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DEPARTMENT OF EDUCATION AND TEACHER DEVELOPMENT

CLINICAL TEACHING
DIRECT INSTRUCTION

ED 468: INTRODUCTORY SUPERVISED TEACHING: _x___
ED 478: ADVANCED SUPERVISED TEACHING: ______
ED 467: INTERN TEACHING: ______

Candidate: Date:
Emily Veeser 02/15/17

Content Area: Grade Level:
English Language Arts 1st
Subject Matter:
Writing
Lesson Content Description:
Students will be read the book “I Need My Monster,” retell the
story and write about what monster they would want to work for
them.

Instructional Strategies/Method of Delivery:
-Students will be read the book aloud.
-The class will do a whole class discussion to ensure students understood the plot.
-Students will be working with their table groups to retell the story including the beginning,
middle and end.
-T. will guide students through a discussion of the different monsters and their qualities.
-Students will then write about what monster they would want to protect them and why
including details from the book.
Common Core Standard:
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.

ELD Standard:
Expanding
1. Exchanging information and ideas
Contribute to class, group, and partner discussions by listening attentively, following turn-
taking rules, and asking and answering questions.
Common Core Lesson Objective:
Students will be able to retell major events in a story and write sentences using key details from
the text.
Assessment:
Formative: T. will be able to walk around the class to assess students comprehension of the text
and whether they understood the major events.

Summative: T. will be able to use the Retell Worksheet along with the Writing sample to gain
information regarding students’ understanding of the book.

Lesson/Assessment Modifications: ELL: Special Needs
-EL: This student will be provided with the book which will aid their understanding of the book
though visuals. They will be able to be a more active participant.

-Speech- Student will be paired with a particular student who can work together with the
student so that their ideas are contributed and their affective filter is lowered.
Technology: Describe the types of technology you will be utilizing in your lesson to create
and enhance instruction
I will be using a document projector so that as a class we can discuss the beginning, middle,
end and the different monsters.

LESSON PREVIEW PRIOR TO TEACHING

Prior knowledge required for this lesson/objective success
• Students must have an understanding for the beginning, middle and end of a narrative
text.
Review sub-skills required for this lesson/objective
• Ability to work in table groups.
• Ability to recall details from book.

June 2014

LESSON PRESENTATION

INTO

Step-by-Step Anticipatory Set/Orientation

• T. will tell students that they will be reading a book about monsters, working with their tables
to retell the story and writing about a monster they would like to protect them.
• T. will gather students on the carpet to read the book “I Need My Monster.”

THROUGH
Step-by-Step Modeling/Presentation of the Objective

• T. will discuss the book with students by asking comprehension questions and open ended
questions.

Step-by-Step Guided/Structured Practice of the Objective: Gradual Release of
Instruction

• T. will explain that at their table groups they will be working as a team to retell the
beginning, middle and end of the book.
• T. will distribute supplies to students and allow students to work as team in their tables.

EL: Special Needs Adaptations:
EL- Will be given book to aid their understanding.
Speech- Paired with a specific student.

Checking for Understanding/Formative Assessment of Each Student’s Performance/
Closure of Instruction
• T. will ask a student at each table group to share one example they included in their
beginning, middle and end handout.
• This will tell the teacher whether students understood the plot and the different parts of the
story.
• T. will then guide students through discussion of the different monsters and their qualities.

Technology used to create and enhance Checking for Understanding:
• T. will use document projector to write down ideas that students share onto a handout.
Students can use this to add to their ideas and correct spelling.

BEYOND

Independent Practice/Summative Assessment of Each Student’s Performance

T. will explain that students will be writing about what monster they would like to work for
them and why.
T. will show students how to start their sentence and they will be working independently.

June 2014