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Instructional Lesson Plan

Interns Name: Kathryn Kennedy & Maral Sivaslian Subject Language Arts

Grade 5

Class Size 29

Date / Time 5/9/13 Mentor Initials

School Milbrook Elementary

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 Standards for Writing (W) Cluster: Text Types and Purposes Grade 5 Students: W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W3.e Provide a conclusion that follows from the narrated of experiences or events. Essential Skills and Knowledge Draft a plausible conclusion that follows naturally from the sequence of events in the narrative.
Lesson Objective

Students will use commas to separate words or groups of words in a series, proofread for commas in a series, and write a reflective letter to a friend, using words or groups of words in a series.
Formative Assessment (planned for use in this lesson)

I will have follow along in their books, answer the questions in Try It Out aloud, come up to the ELMO board and complete On Your Own section (7 students), and have them complete Commas in a Series worksheet. Final assessment- write a letter to a friend using commas in a clear sequence of events.
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 The students are able to sit in their desks and stay on task. Knowledge of Academic Readiness (based on pre-assessment) The students understand how to correctly construct a sentence and the concept of listing items in a sentence.

For this lesson, the students will be at their desks.. Based on this information, we will be working with sentences but focus on more complex form of a sentence such a listing a series using commas.

Knowledge of Subgroup or Individual Needs (IEP accommodations, ELLs, G/T, other strengths/needs) N/A Knowledge of Interests and other Motivational Factors These students enjoy participating out loud, coming up to the ELMO board to fill in answers, and answering questions.

N/A

Based on this information, I will call on multiple students to read aloud, answer questions, and come up to the ELMO board to complete questions.

Multicultural Considerations / Equity Measures

Implications for this Lesson

Some students may have never been exposed to performing in plays, ect. The sentences used are about performances and childrens experiences with them.

Use sentences and encourage students to think of a time they have ever performed or been in front of a crowd. If not, write about what you think you would feel or do if you were performing or in front of a crowd.
Scaffolds to support language Development in this lesson

Academic Language Demands

Students need to understand the definition of series and comma, which will be covered during the warm-up.

In the beginning of the lesson, I define these words to the class and give them examples to aid their understanding.

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

ELMO board Paper for each student to complete 1-7 on On Your Own section/paper for final letter. Worksheets Pencil English book
Management Considerations (Procedures, Transitions, Materials, Behavior)

The students will raise their hand if they would like to answer a question, read a sentence, or come up to the ELMO board. The students will quietly turn in their Commas worksheet to the basket once they complete it.

Instructional Sequence Planned Beginning


Warm-up Motivation Bridge

Approximate Time

Procedure

5-10 minutes

Development of the New Learning


(Clearly explain instructional activities in sequence.)

15-20 minutes

Have everyone at their seats with eyes on the board ready to listen. Explain to students that concept of series (a list of 3 or more items in a sentence) in a sentence and how we say the series in logical order when we are listing events for example. Explain that commas (Tells your reader where to pause) make the meaning of a sentence clear. Give example of sentence with words in a series (They are signing dancing and having fun) Ask students what needs to be put in the sentence to make each adjective its own. Explain that adding commas into a sentence makes a series. 1) Make sure all students understand the concept of a series in a sentence. 2) Tell students to go to page 184 in book and look at Try It Out at the bottom. 3) Have a student read the directions then ask for a volunteer for number one. 4) Have the student read number 1 out loud to the class and tell where commas are needed to make the sentence a series. 5) Call on different student for number 2 and have them tell the class where the commas are needed to make the sentence a series. 6) Call on different student for number 3 and have them tell the class where the commas are needed to make the sentence a series. 7) Call on different student for number 4 and have them tell the class where the commas are needed to make the sentence a series. 8) Praise students for good job and tell them we will continue with more practice. 9) Hand out paper for On Your Own section and have each student write their name on it and label numbers 5-11. 10) Call on volunteer to read the directions at the top. 11) Tell students to work quietly on the 7 sentences by copying them on the sheet of paper using commas. 12) When students are finished, call on volunteer to come up to the ELMO and add commas where they are needed in number 5. 13) Repeat the same for 6-11. 14) Praise students for completion and having the correct answers.

Enrichment or Remediation
(As appropriate to lesson)

5-15 minutes

Planned Ending (Closure)

5-10 minutes

Summary Homework

15) Pass out Commas worksheet and explain to them that they will work quietly at their desks to complete it. 16) Monitor classroom to make sure everyone is on task and completing the worksheet. 17) Once students are finished, tell students to quietly turn in worksheet in the bin. 1) Once at their seats, tell students that we will be doing a fun activity where they can be creative. 2) Ask volunteer to read Writing Wrap-Up. 3) Hand out paper to students and tell them to work silently but if they want to talk to neighbor about ideas quietly that is ok. 4) If we have time, ask one or two students to share. 5) Tell students to quietly turn in letter in the bin. 1) When all the students are seated quiet, ask what we have learned to do today and call on five students to voice in their own words what we learned. 2) Reiterate to the students how we have learned to use commas to separate words or groups of words in a series, proofread for commas in a series, and write a reflective letter to a friend, using words or groups of words in a series. 3) Thank the students for participating and being good listeners while others were talking.

IV. Analysis and Reflection To what extent are my students learning? How can I improve
their learning experience? How can I improve my professional skills? (complete after teaching)

Analysis: What does the data from the formative assessment indicate about the extent to which students acquired the intended learning? (Cite specific numbers or percentages of students.) What trends or patterns do you notice that indicate strengths and/or areas of need for the class as a whole, subgroups, or individuals? What will be your next steps based on this analysis?

Reflection: Prompts to consider: What is working? What is not? For whom? Why? What multicultural considerations emerged during this lesson that you had not anticipated? How would you address those in the future? How did you think on your feet to make instructional decisions while you were teaching the lesson? What worked or did not work about these decisions? What changes would you make to your instructional procedure that would improve student learning? How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning? How did the oral or written feedback you gave students help address their needs in relation to the instructional objectives? How did you /will you give students an opportunity to use this feedback to grow? What was surprising or challenging during this lesson? What did you learn through it? How does that impact your future decision-

making? How does this lesson demonstrate your growth as a teacher in relation to one or more of the INTASC principles? (required for portfolio)