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Marina Jones University of Saint Joseph Lesson Planning Template Student Teaching

LESSON BACKGROUND Subject: Language Arts - Writing Grade Level: Fourth Grade Unit Topic: Qualities of Good Writing (December Heterogeneous inclusive classroom
Writing Unit from Newington Public Schools Grade 4 Language Arts Curriculum)

Lesson: Developing Characters - Character Feelings vs. Character Traits

Resource room Self-contained Classroom Other

***Co-taught lesson: As a special education student teacher, I will be co-teaching this lesson with the fourth grade general education teacher. Tiered model Cooperative group Learning styles or MI Choice

Differentiation by:
Content Process Product Readiness Interests Learning preferences

Differentiation narrative (rationale how you are differentiating and why):


This lesson will be delivered to a fourth grade classroom. I will be co-teaching in a heterogeneous inclusive classroom with the fourth grade general education teacher. The classroom has 23 students. Four of these students are special education students who receive services and extra attention during this block from the special education teacher. Two of these four students receive special education services under the identification of a learning disability, one receives services under the identification of Autism as he has Aspergers Syndrome, and one receives services under the identification of Multiple Disabilities as she has ADHD and a learning disability in several different academic areas of learning. This lesson will be differentiated for both special education and general education students in a variety of ways. Through the use of a graphic organizer, the needs of visual learners will be addressed. Also, there will be a number of opportunities for students to share ideas with partners and/or their groups so differentiation through cooperative group will occur. Finally, the differentiation method of choice will be utilized as students will be able to write their descriptive paragraph about a character of their choice. During activities such as turn and talk, the special education teacher will target the special education students to monitor their progress and provide any extra support that appears to be needed.

Standard(s):
Connecticut PK-8 English Language Art Curriculum Standards (February 2010) 3. Communicating With Others: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences. 3.1 Students use descriptive, narrative, expository, persuasive and poetic modes. 3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task. Ties to Newington Public Schools Curriculum Language Arts Unit 4 Qualities of Good Writing: Essential Question from the unit: What are some of the important writing strategies that authors use that I can use to improve my writing (e.g. developing characters)? ---- This lesson is the foundation for strong character development in narrative writing. Writing Process Indicator #28: Reflect: Critique ones own and a peers writing, using established criteria . ---- This lesson requires students to work together to assess peers writing to the predetermined criteria predetermined in the learning target.

Essential Questions for the lesson:


What is the difference between a character trait and a character feeling? Why are character traits/feelings important to incorporate in our writing?

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

Instructional Objective(s):
1. Each student will be able to name at least three character feelings and at least three character traits. 2. Each student will be able to explain the difference between character feelings and character traits. 3. Each student will be able to write a descriptive paragraph using character traits to describe a character of their choice from the classrooms current read-aloud book. Learning Target (specific to Newington Public Schools): Today I will write a descriptive paragraph using character traits so I can describe a character from our current read aloud book. I know I got it when I use at least 3-4 character traits and my classmates can clearly/easily identify the character that I am describing.

Materials, Media, Resources, Multi-cultural connections:


Graphic Organizers (1 per student) Character Trait List (1 per student) Chart Paper and markers Smart Board and Document Viewer connection White board and dry-erase markers Writing journals (1 per student)

Assessment of Prior Knowledge (Readiness/Interest):


Students have been working on a personal narrative within Unit 4 in writing in which they have been describing peoples feelings within their narratives. They also have been working on a unit in reading which they are comparing characters and describing them using character traits. However, after review of student work and consultation with the general education teacher, we noticed that several students are having trouble differentiating between a characters feelings and a characters traits. This lesson is designed to clarify that confusion so they can gain understanding and clarification in both reading and writing units.

LESSON PROCEDURE Bellwork (as defined by Harry Wong) or transition into lesson:
Tell students that we will be starting writing. Have students clear their desks of everything except a pencil and their writing journals.

Timing Initiation with students: Hook to lesson:


1. Explain to students what the teachers have been noticing about their work. 2. Have students turn and talk to the people in their group and brainstorm the differences between character traits and character feelings. 3. Tell students that we will be using our new understanding of the differences between character feelings and character traits to write a descriptive paragraph. Write the learning target, but leave out the I know I got it when part. Point out you will come back to that section. 5 minutes

Explanation of Objectives:

Development of lesson including assessment(s):


4. Hand out the graphic organizers. Explain to students that this graphic organizer will help clarify the differences between character feelings and character traits. 5. Review the definitions of each. Write on the class graphic organizer as students complete the graphic organizer on their individual copies. 6. Allow students 2 minutes to work with their groups to list all of the feelings they can think of. Document those feelings on the class graphic organizer. 7. Allow students 2 minutes to work with their groups to list all of the traits they can think of. Document those feelings on the class graphic organizer. 8. Review the class graphic organizer. Go over the differences together. 9. Ask the question: How do you think character traits and characters feelings will help

Timing

30-35 minutes

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

strengthen our writing? Have students turn and talk to each other. 10. Talk about how we build our characters traits through our actions, but we mention their feelings through certain events that they experience. 11. Explain the activity that is going to focus on character traits. We will be writing a descriptive paragraph using as many character traits as we can so our peers can guess who we are talking about. Give some examples. 12. Restate the directions to the activity. Emphasize that their goal is to write such a descriptive paragraph about a character of their choice from their read aloud. Students should use as many character traits as possible so peers are able to know what character they are talking about even though they dont mention the characters name. Return to the learning target to complete the I know I got it when section. 13. Allow students time to work on their paragraphs. 14. When students are wrapping up writing, give a 2 minute warning. Encourage students to revise their paragraphs by trying to elaborate with even more detail. 15. Have students get into groups of 3 or 4. Each student should take a turn reading their paragraph to their peers. The peers should guess what character is being described and should provide any constructive criticism that they have. Model giving a constructive criticism. Restate the learning target. Then, allow students to work independently in their groups.

Closure:
16. To close the lesson, ask students to go back to their seats. Take a minute and have students put in their own words the differences between character traits and character feelings. 17. Have students reflect on their learning target. Restate the big idea of the lesson so students know we are doing this to improve our writing. Give students a preview of what is to come in the upcoming days of writing.

Timing
5 minutes Total: 40-45 minutes

Assessment Strategies:
Student performance will be informally and formally assessed in a variety of ways during this lesson. Graphic organizers will be collected and formally analyzed to make sure students are able to name and differentiate between character feelings and character traits (Instructional Objective #1). Students will also be formally assessed as their descriptive paragraphs will be collected and reviewed to check for the use of character traits to describe a character (Instructional Objective #3). Students will be informally assessed through observation of student participation and contributions to class discussion to see if students are able to explain the difference between character traits and character feelings (Instructional Objective #2).

Analysis of student performance data in light of objectives:


All students were able to successfully achieve all three instructional objectives. Through the collection and review of graphic organizers as well as their descriptive paragraphs, there was evidence of student learning and achievement of instructional objectives. Students were able to identify well over three character feelings and character traits. They all were able to use traits to describe characters in their read aloud so their peers could identify who they were talking about. In addition, students were able to verbalize and prove through their descriptive paragraphs that they understood the differences between character traits and character feelings.

Self reflection on the lesson:


As I reflect on this lesson, I take note of strengths and areas in need of modification. I think preparation and organization was essential to this lesson. This lesson was built after formative assessments were taken of student work. The general education teacher and I both noticed some students having difficulty with differentiating between character traits and character feelings so we felt it necessary to address this confusion. The general education teacher and I have a great professional relationship so consultation and collaboration really enhanced the planning and implementation of this lesson.
Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

The general education teacher and I used a variety of instructional strategies to enhance student learning. To maintain engagement, we used strategies such as turn and talk, thumbs up and thumbs down, brainstorm work, incorporation of individual graphic organizers, etc. We also incorporated modeling and discussion into our lesson which appealed to varied learning styles. At the end for independent work, we turned the assigned task into a game which was a motivator for students. Students wanted to accomplish the goal of the game, which aligned with our daily learning target. Classroom management was not an issue. Students were fully aware of the expectations of their classroom and the expectations of the teachers. Also, management was not an issue for the most part since student engagement was so high. At one point, when one of the special education students started to get sidetracked, I initiated a turn and talk session so I could go address him in a conversation to get him back on track. I have a lot of evidence of student learning. Many students were participating in class discussion and all students were engaged. Observation of the students proved student learning. Also, graphic organizers were collected at the end of the lesson to make sure students were differentiating between character feelings and character traits correctly. Students also successfully wrote their paragraphs in such detail with character traits that people knew which character they were describing. The assessments proved success and student learning. I did modify the lesson in one way as I was teaching it. Originally, I had the introduction of the learning target right at the beginning of the lesson. However, as I was teaching, the learning target did not seem to flow at the lesson. I incorporated it after I had taught some core content but before the activity task began. I thought this was a positive change because students were then able to help me create the learning target. If I taught this lesson again, I would probably update the lesson plan to match it to the way I taught it because I found it very powerful for students to be involved in the creation of the learning target. Based on student learning for this lesson, I will continue to encourage and teach character development in order to promote the incorporation of character development into their writing. I will constantly refer back to character traits and character feelings until the concept is completely mastered in both reading and writing units.

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format