Lesson Plan Template

Transcription

1 1. Information Lesson Plan Template Name: Stephanie Subject/Content: ELA/Social Studies School Name: Pritchardville Grade Level: 3 rd Date Lesson is Taught: October 13, Standard(s)/Relevancy/Objective(s) Standard(s): o SCSS.SS.3-2.2: Summarize the motives, activities, and accomplishments of the exploration of South Carolina by the Spanish, French, and English. o CCSS.ELA.SL.3.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. o CCSS.ELA.W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Relevancy: o The student should be able to produce questions using the QAR strategy so they can have meaningful conversations in book club. It is important that the students learn how to categorize questions using the QAR strategy as they analyze texts so they can participate in discussion with their peers. 3. Assessment [In the designated column below, state objective(s) and assessment(s). Add additional rows as needed and number them] Objectives(s) Assessment Tool Mastery Level, Performance Level, or Criteria 1) The student will be able to produce questions using the QAR strategy. 1) QAR Chart (attached) 1) Mastery: The student is able to produce questions using the QAR strategy and is able to justify their answer as to why that question fits the category. Acceptable: The student is able to produce questions using the QAR strategy. Needs Improvement: The student is unable to produce questions using the QAR strategy.

2 4. Materials/Resources/Equipment/References Materials/Resources: o QAR chart handout (attached), South Carolina Studies Weekly, Question-Answer Relationships chart, pencil Equipment: o Promethean Board References: o Are We There Yet? South Carolina Studies Weekly. p Effective Instructional Approaches, Strategies, or Tools *Imbed and BOLD transitions throughout this section of your lesson. If possible, remember to connect the transition to the lesson in order to stimulate student interest. Introduction: (time estimate) (5 minutes) The teacher will: o *Start the song so the students know to transition to the carpet for whole group time. o Remind the students of the work we having been doing with Question-Answer Relationships to prepare for book club. o Introduce the objective for the lesson. Tell the students we will be working with a South Carolina Lesson on explorers to write, sort, and discuss questions using the QAR strategy. o Access prior knowledge by reviewing and asking questions about the types of questions. o Right there- the answer is usually located in one sentence and is easy to find. o Think and Search- the answer is located in more than one sentence or paragraph. o Author and Me- the answer is implied and is not stated in the text. o On My Own- the answer is not located in the text. The student will: o Share their answers in a class discussion. Procedures: (time estimate) (15-20 minutes) The teacher will: o Give each student a South Carolina Studies Weekly newspaper. o Give the students time to explore the newspaper. The student will: o Turn to the article titled Are We There Yet? o Follow along in the reading as the teacher reads.

3 The teacher will: o Read the introduction and the section titled The Spanish Try It. o Code as a think aloud while reading the article. o Ask an example question for each category. o Right There- How many men were on the boat headed to the South Carolina Coast? o Think and Search- What challenges did some of the Spanish explorers face when coming to South Carolina? o Author and Me- If you could interview a Spanish explorer what would you ask? o On My Own- What do you think it would be like to be on a boat with 600 people? The student will: o Decide which type of question is asked and explain why. o Turn and talk with a partner about their answer and then have a class discussion. The teacher will: o Explain the task for the students. Have the students read and code the rest of the article independently. Number off the students 1-4 in their groups. The #1 s will write a Right There question, the #2 s a Think and Search, the #3 s an Author and Me, and #4 s an On My Own. If there isn t a #4 in the group the group will come up with an On My Own question together. o *Call the students back to their desks by table number. o Pull up a flipchart with a QAR chart for the students to refer to when writing their questions. The student will: o Independently read and code the article. o Create either a right there, think and search, author and me, or on my own question based on the reading and their previously assigned number. o Write their questions in the QAR chart handout. o Share their questions with their tablemates. The teacher will: o Walk around to evaluate and ask further questions on the students work. o Call on a few students to share with the class a question they created or one they liked from their group. o Ask the class to decide which category the questions would go under. Closure: (time estimate) (5 minutes) The teacher will: o Review the objective for the lesson. o Remind students that the QAR strategy will help us in our book club discussions. o Collect the QAR question charts from the students. The student will: o Begin work on their first rotation in reader s workshop. 6. Differentiation of Instruction

4 Accommodations/Modifications: o Student 6 and 15 will sit in the front of the carpet near the teacher to help them stay on task. o During independent work time the teacher will conference first with those students that struggle with getting started. o Allow student 4, 9, and 17 to read the article with a partner. Extensions: o Allow students to come up with more questions if they finish early. 7. Analysis of Student Learning - to be completed AFTER lesson is taught (refer to specific questions noted on Lesson Plan Components) Overall I think the lesson was successful and the students understood the objective. The students began work with the QAR strategy last week and have a strong understanding of the strategy now. My cooperating teacher wanted to introduce this strategy to them so that this week when we start book club the students can have meaningful discussions with their group. When I was walking around as the students were having discussions with their groups I was very pleased with the conversation I was hearing. The students were truly engaged in the activity and justifying their answer as to why each question fit in its category. The assessment tool I used for the students was the QAR chart. After the students read the article they were to individually write their previously assigned question in the chart. I had the students star this question on their paper so I knew the question they created. As the groups were sharing their questions they were to write down the question on their own chart. I think this worked well for the students because they were all held accountable for contributing to the group discussion. When reviewing the charts that the students handed in I was pleased with what I saw. I only had one student whose performance level was at a needs improvement. This student knows the content they just weren t focused on their work today so they ran out of time in creating a question. I had two students who reached acceptable and the rest met mastery. The students that reached acceptable were able to write a question they just had trouble justifying as to why the question fit the category. I feel as though the students have a strong understanding of this strategy and I am excited to see how they will use it in their book club discussions. In order to increase student learning, as I numbered off the students I strategically made sure certain students were a number. I then gave those students a specific type of question to

5 work on. This allowed me to give the students extra practice on a type of question that I noticed they were struggling with. Also for those students that I knew had full understanding of a certain type of question I allowed them to do some of the more difficult types of questions. This was part of my differentiation that I added in during the lesson. I think something that would have helped when reviewing the types of QAR questions is to have a chart or poster of it to easily refer to. I had a chart up for the students to refer to when they were working on independently coming up with questions but I think they needed a reference when we were working with the questions in whole group discussion as well. Also when we came up with questions on the reading that we did as a whole group I think the students would have benefited more if I charted the answers. I have learned that it is extremely important to model for the students. 8. Reflection to be completed AFTER lesson is taught (refer to specific questions noted on Lesson Plan Components) After reflecting on this lesson something I could have done differently is have the students sit in a circle when reading the article at whole group time. As I was reading the article to the class I noticed some eyes were focused on me and not on the article. I think it might have been a better choice if I had the students in a circle and they all had the articles on the ground in front of them. Although the students were engaged I think this would have been a better strategy when reading the article as a group. Something I really tried to focus on during this lesson was specific positive feedback. For example, commenting on how well the students moved to the carpet or how a student used certain key words when answering a question in whole group discussion. My cooperating teacher does a really good job with this so it is something that I wanted to work on in this lesson. I get so caught up in thinking about what I need to say or teach that I forget to give the students that positive feedback when they have done something well. I didn t tell my cooperating teacher that I was focusing on this during my lesson but when talking with her after she brought up that I did a really good job with positive feedback today. I was pleased that something I wanted to work on was successful and is something that I can continue to work on.

6 Each time I teach a lesson I feel more comfortable with what I am doing. My cooperating teacher pointed out to me that I did some things in today s lesson that I probably wouldn t have done a couple of weeks ago. For example: on the carpet the students were fidgeting with their newspapers so I stopped everyone and had them fold it so it was only on the article we were reading. When a couple of weeks ago I would have noticed the fidgeting but wouldn t have said or done anything about it. I was extremely happy to hear this because I didn t necessarily notice that on my own but I am glad my cooperating teacher has seen some professional growth. In my classroom Monday is a hard day to teach on because the students have Engineering which cuts into a majority of the morning. At the end of my lesson I did feel a little rushed because I wanted to make sure the students had enough time to work on their rotations of reading workshop. This is something that I need to continue working on in my lessons. As I am writing my lesson plans I need to be more aware of appropriate timing. This is something that I think will come with time and the more practice I get it will become easier.

7 Lesson Plan Reflection Rubric Exceeds Expectations (3.000 pts) Meets Expectations (2.000 pts) Does Not Meet Expectations (1.000 pt) N/ A Standard(s) NAEYC 5.a (2.000, 5%) a CF.FI.11 2 points Standards show an accurate and in-depth knowledge of and direct connection to the National Standards and South Carolina Academic Standards for content area(s) (mathematics, science, social studies, and/or language arts). 1 point Standards reflect knowledge of and connection to the National Standards and South Carolina Academic Standards for content area(s) (mathematics, science, social studies, and/or language arts). 0 points Standards do not show an understanding of and connection to the National Standards and South Carolina Academic Standards for content area(s) (mathematics, science, social studies, and/or language arts). Relevancy NAEYC 5.c (2.000, 5%) c CF.N.3 2 points Statement of why lesson is relevant to young children s life is clearly presented. 1 point Statement of why lesson is relevant to young children s life is adequately presented. 0 points Statement of why lesson is relevant to young children s life is vague or unclear. Objective(s ) NAEYC 5.c (2.000, 5%) c CF.FI.10 2 points Well written objective(s) meet all aspects of SMART criteria and clearly reflect developmentally appropriate outcomes for children. 1 point Objective(s) meet SMART criteria and reflect developmentally appropriate outcomes for children. 0 points Objective(s) do not meet all aspects of SMART criteria or do not reflect developmentally appropriate outcomes for children. Assessment 1. NAEYC 3.c (3.000, 8%) c 3 points Assessment tools and approaches are developmentally, culturally, and linguistically appropriate. 1-2 point Assessment tools and approaches are developmentally appropriate. 0 points Assessment tools and approaches are not developmentally appropriate.

8 CF.FI.13 Asessment 2. NAEYC 3.d d CF.FI.10 Assessment tools and approaches reflect complex understanding of responsible assessment practices. Each objective was fully assessed. Assessment tools and approaches reflect understanding of responsible assessment practices. Objective(s) was/were adequately assessed. Assessment tools which reflect limited application of principles of responsible assessment practices. One or more objective(s) was/were not assessed. Materials/ Resources/ Equipment/ References NAEYC 5.c (2.000, 5%) c CF.FI.10 Effective Instructiona l Approaches Strategies, or Tools 1. NAEYC 4.b (8.000, 22%) b CF.FI.11 2 points Curriculum development is clearly characterized by extensive use of high quality professional resources. A wellorganized list of materials, resources, and/or equipment to support this lesson is included. References are cited using APA format. 8 points Effective instructional approaches, strategies, and tools, including appropriate uses of technology reflect an in-depth knowledge of theoretical foundations underlying content area(s) (mathematics, science, social studies, and/or language arts). 1 point Curriculum development is characterized by use of high quality professional resources. The list of materials, resources, and/or equipment to support this lesson is complete. References are cited using APA format. 1-7 points Effective instructional approaches, strategies, and tools, including appropriate uses of technology reflect knowledge of content area(s) (mathematics, science, social studies, and/or language arts). 0 points Curriculum development is inadequately informed by the use of high quality professional resources. The list of materials, resources and/or equipment was incomplete. References are incomplete or are not cited. 0 points Effective approaches, strategies, and tools, including appropriate uses of technology reflect a minimal knowledge of content area(s) (Mathematics, Science, Social Studies, and/or Language Arts). Effective Instructiona l Approaches Strategies, Effective instructional approaches, strategies, or tools reflect an indepth knowledge of Effective instructional approaches, strategies, or tools reflect knowledge of concepts. Effective instructional approaches, strategies, or tools reflect a minimal knowledge of concepts.

9 or Tools 2. NAEYC 4.c c CF.FI.10 concepts. Effective Instructiona l Approaches Strategies, or Tools 3. NAEYC 4.a a CF.N.1 Effective instructional approaches, strategies, or tools reflect an indepth knowledge of using positive relationships and supportive interactions with students. Effective instructional approaches, strategies, or tools reflect knowledge of using positive relationships and supportive interactions with students. Effective instructional approaches, strategies, or tools reflect a minimal knowledge of using positive relationships and supportive interactions with students. Effective Instructiona l Approaches Strategies, or Tools 4. NAEYC 4.b b CF.C.4 All components of the lesson provide meaningful and clear detail: Introduction, Procedures, Closure, and Transitions. All components of the lesson are included but may require additional detail: Introduction, Procedures, Closure, and Transitions. Lesson components are incomplete or lack sufficient detail: Introduction, Procedures, Closure, and Transitions. Differentiat ion of Instruction 1. NAEYC 5.c (3.000, 8%) c 3 points Lesson development reflects complex attention to children s developmental, individual, and cultural characteristics. 1-2 points Lesson development takes into account children s developmental, individual, and cultural characteristics of children. 0 points Lesson development takes insufficient account of children s developmental, individual, and cultural characteristics.

10 CF.FI.10 Differentiat ion of Instruction 2. NAEYC 3.d d CF.N.3 Extensive modifications/accommo dations and extensions are appropriate for individual learners. Modifications/accommo dations and extensions are appropriate for individual learners. Modifications/accommo dations and/or extensions are inappropriate or not included for individual learners. Writing Convention s NAEYC 6.c (3.000, 8%) c CF.C.4 3 points High quality writing demonstrates excellent organization and sentence structure. Paper contains no spelling or grammatical errors. 1-2 points Writing demonstrates proper organization and sentence structure. Paper contains fewer than four (4) spelling or grammatical errors. 0 points Significant improvement in organization and/or sentence structure is needed. Paper contains many spelling or grammatical error that interfere with readability. Analysis of Student Learning 1. NAEYC 3.d (5.000, 14%) d CF.R.5 Learning 2. NAEYC 3.c c CF.R.5 5 points Analysis of student learning reflects in-depth knowledge of responsible assessment for diverse learners. Demonstrates a high level of skill in interpreting assessment results and using assessment information to inform practice. 1-4 points Analysis of student learning reflects knowledge of responsible assessment regarding diverse learners. Assessment results are interpreted and used to inform practice. 0 points Analysis of student learning reflects limited knowledge of responsible assessment regarding diverse learners. Assessment results are not adequately interpreted and/or not used to inform practice. Reflection on Teaching 5 points. Reflection clearly describes how challenging behaviors 1-4 points Reflection describes how challenging behaviors 0 points Reflection inadequately describes how challenging

11 the Lesson 1. NAEYC 4.a (5.000, 14%) a CF.FI.12 Reflection on Teaching the Lesson 2. NAEYC 4.d d CF.R.5 Reflection on Teaching the Lesson 3. NAEYC 4.d d CF.R.5 Reflection on Teaching the Lesson 4. NAEYC 4.d d CF.R.5 are addressed; demonstrates an in-depth knowledge of children s characteristics, needs, interests and positive interactions. Reflection includes an in-depth evaluation of the lesson in terms of specific aspects that could have been planned or taught differently to have greater impact on student learning. Reflection includes an in-depth analysis of practice with notable insight and sophisticated level of critical thinking to improve work with young children. Reflection clearly identifies specific areas for growth and extensive resources needed to gain deeper understandings. were addressed; demonstrates knowledge of children s characteristics, needs, interests and positive interactions. Reflection includes an evaluation of the lesson in terms of aspects that could have been planned or taught differently to have greater impact on student learning. Reflection includes an analysis of practice with critical thinking to improve work with young children. Areas for growth and resources needed to gain understanding are identified. behaviors were addressed; demonstrates limited knowledge of children s characteristics, needs, interests and positive interactions. Evaluation of the lesson in terms of planning and teaching to have impact on student learning is inadequate. Reflection shows limited use of critical thinking. Areas for growth and resources to gain understanding are not identified.

12 Overall Score pts 100%