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DOMINICAN UNIVERSITY OF CALIFORNIA, UKIAH CENTER PRE-SERVICE LESSON PLAN TEMPLATE

Name: Alexandria Curry Lesson Title: Sarah, Plain and Tall Anticipated length o time or this lesson: 120 minutes !2 hrs"# Date: 10-23-2013

PART A: PREPARING TO PLAN THE LESSON---DESCRIBE YOUR STUDENTS
Age $ange o %tudents: Total Num(er o %tudents: Num(er o )ale %tudents: Num(er o +emale %tudents: &-10' 30'''' 1*''' 1*

,ercentage o students recei-ing ree or reduced lunch: .0/ Areas in 0hich students li-e !circle all that apply# 2thnicity o students !gi-e num(ers# 1r(an %u(ur(an Rural

0"2/' A rican American or 3lac4 12"&/ American 5ndian6Alas4an Nati-e 0"7/' Asian or paci ic 5slander 88/'9hite 81"7/ :ispanic or Latino '''''';ther !%peci y#'''''''''''''''''''''''''''''''''' ''''''+luent 2nglish ,ro icient 38"&/ 2nglish Learner ''''''%peci ic learning Disa(ility'''''' %peech6Language 5mpaired

Language pro iciency o students !gi-e num(ers# 5denti ied special need

categories represented !gi-e num(ers#

'''''':ard o :earing '''''''<isually 5mpaired ''''''Dea ''''''';rthopedically 5mpaired ''''''Dea -3lind '''''''2motionally Distur(ed '''''';ther :ealth 5mpaired ''''''')ental $etardation '''''')ultiple Disa(ilities 2'Autistic ''''''3rain 5n=ury '''''''2sta(lished )edical Disa(ility _____ As(erger>s !0-* years#

2N?L5%: L2A$N2$!%#: 9ho are the 2nglish Learners in the class@ List each student (y le-el" "
Be !""!" : I"$er%e&!a$e: A&'a"(e&: FEP: Earl# I"$er%e&!a$e: Earl# A&'a"(e&: E" l!)* O"l#:

%T1D2NT% 95T: ACAD2)5C ;$ 32:A<5;$ 52,% ;$ *08 ,LAN%: (Use initials instead of full names.) List academic6(eha-ior per ormance le-els"
S$u&e"$ Per+,r%a"(e Le'el

;T:2$ %T1D2NT%: 9hich students 0ill reAuire additional support 0ith this lesson and 0hy@

PART B: PLANNING THE LESSON
?rade Le-el!s#: 8th

Content Area: Language Arts'''' %u(=ect )atter: $eading and 9riting
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CAL5+;$N5A C;));N C;$2 %TANDA$D%: 9hich common core standard!s# does this lesson address@
RL-" Determine the meaning o 0ords and phrases as they are used in a textB including those that allude to signi icant characters ound in mythology !e"g"B :erculean#" !%ee grade 8 Language standards 8C7 or additional expectations"# CA RI." $e er to details and examples in a text 0hen explaining 0hat the text says explicitly and 0hen dra0ing in erences rom the text" /0" 9ith guidance and support rom peers and adultsB de-elop and strengthen 0riting as needed (y planningB re-isingB and editing" !2diting or con-entions should demonstrate command o Language standards 1C3 up to and including grade 8"# /1" Dra0 e-idence rom literary or in ormational texts to support analysisB re lectionB and research" a" Apply grade 8 $eading standards to literature !e"g"B DDescri(e in depth a characterB settingB or e-ent in a story or dramaB dra0ing on speci ic details in the text Ee"g"B a character>s thoughtsB 0ordsB or actionsF"G# /.2" 9rite routinely o-er extended time rames !time or researchB re lectionB and re-ision# and shorter time rames !a single sitting or a day or t0o# or a range o discipline-speci ic tas4sB purposesB and audiences" SL." 2ngage e ecti-ely in a range o colla(orati-e discussions !one-on-oneB in groupsB and teacher-led# 0ith di-erse partners on grade 8 topics and textsB (uilding on others> ideas and expressing their o0n clearly" a" Come to discussions prepared ha-ing read or studied reAuired materialH explicitly dra0 on that preparation and other in ormation 4no0n a(out the topic to explore ideas under discussion" (" +ollo0 agreed-upon rules or discussions and carry out assigned roles" c" ,ose and respond to speci ic Auestions to clari y or ollo0 up on in ormationB and ma4e comments that contri(ute to the discussion and lin4 to the remar4s o others" d" $e-ie0 the 4ey ideas expressed and explain their o0n ideas and understanding in light o the discussion" L-" Determine or clari y the meaning o un4no0n and multiple-meaning 0ords and phrases (ased on grade 8 reading and contentB choosing lexi(ly rom a range o strategies" a" 1se context !e"g"B de initionsB examplesB or restatements in text# as a clue to the meaning o a 0ord or phrase" (" 1se commonB grade-appropriate ?ree4 and Latin a ixes and roots as clues to the meaning o a 0ord !e"g"B telegraphB photographB autograph#" c" Consult re erence materials !e"g" dictionariesB glossariesB thesauruses#B (oth print and digitalB to ind the pronunciation and determine or clari y the precise meaning o 4ey 0ords and phrases and to identi y alternate 0ord choices in all content areas" CA

1N5T o %T1DI: 9hat is the 1N5T o %T1DI that addresses the standards a(o-e@
Language Arts

At 0hat point in the seAuence o the unit is this lesson@ Chec4 one:

Dominican 1ni-ersity o Cali ornia 14iah Center

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at the (eginning o the unit o study J (et0een the (eginning and the end o the unit o study at the end o the unit o study L2A$N5N? ;3K2CT5<2%: 9hat speci ically do you expect students 4no0 and (e a(le to do at the end o this lesson@ !The students should understand 0hat they need to 4no0 and (e a(le to do and 0hy it is important to them at the (eginning o each lesson"#
• • •

Circumstances6Conditions: 5n the classroom" As a classB on their o0nB and in small groups" 3eha-ior: %tudents 0ill readB 0riteB as4 and ans0er AuestionsB summariLeB and listen" ,er ormance Le-el: M0/ accuracy"

:o0 0ill you 4no0@ 9hat e-idence 0ill sho0 the extent to 0hich the students ha-e met the o(=ecti-e@
%tudents 0ill ha-e 0ritten a summary on the chapter in their =ournalB illed in 2 de inition mapping sheetsB and 0ritten do0n 2 thingsB in their =ournalB they learned rom the text (oo4"

LAN?1A?2 ;3K2CT5<2% (y L2, Le-el: 9hat speci ic language and -oca(ulary 0ill students (e expected to 4no0 and use 0hen sho0ing mastery o this lesson>s content@ Tier 2 <oca(ulary !Non-content Dependent Academic <oca(ulary and multiple meaning 0ords#"
%callopB <el-etB ConchB $ustleB ,addoc4B $oamerB <el-etB and )aine

Tier 3 <oca(ulary !Content-dependent academic -oca(ulary#" 9hat e-idence 0ill sho0 that students ha-e multiple opportunities to practice the language o(=ecti-e@
They 0ill read and 0rite in their =ournal" They 0ill ha-e produced a summary and 2 de inition mapping sheets"

:o0 0ill you di erentiate or -arious language le-els@
They 0ill 0or4 in small groups and as a class" 5 0ill also demonstrate ho0 to ill in the de inition map" 5 0ill ha-e also sho0n pictures that go along 0ith the ne0 -oca(ulary"

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:o0 0ill the e-idence demonstrate the extent to 0hich the students ha-e met the o(=ecti-e@
They 0ill ha-e completed a summary o the chaptersB they 0ill also ha-e 0ritten do0n -oca(ulary and de initions"

STUDENTS /ITH IEP): 5denti y the appropriate academic and6or (eha-ior 52, goals that you 0ill address in this lesson or each student" 9hat e-idence 0ill sho0 that these 52, goals are integrated into your lesson@ Descri(e the accommodations and6or modi ications necessary or each student to acti-ely participate inB and achie-e the desired o(=ecti-e or this lesson" :o0 0ill each student (e supported during this lesson@ :o0 0ill the e-idence demonstrate the extent to 0hich each student has met the o(=ecti-e@ )AT2$5AL%6T2C:N;L;?I6$2%;1$C2%: 9hat materials !suppliesB eAuipmentB teaching aids# need to (e prepared and a-aila(le@
3oo4s: Maine (y )argaret 3lac4stoneB %arahB ,lain and Tall (y ,atricia )acLachlan" ;ther )aterials: KournalsB pencilsB 1 0ord (an4 sheet or ch"8B 8M de inition mapping sheetsB and state map"

CLA%%$;;) %1,,;$T ,2$%;N2L: :o0 0ill parapro essionalsB -olunteersB or other teachers support students during this lesson@ :o0 0ill you integrate technology@ :o0 does this lesson support the district>s technology goals@ Descri(e your timeline or implementation and use o materialsB technologyB and resources"
Dominican 1ni-ersity o Cali ornia 14iah Center Lesson ,lan Template page *

3oo4 a(out )aine 0ill (e used irst" 1se the map to point out )aine" %tudents 0ill 0rite in =ournal and then read ch"8 in Sarah, Plain and Tall and 0rite in =ournals" 1se 0ord (an4 0hen 0e go o-er -oca(ulary" ,ass out de inition mapping sheets" %tudents 0ill 0rite do0n de initions in =ournals" 1se =ournals to summariLe chapter"

PART C: TEACHING THE LESSON
Think about the sequence of this lesson. Describe your plans for instruction in the order in hich they ill be implemented. Under !"nstructional Strate#ies,$ e%plain hat you ill do to present the content to the students. &hat ill you do'say( Under !Student )cti*ities,$ e%plain hat the students ill do durin# each step of instruction. I")$ru($!,"al S$ra$e !e) 3a")4er !" 5,6 5el,47 The hoo4635? Auestion: 9hat 0ill you say or do to connect this lesson to students> li e experiences and access prior 4no0ledge@ %tate your exact 0ording" 9e are going to read a (oo4 a(out )aine" )aine is 0here %arah is romB rom Sarah, Plain and Tall" Does anyone 4no0 anything a(out )aine or 0here it is located@ ,oint to state map located at the ront o the room" This is )aine right here" 5t>s next to 0hat ocean@ The AtlanticB that>s right" %arah>s amily home is net to the ocean" 9e are going to ta4e turns
Dominican 1ni-ersity o Cali ornia 14iah Center Lesson ,lan Template page 7

S$u&e"$ A($!'!$!e)

LEP8PLD Le'el

S$u&e"$) 48IEP) a"&8,r ,$*er)

%tudents should (e sitting at their des4s and ans0ering Auestions that they are (eing as4ed"

9hen student name gets called they read a page in the (oo4"

reading the (oo4 aloud" ,ic4 di erent students to read a page" 1se pop cycle stic4s to pic4 students" ,lease get out your =ournals" ;n the next (lan4 page 0rite ch"8 at the top" ThenN5 0ant you to 0rite 3 things that you learned a(out )aine" )a4e sure to 0rite complete sentences" 9hat 0ill you say or do to connect this lesson to your pre-ious lesson or to the standards@ )aine is 0here %arah is romB rom Sarah, Plain and Tall" Does anyone 4no0 anything a(out )aine or 0here it is located@ ,oint to state map located at the ront o the room" This is )aine right here" 5t>s next to 0hat ocean@ The AtlanticB that>s right" %arah>s amily home is net to the ocean"

%tudents 0ill get out =ournal" ;pen it up to the next (lan4 page" 9rite ch"8 at the top o the paper" ThenN0rite 3 ull sentences a(out something they learned a(out )aine"

At des4sB students 0ill ans0er Auestions (y raising their hands Auietly"

9hen and ho0 0ill you present the academic learning o(=ecti-e!s#@
Dominican 1ni-ersity o Cali ornia 14iah Center Lesson ,lan Template page .

Language o(=ecti-e!s#@ List the steps !seAuence# o your lesson" 5nclude ho0 you 0ill (e chec4ing or understanding !progress monitoring# in each step" 1" 9e are going to read a (oo4 a(out )aine" )aine is 0here %arah is romB rom Sarah, Plain and Tall" Does anyone 4no0 anything a(out )aine or 0here it is located@ ,oint to state map located at the ront o the room" This is )aine right here" 5t>s next to 0hat ocean@ The AtlanticB that>s right" %arah>s amily home is net to the ocean" 9e are going to ta4e turns reading the (oo4 aloud" ,ic4 di erent students to read a page" 1se pop cycle stic4s to pic4 students" ,lease get out your =ournals" ;n the next (lan4 page 0rite ch"8 at the top" ThenN5 0ant you to 0rite 3 things that you learned a(out )aine" )a4e sure to 0rite complete sentences"
Dominican 1ni-ersity o Cali ornia 14iah Center

1" %tudents 0ill (e sitting at their des4s and ans0ering Auestions that they are (eing as4ed"

9hen student name gets called they read a page in the (oo4" %tudents 0ill get out =ournal" ;pen it up to the next (lan4 page" 9rite ch"8 at the top o the paper" ThenN0rite 3 ull sentences a(out something they learned a(out )aine"

2" %tudents (rea4 up into
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2" 3rea4 students into reading groups" 5 0ant e-eryone to (rea4 into their reading groups" Don>t orget to (ring your =ournal" 5 0ant you to read ch"8" $emem(er to 0rite do0nB in your =ournalB any -oca(ulary that you don>t understandB ne0 charactersB and any ne0 in ormation you learn a(out old characters" Ta4e turns reading the chapter" 3" 9hen you ha-e inished reading ch"8 5 0ill gi-e your group a mar4erB so you can add any in ormation you 0ant to the character posters" 5 you 0ant (utcher paper to add a ne0 character you can get it rom me" 9hen you are done 5 0ant you to ta4e a seat (ac4 at you des4 (ecause 0e are going to go o-er -oca(ulary" 8" 1se 0ord (an4 and 0rite ne0 -oca(ulary on 0hite (oard" ClassNclassN classN ,lease ta4e a seat (ac4 at your des4" $ead the -oca(ulary 0ords to students" $ead the
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their reading groups and (ring their =ournal 0ith them" %tudents 0ill ta4e turns reading ch"8 and adding any ne0 -oca(ularyB ne0 charactersB or in ormation on old characters"

3" %tudents 0ill get a mar4er" ThenNstudents 0ill add any ne0 in ormation to posters or add any ne0 characters" %tudents 0ill sit (ac4 at their seat"

8" IesNyesNyesN" All students 0ill ta4e a seat" Listen to teacher read the -oca(ulary and then say the -oca(ulary together as a group"

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-oca(ulary together as a group" *" ,ass out 2 de inition mapping sheets to each student" :a-e students get out their dictionaries" 9e are going to (e illing out these de inition maps using our -oca(ulary rom ch"8" 5 0ill do an example on the 2L); irst" %ho0 students ho0 to ill in the map" 1se Dslic4G as an example" ,ut the -oca(ulary 0ord 0here it says 4ey 0ord" 9here it says Dde inition in your o0n 0ordG you are going to 0rite the de inition o the 0ord using your o0n 0ords" Do not copy out o the dictionary" 5 am going to put" Loo4 up the 0ord in the dictionary" 9rite do0n D0hen something is slippery"G 9here it says D%ynonymsGB you are going to 0rite 0ords that ha-e a similar meaning here" %o 5 am going to 0riteB slipperyB smoothB slee4B and glossy" 9here it says contrastsB you are going to 0rite 0ords that mean the exact opposite o the 0ord" 5 am
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*" %tudents 0ill (e listening to the directions and as4ing Auestions 0hen necessary 0ith a Auiet hand" %tudents 0ill ill in de inition maps Auietly using their dictionaries"

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going to 0rite roughB and textured" 9here it says real 0orld examplesB you are going to 0rite the 0ord in a sentence" 5 am going to 0rite Dthe seal has a slic4 coatGB Dhe slic4ed his hair 0ith gelGB and Dshe 0as -ery slic4 0hen sol-ing math pro(lems"G Does anyone ha-e any Auestions@ ;4 you can pic4 t0o -oca(ulary 0ords and ill in your de inition maps Auietly" 7" 9hen students are doneB pic4 on di erent students to add a de inition to the 0ords on the (oard" 5 none o the students pic4ed one o the 0ords" Add the de inition to the 0ord" :a-e students 0rite de initions next to the 0ords in their =ournals" ,aste map sheets in =ournal" ." ;4 classN or the next * min you are going to (e 0riting a summary o 0hat happened in ch"8" Then 5 0ant you to put your =ournal and dictionary a0ay or our next acti-ity"
Dominican 1ni-ersity o Cali ornia 14iah Center

7" %peci ic students 0ill 0rite their de initions next to the 0ords on the (oards" %tudents should (e adding the de initions to their 0ords in their =ournals" %tudents 0ill paste maps in =ournal" ." %tudents 0ill 0rite a summary or * min on ch"8" ThenN they 0ill put their =ournal and dictionary a0ay"

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Descri(e the -arious modalities that you and your students 0ill (e using" LinguisticB 5nterpersonalB and 5ntrapersonal

L!" u!)$!(: %tudents 0ill (e 0ritingB ans0ering AuestionsB and reading aloud" I"$er9er),"al: %tudents 0ill (e sharing thoughts and 0or4 0ith other students and reading in small groups" I"$ra9er),"al: %tudents 0ill (e illing in their mapsB and 0riting a summary on their o0n"

3ased on 3loom>s taxonomyB 0hat Auestions 0ill you as4 to chec4 or understanding@ !3e sure to di erentiate Auestions or appropriate de-elopmental and academic le-els#"
Ono0ledge and Application

K",4le& e: %tudents 0ill 0rite do0n 3 things that they remem(er rom the (oo4 a(out )aine" A99l!(a$!,": students 0ill use the -oca(ulary in di erent sentencesB sho0ing ho0 0ords can (e used in di erent contexts"

9hat e-idence 0ill sho0 that this lesson 0as connected to your students> li e experiencesB interestsB and pre-ious lessons@
%tudents 0ill 0rite 3 sentences a(out the place %arah came rom" :a-e students ma4e up their o0n
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%tudents 0ill 0rite 3 sentences a(out )aine and 0ill ma4e up their o0n sentences 0hen illing in de inition maps"
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sentences 0hen illing in de inition maps"

9hat e-idence 0ill you collect during the lesson and6or at the end o the lesson that 0ill sho0 the extent to 0hich students ha-e met your lesson o(=ecti-es@
5 0ill collect their =ournal at the end o the unit"

5 0ill collect their =ournals"

Closure: 9hat 0ill you do or say to summariLe and conclude the lesson@
Can someone read their summary to me a(out ch"8@

A student 0ill read their summary o ch"8"

9hat 0ill you do or say to transition to the next lesson or acti-ity@
,lease put your =ournal and dictionary a0ay or the next acti-ity"

%tudents 0ill put their =ournal and dictionary a0ay"

PART D: REFLECTION
Dominican 1ni-ersity o Cali ornia 14iah Center Lesson ,lan Template page 13

5 you ha-e taught this lesson: 1" 9hat 0ere the actual outcomes@ !pro-ide speci ic e-idence# 2" To 0hat extent did students meet learning o(=ecti-es!s#@ 3" Does this lesson plan need to (e modi ied or uture use@ 5 soB ho0@ 5 you ha-e not taught the lesson: • 9hat di iculties do you anticipate that students may ha-e 0ith the lesson content@ 9hy do you thin4 these 0ill (e areas o di iculty@

5 thin4 5 may not ha-e enough time or the lesson" 9hen students are in groupsB 5 am a little 0orried a(out 4eeping the students on topic and ocused"

9hat other potential Dtrou(le spotsG are you anticipating@

%tudents 0ill ha-e trou(le illing in their de inition maps"

PART E: APPLICATION 5 you ha-e taught this lesson: 9hat 0ill you need to re-teach rom this lesson@ :o0 0ill you apply 0hat you learned rom teaching this lesson 0hen you plan instruction or this class in the uture@ 9hat ha-e you learned a(out the needs o all students (y teaching this lesson@ :o0 can you apply this 4no0ledge to other lessons@
Dominican 1ni-ersity o Cali ornia 14iah Center Lesson ,lan Template page 18

5 you ha-e not taught this lesson: • :o0 might the structure o this lesson in orm the de-elopment o uture lessons@
5t 0ill help me 0ith pacing my next lessons and igure i the de inition map is a good -oca(ulary exercise to use 0ith this group"

Dominican 1ni-ersity o Cali ornia 14iah Center

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