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Core Components
Subject, Content Area, or Topic
Setting, Language Arts
Student Population
24
Learning Objectives
I can identify the setting in fictional texts and authors purpose to include the setting.
Materials/Resources
Readworks Letter
From Camp.pdf
2 Attachments at end of paper
Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Reading 10%
Lecture 05%
Safety (if applicable)
Time
(min.) Process Components
1 *Anticipatory Set
Who can tell me what literary focus we have been working on this week? (setting)
3 *Modeling
TSW answer questions about the article-what is the setting, how do you know, what
words did the author use, what was the purpose of the 2nd paragraph (to describe the
setting).
10 *Check for Understanding
“Where Am I?” activity attached below. Students will get into 4 small groups to complete
this activity. Have them switch cards in their group and time them if possible see which
group goes the fastest and give tickets.
3 *Guided Practice
TSW get a card with either a setting or a description on it (2nd attachment) and have to
find their partner.
10 *Independent Practice
TSW write paragraph with their partner using the setting card they have, coming up with
another way to describe it. About three to five sentences.
After Assessment
TTW check their paragraphs for understanding of the concept.
10 *Closure
TSW share their paragraphs with the class and the class has to guess the setting they
are describing.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Where Am I Activity
I see sand and waves and hear seagulls in the distance. Where am I?
I am a patient. I’m not sick, but sometimes my mom takes me here for a
check-up. Where am I?
I hear balls bouncing and see kids throwing them into nets. Where am I?
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
The pigs are always covered in mud. They
Farm like to jump in the mud right after we wash
them! Luckily, they keep the chickens away
from the mud pit. That would be a mess!
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
It is always so quiet in here. That is
Library probably because the wretched old lady at
the front desk always glares at us if we
dare to make a peep. Good thing we don’t
need to talk to read.
As I try to calm the screaming kids at the
Preschool rug, there is another kid in the corner who
is eating the crayons, and a couple who
decided it would be fun to throw up! Just
another day in the life of a teacher.
The most magical time of the year.
Christmas Everything is lit up, music is jolly, and there
are elves watching to make sure we
behave.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015