DIXIE STATE UNIVERSITY — DEPARTMENT OF EDUCATION, ELEMENTARY 2™ SEMESTER LESSON PLAN TEMPLATE, (1/25/13) ‘Teacher Candidate Sierra Wall _Grade Level 3° Title Sequoyah: The Gift of Writing (CONTEXTUAL FACTORS (classroom factors) Contextual Facto ‘This class contains 24 students. There are twelve boys and twelve girls. In this classroom there are seven ELL students, who will need accommodation/ modifications made. There is one student with a severe special education IEP and two other students with a resource IEP. No GATE students indicated. ELL Students with WIDA Levels: Behavior M “Jenifer (QIA) Kae Emily (Severe) “Brittany (2.9) Ashlyn wy soa! Bat Rosa (3.3) ‘Stone -Yanderi (3) oe -Liliana (3.9) “Lynn (3.8) “prayon (Muent) Luis (Fluent) “Anthony (Fluent) -Brielle (Fluent) Classroom environment: ‘The classroom is very fall. The desks are arranged in a large U-shape with a line of desks within the U-shape. There is no rug in the front of the room for close group lessons. When students do come up front fora lesson desks have to be rearranged for everyone to ft. There isa SMART board, white board, and Elmo towards the front of the classroom. There are three extra tables in the back of the room, both used for small group instruction. There are four computers in the back of the room used for Success Maker and Imagine Learning. In the back of the room there is small library for student use that includes two small chairs and a desk. "WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?) ‘State Standard/Objective (from Unit Plan): Reading: Informational Text Standard 2 Determine the main idea ofa text; recount the key details and explain how they support the main idea. (SIOP 3) Content Walk-Away: Iwill be able to determine the main idea of Sequoyah by finding key details and creating a summary. (SIOP 1) Language Walk-Away: will be able to write key details and a summary on a graphic organizer to find the main idea of Sequoyah. (SIOP 2) ‘Vocabulary: assure, future, etch, isolate, contain ‘ASSESSMENT EVIDENCE (What evidence do Inced to show the students | Modifications/Accomoda- have learned the Walk-Away? ) tions (ELL, IEP, GATE, ete.) Formative Evidence (checking for understanding throughout the lesson): Ryan (TEP): Will be pre-taught Background: Observe students as they interact with a partner as well as participate in J 259.0) 0 nyo an culiure the group conversations. Students should share their knowledge on the Native vocabulary it towards the front “American eulture with a partner. Look for students talking about treaties made, ofthe room. Provide modified language, trade, ete. Students should then share those ideas with the class as we create | ¢y..h\- ovis ver-n\toutlines! the word web. text to keep Ryan focused. do:" Observe as students talk about the objective with their shoulder partner. Look |...) oo. Jor students talking about finding key details in the story to create a summary of ‘Sequoyah. Observe as students lap our vocabulary words for participation Jenifer (HLL); I will pre purposes. about the Native American culture “We do it:” Observe students as they follow along with the reading and clap/snap the | °, ‘vocabulary words. Listen for students talking about the key details in the story, such as creating a written language, his hardships along the way, how long it took to create the written language, etc. Observe as students write the key details in their own words, scabutlary. Provide modified graphic organizer and outlined text to point out main details.Should all Took the same or atleast very similar. Britany (ELL): will pre-teach ab Native American culture “You do it together:” Observe students as they read “The Tribal Council”, watch for fn: yocabulary. Provide modified students working together and discussing the key details from the reading. Students J 39). o-:.99//0" 9nd out nes should be talking about how the council was pleased with the written language, how |... ‘Sequoyah was pleased with himself, and how the written language was used. Students sentences should be written in their graphic organizers, the sentences should focus on | ,\shiyn (eehavior): Sit towards the the key details they talked about. ont ofthe classroom. Set time \' limits, Have her hand out papers. Content Walk-Away Evidence (Summative): ‘Students will be able to use their graphic organizers to write the key details and uJ! Kael (High): Kael will generate summary of Sequoyah. 2 1 (High): Kael will generat w questions from the web to extend A | his tearning. Kael will also r the class. Provided the opportunity to write a new ending. Elaborated quest Language Walk-Away Evidence (Summative): Stents will beable to write three key details anda summary on ther graphic / organizers. ‘ACTIVE LEARNING PLAN ‘Activate/Building Background Knowledge + Have pre-taught ELL students and IEP students about the Native American culture, vocabulary words, and summary. + Talk about respecting teacher and peers. (I am looking for students to be on their best behavior!) ‘Today we are going to be reading a book about a boy named Sequoyah. Sequoyah is a Native American boy who grew up in the 1700's. To start our lesson I want you to think about everything you know about the Native American culture and language. In past stories we have read about how Native Americans or Indians were treated by the United States settlers. (SIOP 8) I want you to draw from that knowledge as we create a word web around the word Native American. Before we write on our webs I want you to talk with your partner about a few ideas you have, when we come back as a class we will write your ideas in our web (allow students one minute). (SIOP 16) I heard some great comments on the Native American Tanguage and culture! (SIO? 29) I would now like for you to share your ideas as I write them into our web (write web big ‘enough for all students to see). Wow, you all know so much about the Native American culture and language and today we are going to learn so much more! Before we begin I also want to talk really quick about a time when you didn’t understand another individual. Was there a ‘time you spoke a different language? WAIT (SIOP 18) Ora time you didn’t know how to read or write something? WAIT (SIOP 18) Not being able to communicate or understand another individual can be frustrating. I want you to think about this throughout the lesson. (SIO? 7) Think about how Sequoyah may have felt and why he was so determined to help his people. Formative assessment: Observe students as they interact with a partner as well as participate in the group conversations. Students should share their knowledge on the Native American culture with a partner. Look for students talking about treaties made, language, trade, ete. Students should then share those ideas with the class as we create the word web. (SIOP 30) !s" = Jeniers and !':\\:ny formative assessment will be their input on the discussion to determine whether their pre-teaching was effective and that they understand the appropriate knowledge on the Native American culture. {el {ormalive assessment will include comments concerning Native Americans and questions in the discussion. Ashlyn’s formative assessment will include participation in the group discussion, Modification/accommodations: (ELL, IEP, GATE, ete.) Pre-teach !ir 0), Jenifer, and “on about the Native American culture. Sit» and Ashlyn in the front of the elassroom. Group ‘+! and Ryn together. (SIOP 17) Group Jee: with Luis (who can speak Spanish). (SIOP 17) Ask Kael to generate questions from the web and ask the class for deeper thinking. Give Ashlyn the time limit of one minute to e with peers; this will help keep her focused. Use proximity to keep Ashlyn on task Focus Lesson (‘I do it” Now that we know a little about the Native American culture and language we are going to read about a Native American boy, Sequoyah. Before we begin reading I want to talk about what we are going to be doing during our reading. On the board I have posted our objective, sil will you please read our objective (will be able to determine the main idea of ‘Sequoyah by finding key details and creating a summary). (SIOP 1) There are also a few important words in our story I ‘want to review. Our vocabulary words are: assure, future, etch, isolate, contain (words will be on SMART board with definition). (SIOP 9) Together as a class lets review our vocabulary words by clapping/snapping them out (clap consonants, snap vowels). (SIOP 16)Today we are going to summarize our story of Sequoyah by finding key details in our story. Summaries are something we have been learning about to help with comprehending a story so again; a summary isa short and quick description of the ‘most important details or events in a story. When we summarize we look for the most important details and retell them in the order in which they take place. We also need to be sure to put the summary into our own words. (SIOP 8) Lam going to model how to summarize by reading the beginning part of Sequoyah called “Young Sequoyah.” As [ read I am going to listen for the things I find most important, Also as [aim reading if I come to a vocabulary word I will pause and we will say the word together as a class, so be sure to follow along! (SIOP 6,9,16) Be in close proximity to Ashlyn while reading. Kae! before we begin reading will you explain what a summary is? ‘As Tread I found that the key details are that the United States settlers were mistreating the Cherokee people and that Sequoyah wanted a way for his people to communicate with the settlers. To put this into my own words I can say, “The Cherokee people were treated unfairly by the U.S. treaties. Sequoyah wanted a way for his people to communicate with settlers.” Notice how I didn't use the word “I”. A summary doesn’t include our opinions, only the details from the story. On your desks you each have a graphic organizer, in the box labeled “Young Sequoyah” I would like for you to copy these sentences (use ELMO so all students can see). (SIOP 5,6) Formative Assessment: Observe as students talk about the objective with their shoulder partner. Look for students talking about finding key details in the story to create a summary of Sequoyah. Observe as students elap our vocabulary words for participation purposes. (SIOP 30) Kae! will be asked (0 explain what a summary is. Ryan, Jenifer, and Britany will be able to refer to his/her pre-teaching at this point and should be able to correctly identify the vocabulary words. 0101) be ult Jollow along and fil in the blanks on his worksheet. Ashlyn will be asked to read the objeetive to the class and deseripe fe. Modification/accommodations: oe ye Each child will have a copy of the text. (SIOP 4) ya's Jenifer’s, and By'vany scopy will include tiadertined sentences that [find important to know. By doing this they will be able to focus on the most important details. (SIOP 4.5) Hlave Ashlyn hand out papers to allow her to get up and move. Ryan's graphie organizer will be a fill in the blank, because he 1 diffeuls mie waving and staying with the croup. Twill write the sentences for students to copy, this will help Jenifer and 2 y'tcny know how to write a proper sentence and how to spell words. ial: will explain what a summary is allowing him the opportunity to explain his higher-level thinking Guided Instruction (‘We do it”) Now that I have demonstrated how to find the key details from our reading of “Young Sequoyah” we are going to do the same for “Sequoyah’s Gift" together as a elass. {ie| would you like to read" Sequoyah's Gu” to the class? Remember as Kael reads we are going to stop at our vocabulary words and say them together as a class. (SIO? 9) Also be paying attention because I am going to be asking you about the key details in our reading, {901 90.) yay besin, ‘Thank you for reading! What key details did you find? WAIT (SIOP 18) What does the author want us to take away from this reading? WAIT (SIOP 18) With your should partner I would like for you to talk about the key details in the story, you have one minute, (SIOP 16) As I walked around I heard students talking about key details in the reading that help us understand the story. (SIOP 20) I would like for a few of you to share (encourage |.» and/or ®» to comment on the underlined material). I would now like us to discuss how we can put these key details into our own words. Ashlyn how would you put these Key details into your own words? WAIT (SIOP 18) Provide feedback. (SIOP 29) britany basesi on your worksheet hove would you pat these key details into your own words? WANT (SIOP 18) Provide feedback. (SIOP 29) Based on student responses write the sentences on the ELMO for students to see and copy. Sentences should look something like: “Sequoyah created a written language based on the Cherokee's oral language. It wasn’t easy and took him 12 years, but he stuck with it.” Formative Assessment: Observe students as they follow along with the reading and clap/snap the vocabulary words. Listen for students talking about the key details in the story, such as creating a written language, his hardships along the way, how long it took to create the written language, ete. Observe as students write the Key details in their own words, should all look the same or at least very similar. (SIOP 30) Kael will be able to write a sentence in his own words describing the main details. Ryan will be able to share key details from the reading. Jenifer will be able to write the sentenco(s). Britany will be asked to share her ideas on the key details and share a seyence in her own words. Ashlyn will be able to put the key details into her town words and share ideas witha partner. yah Modification/accommodations: ye Ryan: Provided with pre-labeled graphic organizer and underlined text so he ean use that inf conversations and feel confident. I will also write the sentences on the board for Ryan to copy, allowing him to keep up. Ashlyn: Ask her to put the Key details into her own words to keep her involved with the lesson. Provide her with praise to know her work is appreciated, 0 participate in the group‘Jenifer: Partner her with another Spanish speaking student, Provide her with a prelabeled graphic organizer and underlined text so she is able to follow along and fill in the blanks, Write the sentences for her to copy. Provide Spanish copy of book if possible. (SIOP 19) Britany: By providing her with a pre-labeled organizer and underlined text Britany will have the material and confidence to share her sentences with the class. I will write the sentences so she is able to spell words correctly Kael: Kael will be able to read to the class to demonstrate his abilities. He will also be paired with Ryan so he can use his knowledge to help a low student. Kael will be allowed to write his own sentences instead of the class sentences. laborative/Cooperative (“You. Now that we have had some practice with finding key details in our reading and putting those key details into our own words you are going to finish the story by reading “The Tribal Councif” with a partner. After reading you are going to find the key details and put them into your own words to create a summary. You are then going to write these sentences in your graphic organizer. Ashlyn can you tell me what you are going to be doing with a partner? WAIT (SIOP 18) Thanks for sharing! (SIOP 29) Kacl can you please explain what you look for in your reading to be able to create a summary? Provide feedback. (SIOP 20) You not have five minutes to complete your sentences. Ifyou have any questions raise your hand and Iwill be happy to help. (Allow students 5-7 min depending on progress.) As I walked around I head some great conversations and saw some great sentences. (SIOP 20) would like fora few of you to share! (SIOP 16) (Ask >. and Kuelto share to help boost Ryan’s confidence.) Provide feedback. (SIOP 29) Formative Assessment: Observe students as they read “The Tribal Council”, watch for students working together and discussing the key details from the reading. Students should be talking about how the council was pleased with the written language, how Sequoyah was pleased with himself, and how the written language was used. Students sentences should be written in their graphic onganizers, the sentences should focus on the key details they talked about. (SIOP 30) Modification/aceommodations: Ashlyn: Question shown above to assure Ashlyn is paying attention. Set time limit of 5. progress to help with her behavior Kael: Question shown above for deeper thought process Jenifer: Partner with Spanish speaking student. (SIOP 17) Refer back to underlined text and modified graphic organize: for extra assistance Britany Ryan: Partner with Kael for extra help. (SIOP 17) Remind Ryan of referring back to underlined text and modified graphic organizer for help. min. depending on student's Independent (“You do it alon ‘Now that we have read the whole story you are going to create a summary of the story. To do this you are going to take the key details from each part of the story and put them together for an overall summary (use graphic organizer as a visual for ELL students). (SIOP 4, 6) You may need to slightly change them or reword them to help your paragraph flow. I am going to help you by writing an introductory sentence. Write sentence on ELMO for all students to see. (SIOP 5) This summary will show the main idea of Sequoyah. You have ten minutes to complete your summaries. ‘Summative Assessment: ‘Student summaries will include the key details from each of the three reading sections. The summary will have an opening and closing sentence. Each student will read his or her summary to me. Summaries should look something like this, “The main idea of Sequoyab is to show how one ca can he ie is people. The Cherokee people were being treated unfairly so ‘Sequoyah wanted to help. He created a ee ‘help his people communicate. Even though it took him 12 years he stuck with it.” (SIOP 30) ui ne ELL( Modification /accommodations: ‘will write the introductory senten¢ Jeniferand Srijony) and IEP ()) students get their summaries started. (SIOP 5) Iwill have an aide pall Joniferand 0» aside for extra assistance (if possible). 9: ww ending to the story, allowing him to use his creativity. Provide time limit for Ashlyn, keeping focused, Closure/Review of walk-aways, vocabulary, and essential questions (ote: Closure includes student interactions, reflection, and/or demonstrations.) Review objective and vocabulary words with students. (SIOP 27, 28) Have students do most of the talking. Ask students to share with a neighbor how they know they have met the objectives and then call on a few students to share with the class. (SIOP 16) Remind students that when summarizing a story they need to look for the most important details or key details and put them into their own words. 3 K‘SIOP Indicators (Add SIOP number and description within the lesson plan Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4 Supplementary materials, 5-Adaptation of content, 6- Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for LA students Review /Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment ‘TEACHING NOTES What do I need to remember to do? What materials do Teed to have ready? What is the approximate time needed for this lesson? Remember: -Pre-teach BLL and IBP students about Native American language and culture, as well as new vocabulary words. -Outline main ideas in the text for Ryan, Jenifer, and Britany. -Partially fill out graphie organizer for Ryan, Jenifer, and Britany. REFLECTION AFTER LESSON ‘How can T use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? In previous lesson plans I thought I was doing a great job of creating modifications and accommodations for all of my students. However, I was wrong! After planning for my lesson observations, my geography lesson, and this lesson I have learned so much about how to accommodate for all students. I never realized how much detail could go into one lesson plan. By creating these lesson plans I have learned a variety of ways to differentiate for high, low, behavior, and ELL students. I really began to think of simplf adjustments I could make to assure all students were being accommodated for. The following are examples of ways to accommodate for students, but are not limited to these ideas. For an ELL student pre-teaching is a great technique to use, as well as visuals, and modified materials. For behavior students setting time limits and keeping the student busy and interested is key. For low-level learners or IEP students it is a great idea to pre-teach and give these students the knowledge and material to feel confident and comfortable in the learning process. Finally for high-leveled learners it is a great idea to allow these students to show what they can do, push these students by asking elaborated questions and creating fun and interesting lesson extensions. To go along with these accommodations all students also need motivation and praise, as well as joy. Tam excited to continue to learn about new ways to differentiate for all students and to provide each student with a rich learning experience. | ae