Name: Brenda J Urben LESSON PLAN GUIDE

TEKS: (C2) ELA.4.13.A Inquiry and research: listening, speaking, Objective: (C3)
reading, writing, and thinking using multiple texts. The
student engages in both short-term and sustained S (specific)- a,b,c,d R (relevant)-
recursive inquiry processes for a variety of purposes. M (measurable)- T (timely or time-bound)-
The student is expected to: (A) generate and clarify
A (attainable)-
questions on a topic for formal & informal inquiry;
Specific Measureable Attainable Relevant _Time
Grade: Subject:
4 ELAR

Task Analysis: (C4) What lang. must be taught: Book excerpt, observing, Strategy to teach Language: (C4)
collaborating, researching,
What skills must be taught: and cooperative learning Students will “add” these words with:
Students must understand how to: do research on an IPad; definitions, connections to prior learning,
participate in cooperative learning; and give an oral presentation and pictures to their word journal

Assessment: (C5)
Formative assessment- Teacher observation (also: word journals; discussions; questioning; and presentations).
The teacher must ensure that all students (in small groups) are actively participating in cooperative learning. The frequency of
student participation should be at least 80%. He or she walks around the classroom observing and recording notes.

Strategies for Success: (C6) Cooperative Learning- Jigsaw Element of Technology: (C6)
Teacher will: pre-teach vocab for “word” journals; explain informal vs. formal questions; Video and IPad
demonstrate IPad use for research (some may be unfamiliar with technology); and “model”
how to present. Teacher guided: prompt/encourage and watch/document independent
learning in “mixed” ability groups (different learning: levels/skills/ styles/prior experiences).

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Viewing video; reading text (book excerpt); and Kinesthetic learning is the most appropriate delivery model for
Visual – researching the author/other books on IPad. engaging students in cooperative learning tasks for this lesson.
Paying attention to the teacher (pre-teach and Materials needed: Video to show class; a book excerpt handout
Auditory –
instruct); listening to the video; participating in peer to read; IPads for research about the author; pencil/paper to
Kinesthetic discussions and watching presentations. write the “decided upon” question and expand discussion on
“why” the group chose this question to share; and finally, a
Students are “actively” participating in Cooperative
stopwatch for one student to manage time.
Learning.
Higher Order Questions to ask: (C6)
Why do you think that Charlie chose his Grandpa to go with him to visit the Chocolate Factory instead of his loving Mother? If you were
1. Charlie, who would you choose to go with you?

2. When Charlie and Grandpa visited the Chocolate Factory, they were all told the rules; and some of the other golden ticket winners broke
the rules and bad things happened. Explain a time, when you didn’t follow the rules. If so, what happened?
3.
Briefly propose an alternate outcome to when Charlie finds the golden ticket inside of his chocolate bar (which allowed him and his
Grandpa to tour the Chocolate factory for free). If you had a golden ticket, where would you and family like to visit?

Hook: (C7) Closure: (C7)

Smell/Sounds: For my “hook,” I chose to play the song: I chose “exit tickets” to end (the closure) my
“Oompa Loompa” (less than one minute) from the Cooperative Learning lesson. One question: What is one
movie soundtrack, Willy Wonka and The Chocolate thing that you learned from this lesson that you didn’t
Factory with actor- Gene Wilder (I found it on YouTube). know before? Please also give a brief explanation.
1. Teacher Input / Direct Instruction / Modeling: (C6)
• S-M-A-R-T Model= PLEASE SEE “Notes” below
• Pre-teach vocabulary for “word journals”
• Explain what informal versus formal questions are (and how to create them)
• Give a quick demonstration showing students how to research the author- Roald Dahl (on an IPad).
• “Model” how to participate in Cooperative Learning and how to give an oral presentation
• Teacher guided: ask students prompting questions/encourage participation/praise; and watch/document
independent learning in “mixed ability” groups (different: levels/skills/learning styles/prior experiences).
2. Student Activities / Guided Practice: (C6)
• Students will add the vocab words, definitions, prior knowledge, and pictures to their word journals
• They will gain understanding from the teacher about what to do for their lesson (listed above in # 1).
• Students will view the video clip; read the excerpt; research; discuss; write questions; participate; “present”
• At first the teacher makes suggestions/prompts with questions when walking around; the second time,
she/he only observes and records (formative assessment) their participation in independent learning

3. Independent Practice: (C6)

 Record the vocabulary learning in their word journal
 Read the book excerpt
 Research the book author (and his other books) while in a small group
 Collaborate and debate with peers during the discussion
 Create and select one question as a small group to share with whole group (and explain why you chose it)
 Gain knowledge from other students’ oral presentations
The Goal: Students are actively engaged and learning as part of their Cooperative Learning

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Individual Practice Task- Book Excerpt Reading (see # 3 box above) Adapted speech: Give clear, concise explanations and instructions.
Modifications: Provide visual aids/graphic organizers: show photos/ video clips and teach with graphic
1. Quantity (decrease requirement)-Take turns reading with a buddy organizers and Chunked instruction: break it down lesson into smaller pieces (increase
understanding). Post learning objective and pre-teach strategies before teaching lesson
2. Difficulty (lower standard of rigor)-Student hears book excerpt on
tape
8- Types of expository texts:
3. Alternate goals (reduced goal)-Student listens to others answer Q’s.
-Definition= usually nonfiction, informational text. Keywords/phrases: looks like, belongs
Accommodations: <See Notes Section for more> to, above, behind, appears to be
1. Quantity (add extra practice)-Student reads excerpt twice -Description= text provides details about a topic, person, event, or idea.
2. Input (adapt instruction delivery)-Enlarged text for student Keywords/phrases: looks like, belongs to, above, behind, appears to be
3. Participation (involvement)-Student reads excerpt aloud -Process= collection, time order, or listing. Keywords/phrases: first, next, after, initially,
4. Time (amount of time)-Add 5 extra mins for student to read excerpt finally, then, meanwhile, preceding.
5. Difficulty (add visual aid)-Student reads excerpt that includes -Classification= organized lists or collection of like items. Keywords/phrases: looks like,
pictures belongs to, above, behind, appears to be
6. Level of support (help from adult)-Student hears the teacher read -Comparison= differences and similarities of something. Compared with, although, as well
excerpt as, different from.
7. Output (how student responds)-Student can answer questions orally -Cause & Effect= Events (effects) directly linked to their causes. As a result, accordingly, is
caused by, leads to, consequently
8. Substitute Curriculum (change)-Student watches a video with
-Problem/solution= explain the problem and discuss solutions- choose best solution
headphones
-Persuasion= the author is trying to persuade the reader. Keywords/phrases: because of,
the result would be, based on, the data shows.
Notes:
S (specific)= a) Audience- student and peers; b) Behavior- observing/reading/writing/collaborating/creating/presenting; c) Condition-
whole group/small group/return to whole group; d) Degree- 80% mastery of active participation of cooperative learning
M (measurable)= view video clip, read book excerpt, research on iPad, collaborate w/ peers (informal & formal questions), create/decide
on one to share/explain your choice, and present to whole group (as a small group)
A (attainable)= Grade 4 level coursework; reaches expected learning outcome and aligned to grade 4- TEKS
R (relevant)= Applicable to Today’s “active” learning teaching concepts (e.g. Cooperative Learning)
T (timely/ time-bound)= 60 minutes total (viewing video/reading excerpt/researching/peer discussion/presenting/time management)
E6- I would change my lesson with 3 modifications (quantity/difficulty/alternate goal) and 3 accommodations (input/time/output).
Name: Brenda J. Urben
DELIVERY PLAN (C8)
OBJECTIVE: TEKS: ELA.4.13.A----------------------------------Today’s lesson is about Cooperative Learning using the “Jigsaw” method
Rigor S-M-A-R-T= S specific: a) audience= students/peers; b) behavior=
observing/reading/writing/collaborating/creating/presenting; c) condition= whole/small group/whole; and d)
degree= 80% mastery of active participation in Cooperative Learning /M measurable: watching a video clip; reading a
book excerpt; researching (on IPad) about author- Roald Dahl and his other books; collaborating with peers;
suggesting informal and formal questions; creating one written question to share with whole group; and explaining
OPENING: why your group decided on this question/T timely/time-bound: 60 minutes in total
Retrieval For my “hook,” I chose to play the song: “Oompa Loopa” (less than one minute) from the movie soundtrack, Willy
Wonka and The Chocolate Factory with actor, Gene Wilder (I found it on YouTube). It will peek the curiosity of my
students and get them excited about what might happen next. It directly ties to the movie video clip that will be
shown. I will explain that we are going to do an active lesson on Cooperative Learning today.
TEACHER INPUT: Teach what Cooperative Learning is, including all the objective components and Bloom’s verbs.
Relevance Pre-teach vocabulary for “word journals;” students will add them to their journals.
Explain what informal versus formal questions are (and how to create them).
MODEL:
Routing  Give a quick demonstration showing students how to research the author- Roald Dahl (on an IPad)
 “Model” how to participate in Cooperative Learning and how to give an oral presentation

GUIDED PRACTICE: Retaining / Rehearsing: Never assume that my students know what to do with a new lesson
and keep in mind: “I do, we do, you do!”
Students will add the vocab words, definitions, prior knowledge, and pictures to their word journals; They will gain understanding from the teacher about what to do
for their lesson (listed on pg. 2 in # 1); Students will view the video clip; read the excerpt; research; discuss; write questions; participate; “present;” At first the teacher
makes suggestions/prompts with questions when walking around; the second time, she/he only observes and records (formative assessment) their participation in
independent learning.
INDEPENDENT PRACTICE:

Record the vocabulary learning in their word journal; Read the book excerpt; Research the book author (and his other books) while in
a small group; Collaborate and debate with peers during the discussion; Create and select one question as a small group to share with
whole group (and explain why you chose it); Gain knowledge from other students’ oral presentations
The Goal: Students are actively engaged and learning as part of their Cooperative Learning
CHECK FOR UNDERSTANDING:
Recognizing
Teacher guided: ask students prompting questions/encourage participation/praise; and watch/document independent
learning in “mixed ability” groups (different: levels/skills/learning styles/prior experiences). See HOTs on page 1
ASSESSMENT:
Formative assessment- Teacher observation (also: word journals; discussions; questioning; and presentations).
The teacher must ensure that all students (in small groups) are actively participating in cooperative learning. The frequency of student
participation should be at least 80%. He or she should walk around the classroom to observe and record notes.
RESOURCES / MATERIALS:
Kinesthetic learning is the most appropriate delivery model for engaging students in cooperative learning tasks for this lesson. Materials needed: Video
to show class; a book excerpt handout to read; IPads for research about the author; pencil/paper to write the “decided upon” question and to expand
discussion on “why” the group chose this question to share; and finally, a stopwatch for one student to manage time.

CLOSURE:
Re-exposure
Eliminate any confusion and clarify information if needed.
I chose “exit tickets” to end (the closure) my Cooperative Learning lesson. One question: What is one thing that you learned
from this lesson that you didn’t know before? Please also give a brief explanation. Review the “exit ticket” outcomes while
reflecting upon student mastery and “Re-teach” the students (if needed) the next day.