Instructional Lesson Plan Grade 3 Class Size 6 Date / Time: 10/4/12 11:00-11:30

Interns Name: Chelsea Lane Allacey Radford Subject: Reading

School Franklin Elementary

Mentor Initials

I. Purpose of the Lesson What will the students learn? How does this learning fit within broader unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? Standard (Use MD State Core Curriculum) Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text using language that pertains to time, sequence, and cause/effect Lesson Objective Students will be able to summarize a sequence of events. Formative Assessment (planned for use in this lesson): After we go through the flip chart that we have created, we are going to have the students work on their own to put together a sequence of events in the correct order.

II. Instructional Decision-Making What knowledge of students influences my instructional decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or build on students strengths? Knowledge of Learners Instructional Decisions based on this knowledge

Knowledge of Age-Level Characteristics Physical: Small muscles better developed. Manipulative skills are increasing. Attention

Physical: The students will work their small muscles by working with manipulatives on the promethean board. They will also use them as

span getting longer Emotional: Child is developing a sense of fair play and a value system of right and wrong. The age of teasing, nicknames, criticism and increased verbal skills to vent anger Social: The desire to have status within the peer group becomes more intense. The child decreases dependence on adults Intellectual: The child is beginning to realize there may be other valid opinions. He is becoming a reasoning person; beginning to think in terms of the whole. He thinks more conceptually and has a high level of creativity

they put the sequences together on their sentence strip. Emotional: The students will each have a chance to participate in the lesson. They will also each have a chance to talk after they finish their sequence strips. Social: The students will have a chance to make up a story as a class about a thunderstorm. This will get them all involved and building off of one another. Intellectual: Since each student will talk about a different picture they will have the chance to see what other people think happens during a thunderstorm. Based on the past lesson, we are going to give the students a longer sequence of events to put in order.

Knowledge of Academic Readiness (based on pre-assessment) Last week we worked on a short sequence of events. We placed three cards in front of the students and asked them to put them in order and to say one sentence about what was happening on each card. Each student was successful in getting the sequences right.

Knowledge of Subgroup or Individual Needs (IEP accommodations, ELLs, G/T, other strengths/needs) Reina: Autistic, social, comprehension, becomes frustrated when routines are not followed, needs completion, necessary for an adult to sit with her and encourage on task behaviors, needs time to complete task before beginning new one, frequent eye contact, provide manipulatives Garrett: Autistic, reading, decoding, reading strategies, conventional spelling, requires

Reina: She will be given extra time to complete her tasks, reduce the distractions to the student and other students by keeping her on task. She will be able to manipulate the flip chart which will keep her engaged. She will also have a student aide by her at all times to help keep her on task. Garrett: He will be given extra time to complete his tasks, material will be chunked into small sections, lots of picture clues Yonnas: He will be given extra time to complete his tasks, there will be lots of picture

modifications to assignments, picture clues for directions, simplify sentence structure, additional adult assistant to help with transitions, extended time, reduce distractions. Yonnas: SLD, decoding, vocabulary, language goals, extended time, reduced distractions to him and other students, requires modifications to assignments, picture clues Mark: ADHD, vocab, decoding, reading strategies, one on one needed, extended time, reduce distraction to him and other students, modification to assignments, chunk assignments, greatly benefits from picture support on reading assignments. Ethan: SLD, decoding, fluency, reading strategies, extended time, reduce distractions to him and other students, allow use of manipulatives, have student repeat or paraphrase information, chunking of text and assignments, delete extraneous information whenever possible, simplify sentence structure and vocabulary, use pictures to support reading Christopher: SLD, assistive technology, apraxia, communication, social and behavior goals, reading strategies, speech, extended time, reduce distractions to him and other students, chunk material, provide strategies to help student initiate and sustain attention to tasks, simplify questions, picture support

clues and necessary modifications. Mark: He will be given extra time to complete tasks, there will be lots of picture clues to help better understand the material, there will also be a teacher walking around to help if he needs one on one support. Ethan: He will be given extra time to complete tasks, there will be lots of picture clues to help better understand the material, will have the student repeat facts back often to the teacher, information will be chunked. Christopher: He will be given extra time to complete tasks, there will be lots of picture clues to help better understand the material, the material will be chunked into manageable sections, simple questions, lots of positive reinforcement will be given, he will be encouraged to use his assistive technology during the lesson, teachers will make sure that he is staying on task during the lesson.

Knowledge of Interests and other Motivational Factors The students seemed to really enjoy sequencing. They also seemed to enjoy making up their own stories about the sequence. The students also showed interest in storms.

The sequence that the students will be working on independently at their seats will be about thunderstorms. The students will be asked to place pictures in the order that they occur during a thunderstorm.

Multicultural Considerations / Equity Measures Lesson

Implications for this

Academic Language Demands language lesson Clouds Thunder Lightening Thunderstorms Rainbow

Scaffolds to support development in this

To help teach the students these new words we plan on using lots of picture clues. We also plan on explaining what the words mean to the students when they appear throughout the lesson so they are not confused.

III. Instructional Procedures What instructional strategies and sequence will I use to ensure that every child is a successful learner?

Instructional Materials and Technologies Multiple books Promethean board Flip chart Sentence strips

Sequence pictures glue crayons

Management Considerations (Procedures, Transitions, Materials, Behavior) All of the students need extra time to complete the task that is given to them. The students also need to be told when there is going to be a transition in the lesson. We also have to make sure that all of the students are staying on task because they can become easily distracted by what is going on around them.

Instructional Sequence

Approxima te Time

Procedure

Planned Beginning Warm-up Motivation Bridge

1-3 minutes

Introduce the activity to the students. This is our first time teaching a lesson to the students so we are going to have to grab their attention and make sure that they pay attention to the lesson. We are going to have each student come up and color in a different color of the rainbow. This will get the students moving early, and also get them engaged.

Development of the New Learning (Clearly explain instructional activities in sequence.)

I do: The first thing that we are going to do is go through all of the parts of a thunderstorm. This will teach the students the sequence that these events occur. We will go into depth about each part of a thunderstorm to give them an understanding of what is going on. 25 minutes We do: After we talk about the parts of a thunderstorm we are going to go over a different sequence of events as a class. This will get the students on topic and thinking about cause

(Think I Do, We Do, You Do or Modeling, Guided Practice, Independent Practice)

and effect and how things occur. You do: Finally we will give each student a set of pictures and a sentence strip. The students are going to put the pictures in the order that they occur. As they are doing this the teachers will walk around and make sure that the students are on task. We will also be asking them questions to get the students thinking about what they are doing.

Enrichment or Remediation (As appropriate to lesson)

All of the students participating need extra time to complete their assignment. If any of the students finish early they will be able to color the pictures on their sentence strip. The teachers will also be walking around to ask them questions about the sequence that they are putting together.

Planned Ending (Closure) Summary Homework 1-3 minutes

After the students have completed their sequence strips we will all come together as a class to talk about how they order the events. Then we will go around the classroom and have each student make up a sentence about one of the pictures in the sequence. They will go in order and make up a story as a class about what is going on in the sequence. Each student will have a chance to talk and put a little of their own personality into the story.