Assignment #3: Collaborative Planning

Submitted By: AnDrea Michalsky & Amanda Grant

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell

Lesson Title: ELA Week of 10/2/8/13 - Tuesday Submitted By: AnDrea Michalsky & Amanda Grant Trophies Teacher Edition: Lead the Way Theme 2 (2-1) T.Ed Pages: 176-195 Trophies Story: The Emperor and The Kite CCSS: RL.4.1, R.F.4.4a

A. Summary of the Lesson Plan: Students will be able to draw inferences on the meaning of their vocabulary words from the Trophies story, The Emperor and The Kite. Students will begin reading the story as a class.

B. Student Population: Grade Level:4th Grade Skill Level: On-Level Groupings: Whole group (direct instruction), small group (pairs), and individual C. Materials: Index Cards Pencils Trophies pages 174, 176-195

D. Objectives: Common Core State Standard RL.4.1 Refer to details and examples in a text when explaining what the text says both explicitly and when drawing inferences from the text. R.F.4.4a - Read on-level text with purpose and understanding. Learning Targets Knowledge Targets: Students must know the details and examples from the text can be used as evidence to support inferences drawn from the text. Students must know text relays a message. Students must know there are different purposes for reading (e.g., information, entertainment).

Reasoning Targets: Students must refer to explicit details from the text to explain their inferences or conclusions.

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Lesson Title: ELA Week of 10/2/8/13 - Tuesday Submitted By: AnDrea Michalsky & Amanda Grant Trophies Teacher Edition: Lead the Way Theme 2 (2-1) T.Ed Pages: 176-195 Trophies Story: The Emperor and The Kite CCSS: RL.4.1, R.F.4.4a

Performance Targets: Students must orally read on-level text for a specific purpose. Students must tell or explain about what they read.

Vocabulary Insignificant Steely Unyielding Twined Neglected Loyal Plotting Encircling

Student-Friendly Learning Targets Student Knowledge Targets: I know the details and examples from the text that can be used as evidence to support inferences drawn from the text. I know that print has a message. I know there are different reasons for reading. I am able to look back in the text for specific details to infer what the meaning of the word is.

Student Reasoning Targets:

Student Performance Targets: I can orally read fourth grade text for a specific purpose. I can tell or explain about what I read.

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Lesson Title: ELA Week of 10/2/8/13 - Tuesday Submitted By: AnDrea Michalsky & Amanda Grant Trophies Teacher Edition: Lead the Way Theme 2 (2-1) T.Ed Pages: 176-195 Trophies Story: The Emperor and The Kite CCSS: RL.4.1, R.F.4.4a

Student-Friendly Vocabulary I know insignificant means not important. I know steely means strong. I know unyielding means stubborn. I know twined means twisted together. I know neglected means ignored. I know loyal means trustworthy. I know plotting means secretly planning. I know encircling means around and around.

E. Procedure: 1. Students will finish their vocabulary cards from the previous day. 2. Students will quiz each other on what the word means, using only sentences and context clues. 3. The class will read The Emperor and The Kite aloud using the microphone system. 4. Wednesday, the class will finish the story and begin Think and Respond. F. Closure: As a class using the Microphone System the students will start to read The Emperor and The Kite. They will not be able to finish the whole story, where ever the class stops the teacher will mark the page and they will begin the next day. G. Assessment: Assessment Tool Using the microphone system, the students will take turns reading the story out loud to the class. What Is Being Assessed? By reading aloud, the students will be able to hear and understand the story. They will be able to make inferences when they come across their vocabulary in the story.

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Lesson Title: ELA Week of 10/2/8/13 - Tuesday Submitted By: AnDrea Michalsky & Amanda Grant Trophies Teacher Edition: Lead the Way Theme 2 (2-1) T.Ed Pages: 176-195 Trophies Story: The Emperor and The Kite CCSS: RL.4.1, R.F.4.4a

H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? The easiest part of this lesson to teach will be to finish up the vocab cards, as it is a review from the previous day. Which part of the lesson do you think will be the most challenging to teach? The most challenging part of the lesson will be the reading part of the story as some children may not follow along and therefore wont understand the inferences. What lesson or concept should be taught prior to this lesson? The lesson that should be taught prior to this lesson is understanding what making an inference is and how to do it. The children should already have an idea when going over the vocabulary. How will you follow up or extend this lesson? The follow up lesson would be to finish the story and answer the Think Alouds as a group. What will you do for students who dont grasp the concepts? For those that dont grasp the concept, they will be given a below level book that is relatable to this story, and be pulled. As a small group the teacher and these students will read the story on their level and the teacher will ask questions about the story, while the children make inferences on what the answer could be. Which part of the lesson, if any, do you think might need to change? Reading aloud as a class, if the teacher were to pull those that are below level, it may be better if the rest of the class were to read with a partner instead of a whole group. When you were writing this lesson plan, what was the most difficult part? The most difficult part of the lesson planning was thinking about the different students and their skill level. How would I differentiate for these students, but still teaching the same standard to them?

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