to do/say to teach this skill/concept) :
In order to allow elaboration we will create a sequence of events to help
follow the flow of the book.

Closure (objective & purpose are restated; address how are you going to include the
students in this):
Today we read a new book called My Trip to the Library. We were
able to understand the different events in the story and answer
questions about it. This is important for us because we need to be able
to understand the things that we read.

Assessment (how will you know when the student knows the information or can do the Large text
skill youve taught): Picture support
Each student will be assessed through an informal written comprehension quiz answers.
that consists of 5 questions with picture support answers.