You are on page 1of 9

Assignment #1: Writing a Lesson Plan

Submitted By: Breanna Cape, LaQuisha Johnson

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell

Lesson Title: Building Background Trophies Teacher Edition: Lead the Way: Theme 4 Trophies Story: The Case of Pablos Nose

Submitted By: Breanna Cape T.Ed Pages: 422C, 422K, 422L CCSS: L.4.4a

A. Summary of the Lesson Plan: Students will create a bubble map about what they know about detectives, each group will share their bubble map and we will create a bubble map as a whole group. Students will read Vocabulary In Context worksheet (pg. 153). Last, they will write their own definitions of the vocabulary words written on the board (pg. 422L) B. Student Population: Grade Level: 4th Grade Skill Level: All levels Groupings: whole group (discussion), individual (practice), small groups (practice & discussion) C. Materials: Trophies Teachers Edition Lead the Way: Theme 4 pgs: 422C, 422K, 422L pencils blank computer paper (1 sheet for each group of 4) Vocabulary In Context worksheet (1 for each student) List of vocabulary words (written on the board) The Case of Pablos Nose: Vocabulary worksheet (1 for each student) D. Objectives: Common Core State Standard L.4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase Learning Targets Reasoning Targets: Students must determine the meaning of a word or phrase from context clues when reading and listening. Vocabulary sculptor straightaway alibi retorted muttered strengthening

Student-Friendly Learning Targets Student Reasoning Targets: I can determine the meaning of a word or phrase from context clues when reading and listening.
EDRL 442 - Fall 2013 Page 2

Lesson Title: Building Background Trophies Teacher Edition: Lead the Way: Theme 4 Trophies Story: The Case of Pablos Nose

Submitted By: Breanna Cape T.Ed Pages: 422C, 422K, 422L CCSS: L.4.4a

Student-Friendly Vocabulary sculptor straightaway alibi retorted muttered strengthening

E. Procedure: 1. Divide the class into groups of four. Pass out a blank sheet of computer paper to each group. 2. Tell the students they are going to create a bubble map on what they know about detectives. When they are finished they need to place their bubble map in the center of their table. 3. Once all groups have placed their bubble map in the center, have one group member stand up and share the bubbles on their map. As the students are sharing create a bubble map on the elmo that includes everyones bubbles. 4. The class will then discuss the bubble maps as a whole group. 5. Pass out the Vocabulary In Context worksheet. The students will read this worksheet aloud with their shoulder partner. After reading they are to discuss what they think the bold words mean based on the context, and context clues. 6. Once the students have finished they will then get a blank sheet of paper and write the definition of the vocabulary words listed on the board. They can use their Vocabulary In Context worksheet, and a dictionary to write their own definitions. 7. After everyone has completed the definitions the students will get into groups of four and share their definitions and why they chose that particular definition for the word. F. Closure: After the groups have finished sharing, we will have a whole group discussion. We will discuss their definitions, why they chose them, and what words they didnt know before this assignment. G. Assessment: Assessment Tool Informal assessment- I will informally assess whether the students are grasping the concepts by listening to their responses in small group and whole group instruction. I will also assess their understanding by grading their definitions of the vocabulary words. What Is Being Assessed?
EDRL 442 - Fall 2013 Page 3

Lesson Title: Building Background Trophies Teacher Edition: Lead the Way: Theme 4 Trophies Story: The Case of Pablos Nose

Submitted By: Breanna Cape T.Ed Pages: 422C, 422K, 422L CCSS: L.4.4a

Whether the students understand what a detective is and whether or not they understand the new vocabulary words. H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? The easiest part of the lesson to teach will be the small group and whole group bubble map portion of the lesson. Students will already be familiar with the concept of bubble maps and wont have a hard time understanding what to do. Which part of the lesson do you think will be the most challenging to teach? The most challenging part to teach will be explaining to the students that they need to create their own definition of the vocabulary words. I think most students will want to just copy definitions, so coming up with their own definition will be difficult. What lesson or concept should be taught prior to this lesson? Prior to this lesson the students should know how to use a bubble map, How will you follow up or extend this lesson? An extension of this lesson would be to have the students write their own story using all of the vocabulary words. What will you do for students who dont grasp the concepts? If the students do not grasp the concepts I will have them complete the below-level worksheet on page 73. Which part of the lesson, if any, do you think might need to change? I may need to add to or remove content from the lesson. Depending on how the whole group and small group discussions we may finish early or take longer. If the discussions are taking too long I may just have a whole group discussion or just a small group discussion. If everything is finished early then I will add the practice book page 73 to the lesson. When you were writing this lesson plan, what was the most difficult part? The most difficult part of writing this lesson was navigating the teachers edition. It was hard to find all the resources related to this particular lesson. There are so many resources it is hard to figure out which is best or which works the best with your lesson.

EDRL 442 - Fall 2013

Page 4

Lesson Title: Building Background Trophies Teacher Edition: Lead the Way: Theme 4 Trophies Story: The Case of Pablos Nose

Submitted By: Breanna Cape T.Ed Pages: 422C, 422K, 422L CCSS: L.4.4a

EDRL 442 - Fall 2013

Page 5

Lesson Title: Building Background Trophies Teacher Edition: Lead the Way: Theme 4 Trophies Story: The Case of Pablos Nose

Submitted By: Breanna Cape T.Ed Pages: 422C, 422K, 422L CCSS: L.4.4a

EDRL 442 - Fall 2013

Page 6

Lesson Title: Building Background Trophies Teacher Edition: Lead the Way: Theme 4 Trophies Story: The Case of Pablos Nose

Submitted By: Breanna Cape T.Ed Pages: 422C, 422K, 422L CCSS: L.4.4a

EDRL 442 - Fall 2013

Page 7

Lesson Title: Building Background Trophies Teacher Edition: Lead the Way: Theme 4 Trophies Story: The Case of Pablos Nose

Submitted By: Breanna Cape T.Ed Pages: 422C, 422K, 422L CCSS: L.4.4a

EDRL 442 - Fall 2013

Page 8

Lesson Title: Building Background Trophies Teacher Edition: Lead the Way: Theme 4 Trophies Story: The Case of Pablos Nose

Submitted By: Breanna Cape T.Ed Pages: 422C, 422K, 422L CCSS: L.4.4a

EDRL 442 - Fall 2013

Page 9