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Rev 11-10-13

Lesson Plan Teacher Candidate: Michael Sykes Title of Lesson: Young Zeus Grade Level(s): 6th Grade Subject Area: Language Arts Location of the lesson : Affective Needs Center Grouping (highlight: 1:1, small group, large group) Preparing for the Lesson
1. Lesson Topic: What are the big ideas? How does this relate to what students are currently learning in general education? Reading Comprehension, sequencing, story grammar

2. What are your learning targets for the lesson (i.e., what are your primary and supporting objective of instruction)? What do you want the student(s) to learn and be able to do at the end of the lesson? How will you assess the learning target? Please attach pre and post test data. The student will be able to demonstrate an understanding of story grammar, as evidenced by completing a story structure map, reproducing the story through readers theater, an object re-tell, and walking through a floor map of story elements to re-tell. 3. What Content Standards(s) and/or EEOs will this lesson address? How does this lesson relate to the 21st Century skills? Standard- 1. Oral Expression and Listening: 1. Successful group discussions require planning and participation by all Standard- 2. Reading for All Purposes: 2. Organizing structure to understand and analyze factual information

4. List specific IEP goals that will be addressed during lesson: By 5-10-14 student will be able to correctly identify parts of the story from 1 out of 5 to 5 out 5 measured by the special education teacher, using a teacher made measurement.

Rev 11-10-13 5. Describe Specific Strategies to be taught/modeled during the lesson. How will you incorporate the strategies, which have been taught/modeled into the students content courses (math, literacy, behavior). A. A setting (where and when the story occurs) B. Characters, including the protagonist (the main character) and optional secondary characters whose relationships and roles are defined with the story. C. A problem that the main character is trying to solve (the goal of the action); also called the initiating event that starts the movements of the narrative and that will be the hub around which the story evolves. The problem may be internal (psychological or emotional) or external, such as a threat that must be avoided or a goal that must be reached. D. The character(s) response to the problem. E. An attempt (one or many) by the main character to solve the problem. F. A climax a consequence, outcome, or reckoning that resolves the problem. G. A conclusion in which loose ends are tied up. 6. What background (prior) knowledge do the students need to have to be successful? If the students do not have this knowledge how will they get it? Students need to understand that stories have different parts. Simply put a beginning, middle, and end. Students also need to be able to make connections when reading. Students should have exposure to books and stories. If the student doesnt have these tools I will pre-teach vocabulary words, so they can make connections. I would expose the students to a wide variety of books they can read. I will also teach a mini lesson on beginning, middle, and end of a story. 7. How will you address classroom and behavior management/grouping issues during the lesson? Prompting, redirection, speak and spin, hurdle help, buddle system, proximity, etc. 8. Materials and Resources (What do you need? How/where will you get it??) Projector, books, computer, timer, handouts, markers, highlighters I will make copies and bring them for the lesson and get the books from the library.

Rev 11-10-13

Teaching the Lesson

1. Anticipatory Set: I will have the students do a madlibs and I will show a clip of the Percy Jackson movie. 2. Teaching: I will choose a story that every student knows and I will model to the students how I want them to feel out the story grammar worksheet. Next I will have the students choose a story and we feel one out together. Finally I we will pick a story, and the students will feel out a work sheet by themselves. Once they have finished this we will read the story and feel out the final story grammar worksheet.

3. What, if any, scaffolding and/or additional accommodations/modifications are needed for specific student(s)? If student has a hard time writing, I will allow them to draw pictures. I will provide large print to those who dont see or have a difficult time deciphering small print. If a student has a hard time organizing his thoughts I will provide him with at graphic organizer. 4. Checking for Understanding- How will you check for understanding? Using Blooms Taxonomy, what questions might you ask your students? What are the different parts of a story? What do you look for after the setting? How might story grammar change if there was know character? Do all stories have the same order? Why is story grammar important? How does story grammar help with comprehension?

5. Re-teaching: What will you do differently if the student(s) do not understand the concepts in the lesson? I would pull students individually and them to tell me a story. As the student is telling a story I would fill out the story grammar worksheet, so I could model to the student how it was done. I would than the student draw a picture that represented each part of the story. To help them make more of a connection. Once they have drawn the pictures, I would have them stand and preform a different movement for each part of story grammar. 6. How/where will students integrate (generalize) this learning into future lessons/activities? This is your PURPOSE (how will this relate to real life?).

Rev 11-10-13 Reading comprehension is a skill that will help you in life and in school. In order to be successful student you will need to be able to understand what you have read, and there is reading in all subjects in school. 7. Closure: I review story grammar and the importance to reading comprehension. I will also pass out cards with 8. Independent Practice: This would assign homework, which consist of having the students do a story structure map. 9. Evaluation: I would evaluate the students having them answer questions during the lesson and by checking their worksheets. I would also ask the students to show me their understanding of comprehension lesson by raising their hand and hold up 1 through 5 fingers. 1 being they dont understand it, 5 feeling liked they mastered it.