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Modified Lesson Plan Guide

By Angel Valencia, Ed.D

8/1/17

Candidate: Kathryn Campbell Date: 10/2/2019 School: Monte Gardens Elementary School; MDUSD Grade Level: First grade

Lesson Title & Subject:“What Do Friends Do? Friends and Fair Play”; Reading comprehension and oral collaboration

Topic or Unit of Study: key details can aid reading comprehension; close reading of non-fiction texts; social skills

Lesson Objective(s):(Expectations: What the students will accomplish by the end of a single lesson; needs to align with core standard)

● Students will read about and participate in collaborative conversations relating to the essential question, “What do friends do?”

History and Social Studies Standard HSS.1.1.2: Understand the elements of fair play

and good sportsmanship, respect for the rights and opinions of others, and respect for the rules by which we live, including the meaning of the Golden Rule.

ELA Speaking and Listening Standard ELA.SL.1.1:Participate in collaborative

conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion

● Students discuss and share out key details from the non-fiction text “Friends” to predict and describe its characters and events with the option of using provided sentence frames.

ELA Speaking and Listening Standard SL.1.2:Ask and answer questions about key

details in a text read aloud or information presented orally or through other media.

ELA Speaking and Listening Standard SL.1.6:Produce complete sentences when

appropriate to task and situation.

Differentiated Objective (for one emerging bilingual student and two expanding bilingual students): ELD English Language Development Standard; Interacting in Meaningful Ways

Interpretive 1.5 Emerging: Listening actively-- Demonstrate active listening to read-alouds and oral presentations by asking and answering questions, with oral sentence frames and substantial prompting and support.

Interpretive 1.6 Expanding:Reading/viewing closely-- Describe ideas, phenomena (e.g., how earthworms eat), and text elements (e.g., setting, main idea) in greater detail based on understanding of a variety of grade-level texts and viewing of multimedia, with moderate support.

● Students will write or draw key details from the text to answer, “What did Pam and Jill do?”

ELA Writing Standard W.1.8:​​With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Instructional Materials:ukulele, class set of “Friends” Literature Anthology texts, timer, sentence frames for each of ~six comprehension questions, graphic organizer for organizing key details that students dictate to me, whiteboards for closing assessment

Resources (used in lesson and planning): ConnectED website to access Wonders Literature Anthology (containing the non-fiction text “Friends”) on the overhead, Document camera, SDAIE strategies document, Wonders Curriculum overview, Common Core State Standards

Resources (collaboration): Cooperating Teacher helped me align the Wonders Curriculum with the Social Studies Standards; Worked with another student teacher J. O’Shea to discuss writing and formatting the lesson plan according to our first observation feedback. Debriefed again with my CT to discuss rough draft of lesson logistics and timing.

INSTRUCTIONAL PLAN

Pedagogical Strategies that will be used to support stated objective/standards: Singing, direct

instruction on key details, close reading and re-reading, and cooperative learning groups.

Sequence of Instructional Procedures/Activities/Events:Total time ~ 35-40 mins

1. Sing song about friendship ~3 minutes

2. Introduce lesson and book, model good discussion etiquette at carpet ~10 minutes

3. Read the story once through. ~3 minutes

4. Guided re-read/direct instruction on key details/Collaborative discussion in table groups/differentiated assessment on whiteboards ~20-25 minutes

5. Closing song (if time allows, might have to do at recess) ~3 minutes

Presentation of New Information or Modeling:(term definitions; “academic language, concepts, processes and/or teaching approaches)

1. I’ll sing a song about friendship to students gathered at the carpet.

2. At the carpet, we’ll review that this week we’re talking and reading about friends. I explain that we will discuss the story in our table groups and learn about key details. We discuss why it’s important to listen to each other with care and take turns talking so that everyone can share their ideas.

3. While still on the carpet I open “Friends” to the title page. I model the discussion of the question “What do you see on this page?” with the class Volunteers share out with the sentence frame “I see…” I ask a second question, “What do you think will happen in this story?” to model discussion ”

etiquette. Sentence frame: “I think

Guided/Collaborative Practice:

4. Students return to their desks and open their Literature Anthology texts to page 68.

5. I read aloud “Friends” by Nina Crews in its entirety as students listen and follow along.

6. I give direct instruction on how key details in the text and pictures can aid comprehension, and that we will re-read the story and look for key details.

7. We begin to reread. I pause on page

8. Students discuss in their groups “What other details have we learned about Pam and Jill?” I record student responses on a graphic organizer over the document camera. Sentence frame: “Pam and Jill…”

9. I read aloud and then pause to ask “How do the pictures show what Jill and Pam like and what they don’t like?” Repeat group discussion and encourage sharing with sentence frame, “Jill and Pam like…” and “Jill does not like…” I encourage students to give evidence by asking “How do you know?”

10. I read the rest of the story.

11. Last question for group discussion: “What do friends do when they don’t like to play the same game?”

Culminating or Closing Procedure/Activity/Event:(e.g., review terms, concepts, and/or learning

process; establish connections to the next lesson; check for student understanding – including any questions to ask or anticipate from students)

12. Final assessment to be answered on whiteboards in drawings, key words,

and/or sentences: “What did Pam and Jill do?” I encourage them to use key details they remember. 13. I close by suggesting that friends can also sing together, and I sing “I think We’re Gonna be Friends” with them again

Differentiated Instruction:

Our one emergent bilingual (EB) student might better understand what is expected through my explicit modeling of group discussion, so I open the modeling portion with a question focused on the pictures. -I will encourage student use of sentence frames like “I see…” -During the table group discussions I have additional prompts about the pictures and questions to guide their comprehension during the re-read/discussion.

-My expanding bilingual-Spanish student will also receive scaffolded prompts on comprehending what’s written, such as “Detail sounds like detalle en español, and they have the same meaning.” -The assessment on whiteboards is differentiated because I give them a choice in how they will answer “What did Pam and Jill do?” with a picture and/or word or a whole sentence to describe. If there’s time I’ll ask them to share what they chose to draw with their groups.

Student Assessment/Rubrics:(Clearly state the criterion/expectations for a specific academic assignment that will be used to determine if students have met the objective. Include pre- and post-assessment plans—formal and/or informal, summative and/or formative, etc.

- I check for understanding as I listen to/prompt groups, asking questions to probe

deeper understanding such as: “How do you know? How do the pictures or text show that?”

- I ask for student participation in whole class discussion where they ask and answer

questions frequently -Summative assessment to be answered on whiteboards in drawings, key words, and/or sentences: “What did Pam and Jill do?” I encourage them to use key details they remember.