Revised 2/2012

ED 464 LESSON PLAN: Narrative Text

TEACHER Irene Navarro MATERIALS -People Hunt handouts -Pen Pal text -Lined paper INSTRUCTIONAL UNIT GRADE 5th Grade TECHNOLOGY PowerPoint (display directions) SUBJECT Language Arts EQUIPMENT Document Camera

STANDARDS AND OBJECTIVES ACADEMIC OBJECTIVE ELA STANDARD WRITING APPLICATIONS 2.2: Write Students will write to a given responses to literature. b. Support judgments through prompt about the text by roleplaying that they were one of the references to the text and to prior knowledge. characters from The Pen Pal.

c. Develop interpretations that exhibit careful reading and understanding.

1. Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly.

COMMON CORE STANDARDS

LITERACY STRATEGY
- Predicting -Monitoring comprehension

LITERACY ACTIVITY Say Something: Students will monitor comprehension and reflect on text through this social activity. The teacher will model Say Something activity by doing a think aloud for the first section.

TITLE/AUTHOR OF TEXT The Pen Pal by Margaret Poynter

Revised 2/2012

ADAPTATIONS FOR LEARNERS FOCUS STUDENT #1 RATIONALE EL Student An EL students needs will be addressed through peer support activities. The teacher will also modify her speech through enunciation and repetition. RATIONALE A visually impaired students needs will be met through the book being displayed through a document camera. The text will be projected on a screen and the print can also be enlarged. Also, the student will be seated at the front of the classroom. VOCABULARY/ACADE MIC LANGUAGE
Vocabulary Words: frightened, exchange, hovered, mechanical, and streamed. Academic Language: Predict

FOCUS STUDENT #2 Visual Impairment

METHOD OF ASSESSMENT (outcome, product based) Teacher observation and written reflections based on text.

TEXT FEATURES (layout, format, headings) Narrative short story

LESSON PLAN
INTO (ORIENTATION) The teacher will give each student a People Hunt worksheet and explain to students that they are to look for other students who correspond to the given statements and get their signature. The teacher will model how to complete this assignment by giving an example. After, the teacher will go over the worksheet and ask some students to

Revised 2/2012

share their results and also ask students why they correspond to the given statement. To transition to the through activity, the teacher will explain that the main character in the story, The Pen Pal relates to the statements in the People Hunt worksheet they just completed.

THROUGH (PRESENTATION, STRUCTURED PRACTICE, GUIDED PRACTICE) The teacher will read The Pen Pal, which will be displayed in the front of the classroom by a document camera and each student will have a copy of the text as well. The text will be read in chunks, which have already been pre-selected. After each chunk has been read, students will participate in a Say Something activity. During this activity, students in pairs will either make a prediction or a comment about the section that was just read. The teacher will ask a few partners to share what they talked about after each section as well.

BEYOND (INDEPENDENT PRACTICE) In groups of four, students will participate in a People Story activity. In this activity, students are given a prompt based on the story and are asked to respond to the prompt. After a few minutes, the teacher will ask students to pass their papers (in a round robin fashion) and students will continue to write on the paper that was just passed to them. This process will be done four times. Teacher will post up a question as a prompt for the student to answer on the lined paper and they are to respond in 1 st person, as if they were either Marva or Julie (main characters in The Pen Pal), depending on the prompt they are given at the top of their paper. Students will read aloud the stories they came up with in their groups after the prompts have been written on by all four students in the group. Students will decide as a group which story they liked best in their group to share to the class The teacher will then ask additional volunteers to read their story to the class.

Recap: Indicate where in the lesson the activities include opportunities for the following (Write either Into, Through, or Beyond) 1) THROUGH AND BEYOND: Speaking, Listening, Reading, & Writing -Speaking: students are able to discuss through given pair share time

Revised 2/2012

-Listening: students listen to the teacher read -Reading: students read the finished writing products in round robin sharing in groups - Writing: students respond to prompts through writing 2) THROUGH: Providing low affective filters or low risk situations -Students are never singled out to read aloud -Students discuss in pairs 3) INTO: Building schemta or background knowledge -Students build on their knowledge in the through activity as they use their background knowledge 4) INTO: Appropriate contextualization support -The into activity taps into prior knowledge -People Hunt activity includes pictures 5) THROUGH: PEP (purpose, engagement, and prediction) -Students follow along the story with the purpose of finding something meaningful to comment on or predict in the text -Say Something activity allows students to talk to each other and predict

Reflection Please explain: 1. Why you chose this particular strategy (not the activity!). I chose to focus my lesson on monitoring comprehension because it is essential for students to know what theyre reading in order to become proficient readers. I also chose this focus on monitoring comprehension because Ive observed my fieldwork teacher modeling comprehension strategies. 2. Was the strategy effective in supporting comprehension of the text? To start, I did a People Hunt activity to engage schema. The statements on the People Hunt activity related to the main character in the story. By doing this activity before I read the text, I was able to help students connect to the main character beforehand, which is one way to support comprehension. I also stated that the statements in the People Hunt activity related to the main character, so that the students understood why they did the activity. The Say Something strategy was effective in supporting the comprehension of

Revised 2/2012

the text because the text was chunked and I picked an interesting text. Students were engaged as I read aloud to them because they were given a purpose to say something to their partner after each chunk. The students definitely enjoyed this strategy because they were the ones volunteering to share what prediction or comment they discussed with their partners. Also, this strategy helped me informally observe if students comprehended the text. I would also ask additional questions about the students comment or prediction they shared, such as: what made you predict that? Furthermore, the People Story strategy was my way of formally assessing if the students comprehension. In order to complete this activity, students had to understand the story that was just read. This strategy was effective because all students were able to respond to the four given prompts. This strategy also gave students a purpose to read and write. Lastly, the students were able to read aloud the finished products in a low affective environment as they read to their groups.

3. Did your students meet the objective? Explain. The students were able to meet the objective because all students were able to respond to all four given prompts. The students also wrote in first-person as they responded to the prompts. This activity was a way I assessed if students understood the text because they needed to use their background knowledge about the characters in the story in order to complete the People Story activity.

My Fieldwork Teachers Feedback on my Lesson

Great job today! You set the expectation of respect from the very beginning. I could tell that you felt very comfortable...you are a natural! Making a connection to the story with the People Search was a great way to create interest in the story. You did excellent modeling the Say Something activity with the first chunk of reading so that students knew what you expected of them. You asked great "how?" and "why?" questions to check for understanding as well as using "thumbs up" and "thumbs down." Great job referring back to the text to clarify student understanding. You walked around and monitored during the People Story which was awesome. Using 1-2-3 eyes on me was great as well to get student attention. Make sure to set the expectation for when they finish an activity. Include this in your directions. For example, when they are done with the People Search, they should have a seat at their desk in zero noise. And of course, use a timer for everything! Also, when pulling sticks, be sure to ask the question first and then give wait time so that students have time to gather a response. You can always tell a student that you will come back to them if they are not prepared with an answer. Again, you did great today. Let me know if you have any questions or if you feel like you need help/feedback in any other part of your lesson that you think you didn't do

Revised 2/2012 well at. The students enjoyed it as well! Feel free to tell students that you will have them pull their clip for shouting out and/or not meeting your expectations. See you next week!