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Code Talker Lesson Plan: Predictions with Vocabulary

Class/Subject: North Rockford Middle School, 8th Grade, ELA Overview New Seating Chart (Action Research) + Survey about seating chart [5 min] D.O.L. Quiz #8 [10 min] Create a Story (using words from this chapter) [15 min] Read Chapter 12 Popcorn Reading[10 min] Finish Mandalas [10 min or if time]

Goals/Objectives I can predict using new and familiar vocabulary the direction of a story using context clues. I can make connections between the culture represented in a text and my own through visual representation. Materials New Seating Charts Seating Chart Surveys D.O.L. Quiz 8 Story words and directions Code Talker by Joseph Bruchac, one for each student and teacher Mandala charts, papers, markers, colored pencils, and crayons INTASC STANDARDS Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. I have planned deeply for this lesson. A big part of the lesson, that the students are not aware of is the action research planning I have done so I am prepared to make knowledgeable observations of their behavior, engagement, question asking, and achievement with a different seating arrangement. I have also reread the chapter we are discussing and I have created a word bank for them to use to write their own story using their current knowledge of the story and characters while also using their predictive skills. The mandala project was initiated last week, and this allows them to use their artistic skills to connect with the larger topic of strengths and weakness we have been disc using through our bookmarks. Just as we have been noting the strengths and weaknesses of our main character and the Navajo people as related to their role in WWII, we are noting our own strengths and weakness/likes and dislikes. Each of the mini-projects in this unit are connected. Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

I have researched seating arrangement as it relates to student-student relationships, student-teacher relationships, behavior, motivation, and academic achievement. I have also researched activities and lesson plans related to the book we are reading, while also using the resources I have gained from my recent education classes to make the best lesson plan choices possible for my students. I deeply consider the activities I do before, during, and after each lesson, comparing how each works with the dynamics of my very different classes so I may adjust instruction and/or the focus of the lesson to best meet the needs of my students. Finally, I am working diligently to find the happy medium when it comes to choice within the classroom, so students are given a voice in a way that heightens their engagement but doesnt hinder the flow of lessons. Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. For this unit I have benefitted from collaborating with the 8th grade English teachers on their strategies for instruction, and the activities they have found to be most engaging for student understanding. I am using the schools common core curriculum, and bits and pieces of my colleagues lessons, while adding activities that I believe will deepen understanding and connection-making for my students. I am in constant communication with the other 8th grade teachers, as well as my mentor teacher as I continue to reflect to improve my delivery of content. I have also been in contact with the school social worker, the school counselor, the school speech pathologist, as well as certain parents to communicate the most effective ways to make sure my students who utilize these professionals can understand and thrive in this unit. Assessment A summative assessment of the grammar points weve discussed in the previous weeks will occur with the D.O.L. quiz the students take. I will be able to make formative assessments of how students feel about seating charts/layouts through the seating arrangement survey. I can then compare next week as I adjust the seating arrangement as well. I will also be formatively assessing student behavior, engagement, and comprehension today by making observations on the impact of the new seating chart. Accommodation Those students who need quiet, to read silently, and at their own pace will be allowed to sit in the hall to read the chapter at hand.