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LESSON PLAN- EDU3216

Aligned with the Minnesota Standards of Effective Practice on


and the Minnesota Teacher Performance Assessment Pack

Teacher Candidate: Sarah Petersen Date:


School and District: Grade: 5th
Cooperating Teacher: C.T.s Signature:
University Supervisor:
Unit/Subject: "All About Me"
Lesson Title/Lesson Focus: "Memoir/Past Tense Estimated Length of Lesson: 75 minutes
Verbs"
*Please attach the cooperating teachers and the university supervisors
observational comments to this document.

PRE-INSTRUCTIONAL PLANNING
Context for Learning/Provisions for Diverse Learners
1 Identify the strengths, needs, and interests of individuals needing
accommodations, including students with IEPs and/or 504 plans.
The main strengths include active participation in class work time. Needs of the
class include two students on the autism spectrum (both high-functioning and
verbal) and another student with ADHD. There is an Educational Assistant
assigned to one of the students with autism and the student with ADHD.

2 Identify the strengths, needs, and interests of individual students in your


classroom whose first language is not English, who represent cultural
differences, who may struggle to learn, or who may be highly motivated to
learn.
The strengths included in this class are active participation, once the task is
understood. Students are also very receptive to positive reinforcement and
respond well to words of affirmation when they are given by becoming engaged
in whatever the activity is. Some needs are staying on task when given work
time and raising hands before sharing answers, comments, or participating in
discussion. Visuals best assist those in this class who struggle understanding
new concepts that are introduced. Those who are highly motivated to learn are
eager to share their thoughts, which at times leads to blurting, then prompting
my redirection to raise their hands.

3 Identify prior learning experience, and language, physical, cognitive, or


social/emotional development you will need to consider as you plan instruction
for this group of students.
Prior emotional development I am to be aware of are when students reflect and
open-up about past memories. Assigning a shortened, smaller-scale memoir will
open doors to students revisiting past moments in their lives, which could bring
emotional or social sensitivities. My classroom is first and foremost a safe
learning environment, which is why this assignment will not be shared with
fellow peers. It will be an individual assignment, meant to be journaled, only for
my reading in order to grade and evaluate it. Former learning experience would
be based on any prior diary or journal entries, as this is a very similar reflective
writing assignment.

4 Identify data (such as students progress in previous lessons, assessment


results from previous lessons, or a prepared pre-assessment related to the
lessons you will teach) that you have collected (or will collect) to inform your
planning (in order to address students strengths, needs, and interests).
5 Based on your answers to prompts 1-4 above, what specific supports have you
planned (or will you plan) for students to help them reach the lesson objective?
Some specific supports I have planned include opening with a calmer choice of music
playing paired with a stretching exercise. The purpose of this is for a brief sensory
break lasting about a few minutes to relax the students, used upon discretion. In
terms of instruction, I plan on writing down examples of regular and irregular verbs in
past tense as a way of providing students a visual aid of recognizing the difference.
This will create a better way to notice the pattern of differences between regular and
irregular verbs. Another support is having students practice the skill of note-taking,
which I will require in this lesson. This is so that they can have the list of 10 common
irregular past tense verbs at their access, written in their own hand-writing, which
promotes memorization of what they are studying. I will also redirect those who
struggle with blurting, I have planned to use several strategies to enforce a "think
then speak" habit before sharing thoughts to the class.

Central Focus and Alignment:


What is the learning goal you have identified for your students?
The learning goal is for students to know that there are indeed irregular past tense
verbs in English, as well as how to use them correctly in their own writing and
confidently formulate them into their everyday sentences. Comprehension of
instructional language is enforced by the "I do", "we do", "you do" model.

What state adopted academic or content standard(s) are you addressing? (Provide
the name of the
standards document, the grade level, the correct numerical citation, and the text
of the standard(s)
you select.)
"Standard 2: English language learners communicate information, the language of
ideas and concepts necessary for academic success in the Language Arts content area
of Language Arts."
What is your objective(s) for this lesson? Identify what the students will be able to
do following
instruction. Include an action verb (observable behavior), and criteria for
success.
By the end of this lesson, students will be able to correctly write the first person form
of 10 irregular verbs with 90% accuracy, include 5 of these irregular verbs into a
personal memoir, and correctly label all nouns, verbs, and adjectives with 90%
accuracy.
Continuity of Lessons:
Describe your lesson sequence. How do the prior and subsequent lessons affect
what you
will be teaching and what you will be expecting students to do? How will you build
on what
students have learned in previous lessons and use what they know to support them
in meeting
expectations of the next lesson? How have you made use of student assessment
from previous lessons to
make and or adjust these plans?
Academic Language and Support:
What are the academic language demands?
Function:
Key: an task where students make a chart where each symbol used in their text
represents a concept or idea.
Form:
Past tense: when the action the verb does happened in the past
Irregular: something that is "not" regular.
Verb root: changes from its present tense form.
First person verb tense: the sentence is written like the writer him/herself is the one
doing the verb.
Memoir: a short story of a "memory" the writer has.

How have you planned to support students in meeting the academic language
demands for this lesson?
(Identify specific strategies, visuals, models, and or demonstrations you plan to
use to support students understanding of the academic language. Describe when,
within the lesson, students will be expected to use and demonstrate understanding of
the academic language. Be sure to include function, form, syntax, and discourse.)
I plan to support students in meeting the academic language demands by first writing
examples of both regular and irregular verbs on the smartboard. ("I do"). Then I will
proceed to, also on the smartboard, write in collaboration with the students about
some things that our class mascot could have "done" the day or week before,
providing opportunities to include the irregular past tense verbs discussed earlier in
the lesson. ("we do"). It is at this time where I will explain what the memoir consists
of, how to make a key for categorizing their nouns, adjectives, and verbs in their
memoir, and inform the students they will be tested on the 10 irregular past tense
verbs in the first person covered and had notes taken on during class time ("you do").

Assessment: Attach to your lesson plan any rubrics, checklists or other assessment
tools that you will use.
Describe the tools/procedures that will be used throughout this lesson to monitor
and measure
students learning of the lesson objective(s). (Multiple and varied assessments
should be used in the
lesson.)
Assessment will include monitoring and measuring student's learning by noting how
the students answer the questions I ask, as well as their involvement with learning
about the class mascot. Assessment will also include writing a memoir with a
minimum of 10 sentences, using all past tense verbs, including 5 irregular from our
class list, as well as making a key labeling all parts of speech from the previous
lesson. A rubric for the memoir is included. A test will be given at the end of the
lesson to check for student's comprehension of irregular verbs. Students will be
required to write the first person tense of all ten irregular verbs discussed in class.
Before giving students class work time to work independently, I will ask a student at
random to "Can you explain what you are supposed to do now during work time?" to
check if the asked task in understood. During the class work time, I will circulate the
room and see how students are formulating their complete sentences.

Identify the performance criteria or benchmark to be achieved.


Feedback:
How will you plan to provide specific feedback to students on their progress
toward reaching the lesson objective?
I plan on providing specific feedback to students on their progress by commenting on
what they have completed in class, giving relevant answers to the questions given,
and giving written feedback on their memoir assignment. Feedback on their progress
will also include scoring their test covering the 10 irregular verb tenses we discussed
in class.
How will students use the feedback to improve their competencies and knowledge?
(Describe the
specific opportunity for their application of the feedback.)
The feedback will consist of specific aspects of their work, so they will know exactly
what items they should adjust, if anything necessary. Beyond this lesson, they can
apply the feedback to further class exercises when we build off of this lesson by
describing and writing more in future lessons.
Materials and Special Arrangements:
Teacher Materials:
"Irregular verb tense" test, rubric for grading student's memoir, Doc. Cam and
smartboard or whiteboard.

Student Materials:
Pencil, ELL notebook for taking notes and writing memoir
Theories and or Research-Based Best Practices:
Identify relevant research/theory to justify why learning tasks (or their application)
are appropriate.
How have you intentionally linked this to your instructional planning?
The "I do, We do, You do" model demonstrates in several formats what the students
are expected to do, first by observation, then collaboration, then independently.

"Writing about experiences will sharpen those memories and deepen their meanings.
You can also better appreciate the broad landscape of your life and develop a sense of
personal power by exploring ways you coped with difficult times in the past and you
can identify how you can use these skills today. As old memories are written down,
you may become aware of new memories."( -Height, Rae)

References (APA) and Acknowledgments:


Killian, Shaun, "The "I Do WE Do YOU Do" Model Explained." The Australian Society
for Evidence Based Teaching. EvidenceBasedTeaching.org, 31 Aug. 2015. Web. 25 Mar.
2017. <http://www.evidencebasedteaching.org.au/the-i-do-we-do-you-do-model-
explained/>.

Height, Rae, RN, MA, LMHC. "Benefits of Memoir Writing". Journaling & Collage
Instruction-Medical Narrative.
<http://raehight.com/pdfs/Benefits_of_Memoir_Writing.pdf>

Expectations for Student Behavior:


Describe how your students will be intellectually engaged. How will you
communicate expectations for them? How will you follow up on behavior expectations
and how well you are engaging learners?
My students will be intellectually engaged by allowing students to respond to their
fellow classmate's ideas regarding what verbs should be used for the mascot's past
tense sentences. Collaborating out loud in this way will promote engagement and
deep-thinking of the content that is being discussed. Another way the students will be
intellectually engaged is during the memoir writing process. This requires deep
reflection on a single specific memory while elaborating enough to create at least 2
full paragraphs. The expectations of participation and rules for public speaking in
class will be written on the poster at the front of the classroom : "every voice is
important, stop to listen to every voice." This is written next to the smartboard, and if
students fail to follow expectations, steps will be followed accordingly.

Teacher Skill Focus for This Lesson: (Also note how you plan to collect feedback.)
The skill focus for this lesson includes gaging the volume of my voice, calling on all
sides of the room, and redirecting any student's off-task behavior. I plan on collecting
feedback by discussing with students the work shown in their memoirs at the
portfolio workshop.
Standard Lesson Plan
Form

LESSON PLAN

Plan your teaching steps by addressing What will the teacher do and What will
students do.

Provide evidence of scaffolding, linking new content to prior learning, engaging


students, monitoring progress, supporting students so they can use academic
language, and transitioning.

INSTRUCTIONAL SEQUENCE
Time What will the teacher do? What will students do? (Note behavior
expectations and plans to promote
intellectual engagement.)
Introduction/Motivation:
[Play relaxing, acoustic guitar in the Fist-pump me, their classmates, and take
1 min background. Fist-pump each student as they their seat.
come into the classroom and take their
seat.]

5 min Good morning class! Before we begin with a


new lesson today, I want us all to do a Participate in stretching & deep-breathing
stretching exercise that will help us feel exercise to calm and reduce any stress.
calm and focused before we start our time Watch the teacher to follow appropriate
together. [Have everyone stand and stretching moves.
participate in different stretches targeted at
different muscles. Imitate the slow, deep
breathing that students are to emulate.
Check to room to ensure participation].

Ok! Don't we feel more calm, and more


stress-free?
Activate prior knowledge

Now, let's recap what we've learned in our Students raise hands and I call them by
3 min last 2 lessons Who would like to explain name to share their ideas. Give prompts to
what we did in our first lesson? students who struggle to remember.
Yes! First we learned about each other in our
"Who am I?" posters that you all shared with Wait for student response give prompts
the class so well! Then we clarified 3 major to brainstorm ideas (for example, "What
parts of speech. Who can tell me what they words describe things?, etc. ")
1 min are?
Great! The 3 parts of speech we covered are
nouns, adjectives, and verbs. These are
used all the time in English!

1 min Communicate the learning objective

Today, we will be going deeper and


expanding on one of those parts of speech:
verbs! Since we already know what verbs
are, we are going to look at irregular past
tense verbs! Over the next few days, each
of you will be working on making a memoir
that includes past tense verbs.
Introduce academic language

Who can guess as to what a verb in "past


tense" can mean? Call on students who have hand raised. If
5 min none respond, then explain what "past
"Irregular" means something that is "not" tense" means: when the action being done
regular. This means that when the verb is by the verb was done in the past.
put in past tense, the spelling changes from
its present tense form, but not the meaning.

We're going to be looking at the 1st person


verb tense for these irregular verbs, which
means the sentence is written like you, the
writer, are the one doing the verb.

In the end, we are going to tie these past


tense verbs together by you writing your
own memoir, which is a very short story of a
"memory" you have. "Memoir" actually
means "memory" in French!

Lesson Tasks (Including Assessment):

We are going to need our notebooks today Call on student to pass our student's
for notes and our assignment. Before we notebooks to their class mates.
look at irregular verbs, let's start by looking
at verbs that do not change the root when
10 put in past tense. Please note the pattern
min when I write these verbs on the smartboard;
you do not need to write these down.

[Proceed to write verbs "cook", "laugh", "I do": I proceed to show examples of how
"play" "talk" in 1st person present tense and these regular verbs have "-ed" endings.
1st person past tense.] What is the pattern Call on students to check to see that they
here? recognize the pattern.

As we can see, there are verbs in English


that has the same root even when put in
past tense. There are many verbs, however,
that when put into past tense, change their
root, which only effects the spelling, and not
the meaning, of the verb.
5 min
Please take out your notebook as we are
going to go over 10 common irregular Students open up their notebooks to the
English verbs in the past tense. next available page.

[Proceed to write the following 10 irregular


verbs with comparing 1st person in both
past and present tense:
10 "I am/I was; I eat/I ate; I sing/I sang; I see/I Students write in their notebooks the 10
min saw; I know/I knew; I go/I went; I write/I irregular verbs to be memorized by the
wrote; I sleep/I slept; I buy/I bought; I say/I end of the lesson.
said". ]
Check to make sure students have these 10
common verb conjugations written in their
notebook.

Let's practice as a class writing these 10


highly used irregular verbs by using them to "We do": At student's recommendations,
10 write about our mascot! Everyone, help me they will give examples of what the
min brainstorm by describing what our mascot mascot said he did they day before using
did yesterday, using 5 of these verbs. these irregular past tense verbs in first
person.

Before the end of the unit, you will be tested


on these 10 irregular past tense verbs. I will
5 min give you the verb in the 1st person present
tense, and you will have to write it in the 1st
person past tense, just as we did together
as a class.

Excellent job! Now that we can think


10 examples of using these verbs in sentences,
min you all are going to write a memoir telling "You do": Each student practices journaling
something about your past. This means that in their notebook their memoir using past
you will be using past tense verbs, including tense verbs, including at least 5 irregular
at least 5 irregular ones from our list. Now ones.
the memoir will be at least 10 sentences
long. Remember for this memoir, you will be
writing about any one, specific memory that
you have. You will highlight your 5 irregular
past tense verbs with any bright colored
marker of your choice. In addition, you will
also underline all other verbs, circle all the
nouns in your memoir, and box every
adjective in your memoir. These will all be
labeled with a key at the top of your first
page. Your memoirs will not be shared with
the class, but rather kept in your notebook
as a private memory only read by me for
grading. Be creative and take time to
reflect on the details! Your words should
describe your surroundings and experience
so well that the reader can imagine your
memory.

Who wants to explain to the entire class Call on a student with a raised hand or
what you are supposed to do now? select a student at random to repeat what
they are supposed to do.

Closure: (Summarize the lesson with students,


provide further opportunities for learning, and
build a bridge to the next lesson.)

1 min I know each of you will do excellent writing


your memoirs. You will have the next few
days to write your memoir, with the options
of writing several drafts if needed. We will
have extra time to write in our notebooks to
finish this assignment in class. Remember to
have the 10 past verb tenses memorized
before the end of the unit.

Extension:

POST-INSTRUCTIONAL ASSESSMENT
Analyzing Students Learning:

What were the patterns of students understanding, skills, and misunderstandings


as shown in the
assessment data in relation to identified standards and learning objectives?
(Include data to support
your analysis.)

Describe evidence that students understood and used identified academic


language.

What next steps are needed to provide targeted support to students (who did not
meet or exceeded
the objectives) relative to the central focus, standards, learning objectives, and
the assessment data?

Describe the specific feedback you gave the students to further guide their
learning. How were students
able to use the feedback you provided? (Describe the specific opportunity for their
application of the
feedback.)

Analyzing Teaching Effectiveness:

In reflecting on your lesson and your strengths and challenges, what went well?
Why? What challenges
did you face? Why?

What do you understand about your own teaching based upon the patterns of
students understanding,
skills, and misunderstandings that were identified?

What is the evidence that you engaged students intellectually and deepened their
learning?

What is a proposed change to your teaching practices that is specific and strategic
to improve individual
and collective students understanding of standards/objectives?