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Instructional Lesson Plan

Kylie Pritchard Megan Burleigh Anne Wu Sara Melmed
Grade 5 School Class Size 27 Mentor Initials Date / Time

Intern’s Name
Subject English

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 RL1 CCR Anchor Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL1 Quote accurately from text when explaining what the text says explicitly and when drawing inferences from the text. (SC, 5) Demonstrate understanding, either orally or in writing, after reading, viewing, or listening to a text: determine and explain main ideas (explicit or inferred) of the text summarize the text (See CCSS 5 SL4, 6; MD SLM 4A2.

Lesson Objective SWBT: summarize and paraphrase “Grace for President” by using main idea and supporting details.

Formative Assessment Students will be instructed to complete a group poster in which they will state the main idea of the story and depict the steps she took win the election.

II. Instructional Decision-Making –
Knowledge of Learners Instructional Decisions based on ► ►

this knowledge

Knowledge of Age-Level Characteristics Physical : They have mastery of physical skills; are active and curious; seek a variety of new experiences Social: Friendships and activities with age mates flourish. Children draw together and away from adults in the desire for independence. Students want to be part of the group and do not want to stand alone in competition. Intellectual: They are able to express ideas and feelings in a creative way. Hero worship is strong Emotional: Usually Cooperative, easygoing, content, friendly and agreeable.

Having the students are working on a project in which they are encouraged to explore the process of becoming a president. Group project to accommodate friendships. Group work with minimum teacher involvement Group work without competition

Use a poster for creative ways of depicting the same idea Encourage the students to be the next president. Group work to promote a friendly and agreeable mentality. Based on pre-assessment results, most students cannot identify the main ideas with ease. Knowing this, the teacher will give all students the option of using a graphic organizer to organize their thoughts to better determine the main idea and supporting details. Students who do not have difficulty identifying the main idea will not need such instruction, but will be offered the option. ● Offering table groups the option of using a copy of the book. ● Working in groups allows for students to assist each other.

Knowledge of Academic Readiness (based on pre-assessment) 27 of the 27 students have difficulty summarizing and paraphrasing what has been read.

Knowledge of Subgroup or Individual Needs (IEP accommodations, ELLs, G/T, other strengths/needs) Several students have IEPS. 1. Annie needs a scribe for all written activities.

1. When working in groups, Annie’s groupmates will write on the poster for her. 2. She will be given a copy of the teacher’s notes to ensure that she receives adequate information. 1. Paul will be in charge of gathering the materials for his group. 2. The teacher will move from group to group to ensure that everyone is on task, making sure to deliver positive reinforcement to all students.

2. Paul has a behavior plan. He needs reminders, checklists and check-ins to keep him on task. He works best with short goals and positive reinforcement.

3. Jermaine has a cochlear implant and needs

noise reduction. He has physical issues and is in a wheelchair.

1. Jermaine’s desk will be located in the front of the classroom, so that he can best hear the teacher’s instructions. 2. When the teacher is modeling during direct instruction, the teacher will give Jermaine visual clues. 3. In addition, he will be given his own copy of “Grace For President” to ensure that he absorbs the material in case he is unable to hear it. 4. During transitions, the classroom with get very noisy. Jermaine will be given visual cues to ensure that he knows what to do and knows how and when to transition.

Many students are SLL. 1. Raji is from Egypt and needs directions repeated. He is very bright and often bored, so he needs to be challenged. 2. Tatianna is from Russia and works best with a partner. She needs new concepts repeated with visuals to understand. 3. Maria is from Mexico and works best in small groups and with a partner. He also has difficulty with written tasks and needs to have tests read and explained.

1. Since SLL students are learning to speak and read at the same time, they may be below grade level in reading. 2. Raji will be the leader of his group to keep him engaged. 3. The students will be put in small groups so that the SLL students will be able to contribute, but also work alongside students who may scribe for them. 4. If necessary, these students will be given the same text but modified and on a lower reading level.

Groups for Class Activity 1. We placed each student in a specific group, so that the groups have a mixture of above grade level, on grade level, and below grade level students. Therefore, no one student will be too frustrated or challenged. Knowledge of Interests and other Motivational Factors Decisive, responsible, dependable, reasonable, and a strong sense of right and wrong. Want to do well, but lose interest if discouraged or pressured. Interested less in fairy tales and fantasy. More into community and country, as well as other countries and peoples. Frequently argue over fairness in games. Wide discrepancies in reading abilities.

1.Jermaine, Alison, Raji 2. Annie, Drew, Matthew, Lindsay 3. Tatianna, Sophia, Kanye, Lucas 4. Paul, Mariah, Sean, Michelle 5. Maria, Towanda, Andrew, Pablo 6. Paris, Johnny, Tyra, Justin 7. Maiej, Peter, Madison, Pajuan

Since students are easily discouraged, the teacher will walk around the room through the group poster assignment and deliver encouragement to students. A lesson on the United States government will interest this age group. The teacher will monitor group work to ensure fairness. Students will be grouped to mix below, on and above grade level reading abilities.

Multicultural Considerations / Equity Measures ►►► Implications for this Lesson

The students may not be familiar the American election process or presidential history along with women involvement.

Discuss gender stereotypes in presidential history by looking at former presidents. We will also go over the election process throughout the book.

Academic Language Demands ► ► ► Scaffolds to support language development in this lesson

Summarize Paraphrase Main idea Supporting Details Election Democracy Nominated Candidate Electoral votes Representative Campaign Polls

Prepare a word wall the day before this lesson and familiarize the words with the students through discussion. Then on the day of the lesson review the words throughout the book as we come across it.

III. Instructional Procedures –

Instructional Materials and Technologies Vocabulary Crossword worksheet 10 copies of “Grace for President” by Kelly DiPucchio 10 Poster boards Markers Promethean board Microphone to accommodate cochlear implant Pencils Pixie technology with election pins/picture of Grace Word wall prepared the day before Pieces of printer paper

Management Considerations (Procedures, Transitions, Materials, Behavior) Move to the carpet with music Jeremaine will stay in his desk but his desk would be in front, given visual cues to face the board. Break groups up into specific groups Send one student per group to get poster. Markers are already prepared in between groups. Students will be asked to raise their hands to share ideas within the groups. Students will be held accountable to their behavior throughout the lesson.

Instructional Sequence

Approximat e Time

Procedure

Planned Beginning
∙ ∙ ∙ Warm-up Motivation Bridge

Teacher will ask: 1. “Does everyone remember the words we learned yesterday?” 5 minutes 2. Review words on the word wall through vocabulary crossword puzzle worksheet. 3. When the students are finished the teacher’s will put up the answers on the promethean board and review the definitions. 4. Use transition music to transition students to the reading rug. Give Jermaine visual cues to face the teacher at the rug. Visual cues could include basic hand gestures to get his turned around.

 

Instead of doing steps 1-4, teacher will present a brainpop video on the Presidential Election. After the brainpop video student will review the Tagxedo image of their sight words pertaining to the lesson.

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

15-20 minutes

1. Teacher will facilitate the new elements of the story Show them the cover of the story and read the title. Ask for their predictions of the main idea: “What do you think the story will be about?” 2. Have a slide on the promethean board with prediction of the story. 3. Give Germaine an extra copy of the book so that she can follow along if she has trouble hearing the teacher. 4. Teacher will transition into the story by saying:

“Let us see how Grace becomes President.” 5. Read the story Throughout the story, include guided questions that ask students to paraphrase the supporting details of the book: “What inspired Grace to want to be class president?” “What does Grace do differently than Thomas in her campaign?” “Why do you think Sam chose Grace to be president?” 5-10 minutes We Do: 1. Ask the class to paraphrase the supporting details of how Grace became president: "What steps did Grace take during the election process?" 2. Have a picture on the promethean board of Grace, to act as the main idea, with 6 election pins surrounding her, to act as the supporting details. 3. As the students raise their hands to give answers, write each of the steps on a different pin. - Nominates herself - Campaigning using posters and slogans - Makes campaign promises - Rally with her constituents, made speech - Election day: assembly and voting - She wins the election

Instead of steps 1-3, Students will have the opportunity to come up to the Promethium Board to write their answers in the given pins. Once the students have written their answers on the pins they will move the onto “Graces” poster board of pins.
10 minutes 4. Organize the students into groups, scattering the groups across the classroom. 5. Make group leaders for each group, so that Raji will be made the leader of his group. 6. Transition the students to their groups using transition music. Give Jermaine visual cues so he will face his table, where his group will meet him. 7. Tell each group to elect a member to get the poster board and the markers from the front of the room. Ask Paul to gather materials for his group.

Instead of steps 4-7, Students will create a group poster (consisting of 2-3 students) on Powerpoint. The students will save their Powerpoint slide as an image and then send images to teacher email. Teacher will show the group pictures on the Promethium Board once everyone has emailed their images.
You Do: 1. Once in groups, students will use the chart the class created and paraphrase the sequence of events (supporting details) that Grace went through to become president. 2. Students should include shorts sentences and pictures on their posters so that they fully understand what the supporting details of the book are.

3. As the students are working, the teacher will walk around the classroom to each group to make sure each student is on task and understands their task. 4. Once every group is done their posters, one person from each group will hang up their poster around the room.


Enrichment or Remediation
(As appropriate to lesson)

Disregard steps 1-4

1. For students who finish early: Students will be provided a blank sheet of computer paper and markers to create their own campaign signs. This will give them an opportunity to be creative and express what they have learned from Grace’s campaigning strategies. 2. For students who need more time: Students/groups who need more time to finish their posters can finish them during the period where everyone else is looking at the different posters around the classroom.

5 minutes

Planned Ending
(Closure)

1. Ask students to walk around the room, observing every group's poster. 2. The lesson will come to a conclusion with a short discussion: “What was the main idea of the book, Grace for President?”, “Now that everyone has written sentences and drawn how Grace became president, can anyone tell me what supporting details are?”

Summary Homework