Field Experience

ITL 528 SS Integrated

Design II
Kaley A. Morlock
 I’m a ‘glass half full kind’ of person.
The unforeseen circumstances of COVID-19
provided me with an opportunity to
strengthen my creativity and flexibility –
Field crucial skills of intentional teachers.
Experience For two months, in ITL 526 & ITL 528, I

during have been curating a

5 Day Lesson Plan for:
COVID-19 CCSS.ELA-Literacy.RI.11-12.3 
Analyze a complex set of ideas or sequences of
events and explain how specific individuals,
ideas, or events interact and develop of the
course of the text
 Into the Wild
Using the informational text Into the Wild by
Jon Krakauer, I taught a Day One lesson to a
group of my peers, posing as students.
This same group participated in my pre-
assessment developed in ITL 526 SS Integrated
Design I.
1 Day Lesson Plan
Lesson Plan: Day 4
Teacher: Ms. Kaley A. Morlock
Lesson Title: Day 4: Into the Wild Timeline & Goal Setting
Classroom Details Content Details
Grade: 11th
Time: 85 minutes Standard(s): CCSS.ELA-Literacy.RI.11-12.3: Analyze a
complex set of ideas or sequences of events and
Equipment: Quizlet posted, PowerPoint with Metacognition explain how specific individuals, ideas, or events
Strategies, Metacognition Strategies Document, Sutori Timeline, Exit interact and develop of the course of the text
Tickets, Popsicle Sticks with Student Names (California Commission on Teacher Credentialing,
2016).
Resources/Logistical Notes: Ensure the classroom is accessible to
Objective: 1) Students will explain the sequential
all students, and write the objective, date, and lesson title on the
events of Chp. 1-5 of Into the Wild and analyze their
board.
significance as it pertains to the development of the
story and previously discussed themes. 2)Students will
identify 1 academic and 1 social-emotion goal to
achieve for the year.
Quiz & Metacognitive Strategies
Making Conne ct ions
Something reminds you of something or someone you
have seen, read about, or experienced.

Class begins with an

Into the
the Wild Entrance
Entrance Quiz
Visualizing
When you see, hear, smell, touch or taste something
in your mind.

Asking Que st ions .

When you ask questions about the text as you read.

Following the quiz, I

S ummarizing
These events are important and are needed for the
summary of the story.
conduct a 15-minute
Clarif ying segment on Metacognitive
Pause and reread to help the text make sense. Use
clues in the story to hear you understand.
Strategies.
 Following the segment on Metacognitive
Timeline Strategies, as a class we reviewed the quiz
answers and discussed the timeline of events.

This Photo by Unknown Author is licensed under C

Individual Journal Prompt
Identify and
Finally, at the describe one
conclusion of the academic and one
timeline discussion, social-emotion goal
I assign the Daily you can you set for
Journal Prompt for yourself to ensure
the afternoon: future success and
 ———————————— ————————————
W hat would you change about W hat would you change about
today’s class? today’s class?

————————————
W hat would you change about
today’s class?
————————————
W hat would you change about
today’s class?
Exit Tickets
What is one thing you would change about
today’s lesson?
Participants
 Ms.
Morlock
Thank you for viewing my
presentation.
I hope to teach in a real
classroom soon!