Lesson Title - size 18 - California
CaliforniaStephanie RendleEDU 512Spring 2017Dr. Rachel TimmonsCalifornia Baptist UniversityTopics CoveredDirect Instruction: 10 Facts About CaliforniaConcept Attainment: What is a state?Generalization: States are in various locations but still have many similarities.Inquiry: Travel Patterns Among StatesVocabulary and Handwriting: Alphabet Book on California VocabularyTalk and Listening: Interactive Read Aloud “With Open Hands: The Story About Biddy Mason”Table of ContentsObjectives and Standards IntroductionStudent ListVocabularyLiteraturePoetryDirect Instruction Lesson Plan right6985Concept Attainment Lesson PlanGeneralization Lesson PlanInquiry Lesson PlanVocabulary Lesson PlanListening/Talk Lesson PlanWriting Lesson PlanAssessmentProfessional ReflectionObjectives and StandardsSocial Studies Standard4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. 3. Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity. 4. Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns. 5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation. 3.4 3. Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol).4.3 4.Study the lives of women who helped build early California (e.g., Biddy Mason).CCSS ELA Standard RI 4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. 4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.RF 4.3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 4.4. Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as SS ELD StandardCollaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topicsInterpretive5. Listening actively to spoken English in a range of social and academic contexts 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through languageProductive12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideasStructuring Cohesive Texts 1. Understanding text structureExpanding and Enriching Ideas 3. Using verbs and verb phrases 4. Using nouns and noun phrasesConnecting and Condensing Ideas 6. Connecting ideasELD Standard(s)EmergingCollaborative 1. Exchanging information/ideas: Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.2. Interacting via written English: Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.Interpretive5. Listening actively: Demonstrate active listening of readalouds and oral presentations by asking and answering basic questions, with prompting and substantial support.6. Reading/viewing closely: a. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial supportProductive10. Writing a. Write short literary and informational texts (e.g., a description of a flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.Expanding Collaborative1. Exchanging information/ideas: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.2. Interacting via written English: Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.Interpretive5. Listening Actively: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with occasional prompting and moderate support. 6. Reading/viewing closely: a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate supportProductive10. Writing: a. Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence using appropriate text organization.BridgingCollaborative1. Exchanging information/ideas: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.2. Interacting via written English: Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.Interpretive5. Listening actively: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.6. Reading/viewing closely: a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.Productive10. Writing: a. Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and independently using appropriate text organization and growing understanding of register. Introduction (edTPA Reflective Assignment)SLO 3.1: Content Knowledge/Instructional Planning: Candidates will create effective learning environments and develop meaningful learning experiences which have an emphasis on developing a deep understanding of content knowledge.Relevance:The course EDU 512 required the completion of a unit that included lesson plans, standards, objectives, assessments strategies, differentiation of instruction for struggling and advanced learners, and student participation and work. I created a unit on California for grade 3 and 4. I created various activities and lessons to meet the Common Core State Standards. The lesson plans that I included were direct instruction, concept attainment, generalization, inquiry, and several minilessons. The students were exposed to vocabulary, writing, oral presentation, technology, research strategies and many more. Throughout the lesson I explain the relevance and importance of the strategy chosen as well as differentiate the instruction for the struggling and advanced learners. Additionally, the unit allowed for the practice of creating and refining my lesson planning abilities. Link to Theory: The learning theories addressed within this unit were behavioral, information processing, and constructivist theory. Each theory allows the teacher and students to utilize various forms of learning strategies. The teacher facilitates the learning and the students are taught to integrate background knowledge with current learning. Throughout each lesson accommodations and variations are included to adapt the lesson for students with specific needs. The students benefit from the learning strategies because they are research based and proven effective. Direct instruction stems from the behavioral model of Skinner. The teacher models the expected content and the students and is useful in teaching processes or procedures that have clear steps, introducing vocabulary, and learning facts or foundational knowledge in a new unit of study. It is in the knowledge and comprehension levels of Bloom’s Taxonomy. Concept attainment was developed by Bruner, Goodnow, and Austin and later added onto by Hilda Taba. It is useful in teaching conceptual knowledge and supports developing critical thinking skills in the discrimination and deductive reasoning. Additionally, it utilizes analysis, evaluation, and application in the thinking process and Bloom’s taxonomy. Generalization utilizes the work of Kauchak and Eggan and stems from the constructivist and information processing theories. This theory holds that individuals can process the information and stimuli they receive rather than just storing or responding to it. It is intended for the students to think and reason with higher cognitive level skills. The teacher is actively engaging the students’ thinking processes by asking questions to draw conclusions. Thus, the students are using this model to utilize known information (synthesis), identify any patterns (analysis), and then assess the data to draw an overall conclusion (evaluation).The inquiry model falls under the constructivist and information processing theories. These theories hold that students can utilize problem solving skills to handle school and everyday life. Problem solving skills are not considered to be innate. Therefore, students must be systematically and frequently exposed to the problem-solving process to be able to reach higher levels of critical thinking. Professional Development: In the creation of this unit, I now have the tools and resources to prepare lesson plans that align with the Common Core State Standards. I linked my objectives with the standards, connected the assessments to the expected requirements, and aligned my strategies with research based theories. I now have the organization techniques and lesson models needed to provide students with the essential information and crucial experiences as growing minds. In reflection on my weaknesses, I feel that scaffolding my instruction for the focus students could be made clearer. I think that it is critical to initially establish a classroom that is safe and nurturing. I want my students to feel secure and that they belong to a community that promotes healthy communication and cultivates trust. I must understand that students’ backgrounds and life experiences will impact their readiness to learn. To create a healthy learning environment, I that that it is important to maintain empathy and patience. In my classroom, I will promote positive relationships, healthy self-talk, welcome all students, encourage conflict resolution. Creating clear procedures, modeling the effective attributes, and inspiring student’s involvement in the process will initiate the desired behaviors.I understand that a student’s prior experiences and interests are going to affect their present attention fundamentally in that they will have unintentionally created a bias based on previous encounters in life and with learning. For example, if a student’s previous teacher took no time to listen to how a student’s dad took him to a baseball game the previous weekend, the student may think that his new teacher has no interest in his personal life. However, if I take the time to listen and observe a student’s interests, I can refer to them when he is struggling with understanding a topic. Additionally, if I understand students’ prior experiences and interests, I can provide specific opportunities for students to practice and apply what they have learned within the real world. The students will then see that their education is vital in navigating life in the real world and they can engage in their community.Student List with Three Focus StudentsGeneral Student List with 3 Focus StudentsClass Size: 28GenderGeneral SES LevelGeneral Academic LevelEthnic PopulationDescribe Student Needs18 Boys15 on free lunchLow SES school4 high average, 6 low average, 8 on level11 Hispanic, 4 Caucasian,2 African American1 Asian1 Special Needs: ADHD2 504 plan6 ELL1 being tested for special education1 GATE12 girls8 on free lunchLow SES school4 high average,3 low average,5 on level7 Hispanic,4 Caucasian,1 African American2 ELL2 GATEEL Focus Student: ChristinaLow SES levelBoth parents workLow averageHas difficulty reading on level texts and writing on level(understanding content/English Vocabulary), communicates verbally in English with easeHispanicL1: SpanishPrevious Teacher: Academically low because of ELL needs. The student could not speak or write any English in the beginning of the year. He now is proficient in speaking English. Because of this, he prefers lessons that are visual and auditory because they are less challenging. Resource Teacher: Because the parents know English, they have the ability to work with the student, yet they show little effort in the homework and signoff sheets. The student manages to hold conversations with peers. Because he is becoming a fluent, everyday speech and classroom discussions are becoming easier. Student struggles with academic related vocabulary. She is developing basic writing skills but needs further instruction and assistance. Student would benefit from sheltered instruction in reading and writing. Current Teacher:Independent work with EL specialist, interactive peer work, focused attention and lessons geared toward academic and social target vocabulary, sheltered instructionInstructional Challenge Focus Student:AdamAverage SES levelAverage language proficiencyStruggles with organization and has a low retention rateCaucasianL1: EnglishPrevious Teacher: Struggled with organization, retaining information for long periods of time, minimal behavior disruptions. Current Teacher: Student has ADD. Has limited retention rate and struggles with writing and organization. In-Class Aide: Student interacts with others in class. Shows strengths in kinesthetic, auditory, and visual learning, but sometimes struggles because of his special need that interferes with instruction. Teacher assists in creating and maintain portfolios and learning logs to stay on task, keep track of work, reduce distractions, and provide routine. Advanced Focus Student:JennyHigh SES levelHigh average, Proficient in language,Strong comprehension and reading abilitiesLow abilities in public speakingCaucasian L1: English (Some Spanish spoken at home)Current Teacher: Reads at a 6th grade level. Is able to complete coursework efficiently and quickly. Needs help with fear of speaking in front of class.Previous Teacher:Has strong communication skills in writing and in unofficial settings. Student is a self-directed learner.Demonstrates higher level thinking skills, such as vocabulary.Benefits from auditory learning methods.GATE Teacher: Student is a strong writer and is reading above grade level. Demonstrates self-awareness and highly motivated. Student needs help with confidence in public speaking settings. VocabularyCaliforniaStateTravelQuailVacationGovernorInterstateBeachHollywoodSan FranciscoSacramentoDisneylandNew YorkMissionsNative AmericansAlcatrazForty NinesSutter MillPoppyRed Wood ForestGold RushMountainDesertCapitolBorderPacific OceanRegionJerry Brown17907001270000LiteratureThe 50 States by Gabriella Balkan and Sol Linero Pages 12-13Our Fifty States by Mark H Bockenhauer and Stephen F. CunhaCalifornia by Teresa Kennedy Pages 7-19With Open Hands: A Story About Biddy Mason by Jeri Ferriscenter9525PoetryHaiku:CaliforniaLimitless SunshineThe land of milk and honeyThe free Golden StateEDU 512 DIRECT INSTRUCTION LESSON PLAN RUBRIC Behavioral Model - 100 PointsThis rubric will be used to assess Direct Instruction lesson plans.Lesson Title - size 18Lesson Type - size 14 Lesson Number - size 12Clarity and ease of locating each lesson component is expected. Please download this form and fill it in for your lesson. Keep the headings and numbers for all sections as they are on this form. 1. MATERIALS/PREPLANNING (5 points)Materials - List all of the materials you will need for teaching this lesson. TextbookJournalVideoPowerpoint KWL ChartLibrary BooksVocabulary - List key vocabulary terms needed for this lessonSacramentoGold RushSutter MillGolden Gate BridgePoppyRedwoodPopulationGovernorLiterature - List supporting literature or reading materialsThe 50 States by Gabriella Balkan and Sol Linero Pages 12-13Our Fifty States by Mark H Bockenhauer and Stephen F. CunhaCalifornia by Teresa Kennedy Pages 7-19OBJECTIVE (10 points) The social studies objective will state the learning that the students will attain by the end of the lesson. Fill in the following objective for your grade level and unit topic.After the lesson on the facts of California students in grade 4 will list 10 facts both orally and in writing with accuracy.The Objective should be one complete sentence with the ABCD Components. State the objective in behavioral terms, as follows: A=Audience, 4th Grade B=Behavior, Students should list 10 facts about California. C=Conditions, Students should be able to list 10 important facts about California. D=Degree of accuracy needed to achieve the objective. 100% Accuracy State the cognitive taxonomy level (Bloom’s ) Knowledge (list), Comprehension, Application INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET List the standards met by this objective. Highlight in color the specific words in the standard that you are addressing.Social Studies Standard4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. 3. Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity. 4. Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns. 5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and SS ELA Standard RI 4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. 4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.RF 4.3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 4.4. Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as SS ELD StandardCollaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topicsInterpretive5. Listening actively to spoken English in a range of social and academic contexts 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through languageProductive12. Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideasStructuring Cohesive Texts 1. Understanding text structureExpanding and Enriching Ideas 3. Using verbs and verb phrases 4. Using nouns and noun phrasesConnecting and Condensing Ideas 6. Connecting ideasCollege and Career Readiness Anchor Standard CCSSedTPA Central Focus: Comprehension or Composition (see Making good Choices p. 30-32 and handout provided in class.)Language Demand Statement: edTPA p. 61Language Function Statement: edTPA p. 613. ASSESSMENT STRATEGY (10 points)The key question to ask: Can this objective be assessed and what will the student be able to think, say, or do when the objective is accomplished?Describe clearly how you would assess student performance in this lesson. Label your method of assessment as authentic, formal, or informal and the type of assessment tool used.Clearly state where/how this assessment will be kept (portfolio, grade book)Include a copy of the rubric, checklist, or other tool that will be used to assess each objective.We will assess this objective at the end of this lesson. Students will be able to list 10 facts about California. In their writing journal, students will first list their background knowledge on California through their KWL chart. After the completion of the lesson, the students will list their 10 facts, which will demonstrate how well they comprehend the material. I will include a checklist and a rubric. The checklist will be used as an informal self-assessment tool for the students to see if they have included all the aspects of the expected assignment. The students will be formally assessed after the completion of their list by using a rubric. The following check list and rubric will be used to assess their performance and the activity and grade will be kept inside their journal. Check List A clear and appropriate title.10 true facts in complete sentences.1 Complete and understandable drawingExcellent (5 pts.)Adequate (3pts.)Minimal (1pt.)Student illustrated 1 fact.Student wrote 9-10 true facts in complete sentences.Student wrote strong and descriptive sentences.Student presents clear illustration.Includes appropriate title Student illustrated 1 fact.Student wrote 6-8 true facts in complete sentences. Student wrote sentences with some description.Student does not include a title.Student illustrated 1 fact.Student wrote less than 5 facts in complete sentences.Student wrote very vague sentences with no description.Student does not include title. 4. LESSON OPENING/PURPOSE (5 points)Purpose: Clearly state how this lesson will benefit students. The purpose statement lets students know WHY you are spending time with this lesson. Today we will be learning about our state, California. The specific points that make California unique are significant in shaping our identities and constructing our purpose. Don’t we all want to able to actively participate in our communities? Because this is the state we live in, it is important to know key facts. We will go over some of California’s land marks, important cities, diverse cultures, locations on a map, and other fun facts. At the end of this lesson, you will be able to state key concepts about our state. State the purpose of the objective to students in a way that students will know what they will learn and WHY it is important.Mention the types of students you have in your class. (ELL, IEP, GATE, etc.) ELL:4 IEP:2 Gate: 45. MOTIVATION FOR LEARNING STRATEGY - Anticipatory Set (5 points)Describe what you will do to increase motivation for learning. Begin by doing something to get the students’ interest hooked into what you are about to teach. Ask leading questions. Ideas: Describe related activities or experiences they have had before. Remind them of previous learning that relates new leaning to prior knowledge. Ideas: Use artifacts, hands-on activities, photographs, costumes, hats, sounds, music, videos, books, etc.When the students first enter class, I will have a list of vocabulary words on the board. I will begin by having them guess what we will be learning about. I then would use anticipation guides. I would list some facts about California and I would have the students try to guess what is true and what is false. To begin the lesson, I would have the students get into groups of 3-4 and go through magazines to make collages of things that make California unique. They will then share their work with the class. We will then go over what we already know about our state and then what we want to learn. Provide Rationale for why you selected this strategy and link to this particular group of students.By getting the students to guess what we will be learning, they will be exposed to the vocabulary from the beginning. Using the anticipation guides will further stimulate background knowledge and will help direct the students to the big ideas and give them a purpose for reading. This will draw on their previous knowledge of the state and will be a fun and interactive way for them to become excited to learn more about the topic. Some students may know more than others and they can begin to interact with students who know less. Peer lead learning can seem less intimidating. Using these strategies, the students will realize they already may know many of the facts about California LESSON BODY: POST STANDARDS, RESTATE OBJECTIVE IN STUDENT TERMS, CHECK BACKGROUND KNOWLEDGE, PROVIDE INSTRUCTIONAL INPUT, MODELING, CHECKING FOR UNDERSTANDING, AND GUIDED PRACTICEPOST STANDARDSStudents demonstrate an understanding of the physical and human geographic features that define places and regions in California.Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity.Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.Post Standards in front of room where students can easily see them. Draw student attention to standards.RESTATE OBJECTIVE IN STUDENT TERMS After the lesson on California, you (students) will list ten facts about California with accuracy (both orally and in writing). CHECK FOR BACKGROUND KNOWLEDGE STRATEGYSDAIE-Tapping into prior knowledgeProvide a rationale for why it is important to check for background knowledge. Link to your specific class/group of students and their learning needs and styles.It is important to check the background knowledge of the students because it will engage the students and allow them to begin to organize the important facts. Because we will be learning about the state we live in, the students should have a good range of facts to draw upon. They will then be able to refine what is relevant and distinguish what is true. Ask the students to brainstorm what they already know about California. Place this information in the K (or What We Know) column of the chart. Have them think about what they saw in the video to help them get started if needed.Ask the students what they would like to learn about in regards to this subject. Write these in the W (What We Want to Learn) column. Save the chart to be used at the end of the unit to when the students will report on what they have learned in order to complete the L column. Use KWL Chart from 50 Literacy Strategies (Tompkins)Provide rationale for progress monitoring strategies you will use during each step of this activity. Explain your strategy for calling upon students in an equitable manner.I can monitor progress by listening to students’ responses and observing students’ behaviors throughout the lesson. If students are distracted or are having a hard time following along, I can call on them more regularly and give further help in discussing facts during group interactions. I will also make sure to call on the students who are eager to share so they can model the type of responses expected. I will use the concept of “think-pair-share” where the students can participate with one another and the whole class in discussing the topic and working on the important information. K (What we know)W (What we want to learn)L (What we learned)It is on the west coast.The state capital.It is next to the pacific ocean.The differing regions.It is one of the largest states.The year it became a part of the United States. It is where a lot of movie stars live.When was the gold rush?It has really nice weather. How big is it?What is unique about our state?Who is our governor?INPUT: Provide Comprehensible InputSDAIE-Modify use of text, use of technologyProvide a rationale for your selection of a strategy for providing comprehensible input for this lesson for this particular group of students/class. Through direct instruction I will elaborate on the topic, use modeling to show the expected sentence structure, and utilize visual cues to develop background knowledge and further engage the students. During the class readings, I will have the opportunity to discuss the important facts about California. There will be pictures in the books that will elicit background knowledge. The video shown will provide further use of pictures and oral elaboration. The use of groups will encourage peer on peer collaboration. Explain how your strategy incorporates EL student’s background.This strategy incorporates the EL student’s background by providing visual and verbal cues to stimulate background understanding. The EL students will have the opportunity to gain knowledge through the discussion, pictures, and video portions. Additionally, the interaction with their peers will introduce new vocabulary and further strengthen their language skills and interpersonal communication. Therefore, they will foster new facts about the topic and acquire new vocabulary to utilize in further education. (Ideas…select several of these or add your own ideas.) Go over vocabulary words which will be in the reading. List the key vocabulary words_________SacramentoGold RushSutter MillGolden Gate BridgePoppyRedwood GovernorView video clip: ___________________Read sections on California from the book entitled: The 50 States by Gabriella Balkan and Sol Linero Pages 12-13Our Fifty States by Mark H. Bockenhauer and Stephen F. CunhaPages 193-195Read sections from the book entitled: California by Teresa KennedySection: The Coast, The Mountains, The Central Valley, The Desert, Rivers, Lakes and BaysNote the following pages: 7-19Put a picture up on Power Point of each of _California on map, Golden Gate Bridge, poppy, quail, Redwood Forest, Hollywood and Los Angeles, _______________ for the students to look at as we read about them. See attached list of sample facts. Ask the students to give the facts they remember about California.California became a state in September 9, 1850.The Gold Rush began at Sutter Mill in 1848.California’s state bird is the quail.California’s state flower is the poppy.California’s state tree is the California Redwood.California’s state capital is Sacramento. California is the third largest state.California’s Governor is Jerry Brown.California has the largest population in the United States.California includes the highest (Mount Whitney) and lowest point (Death Valley) in the United States. Informally check for understanding: Discuss the facts on California. Be sure all students understand the facts by listening to responses, (using group pair – share strategy etc.) Explain here I will have the students get back into the groups they were in when doing the anticipatory activities and have each student share their facts and which ones they found to be the most interesting. While the students share, I will walk around the room and listen to their responses. If the students seem to be going off track, I will bring them back with a few statements or questions. Once the students are done sharing with each other, I will ask some open-ended questions to keep the conversations moving and bring about any other insights. MODELINGSDAIE: Demonstrations and modelingProvide a rationale for why you selected this strategy or manner of modeling the next lesson step for this class. By writing the facts on the board, I am modeling how the students should set up the sentence structure and the facts that they should be focusing on. Also, I could have other students come up and verbally articulate their favorite fact and then write it on the board. Having peer modeling will also help the students to see how to write their facts. I will want the students to keep their facts organized for their journals. To do this I will write the facts in a list format on the board and then show a corresponding illustration. In addition, I will show them my journal so they can see my expectations. If there are any students who will need further assistance, I can help them with whatever area seem to be tricky.Write the facts about California on the board as the students say them.Tell the student they are going to write these facts into their journals. They will illustrate at least one of the facts on California at the top of the page. Then they will write the title, “Facts about California” under the picture. Next, they will write ten facts about California from the list created above. Demonstrate each step by drawing/writing it on the white board as you describe it to them. Review simple sentence structure.Show the students a copy of what the page should look like. An example of the how the finished product in the student journal should look will be available to the students.TECHNOLOGYRationale: What technology did you use and how will it help EL learners gain understanding of the lesson standard?In the lesson, I used PowerPoint to show pictures as we discussed California. By using the pictures, the EL students could see what it is we were discussing. This would then give them a chance to relate it back to previous experiences. I will involve the EL students with visual aids to allow them to feel engaged and participate. Giving them the opportunity to visualize the important places and objects, will allow them to draw on their previous knowledge and ake new connections. I will also show a little video with just a few facts about California. By setting up another visual aid for the EL students, they will further be engaged with the topic. CHECKING FOR UNDERSTANDING/PROGRESS MONITORING EL/SDAIE: QuestioningProvide rationale for selecting a strategy for checking for understanding (Progress Monitoring) and guided practice for this group of students/class.I will go around the room and listen as the students discuss their facts with their groups. I will be able to listen to see if there are any misunderstandings and lead any further discussions that may arise. I will also be able to see their understanding through the facts that are written up on the board. As we discuss the facts together and as they converse with one another, I will be able to check for their understanding and progress. Ask several of the students to repeat the instructions they have been given.The students will first write a rough draft of their facts. Check on the students as they work.Continue to check for understanding of the facts related to California through use of questioning strategies both during and after the task is completed.GUIDED PRACTICE STRATEGYThe teacher will check for accuracy while students are working on assignment and provide written and oral feedback.Students will share their facts with their shoulder partner and edit for capitals and punctuations.Check each student’s work and edit as necessary before the students make their final copy. Be sure to check for spelling, punctuation, capitalization and sentence structure.Once their final edits have been made, the students will copy the final work into their journals. 7. CLOSURE EL/SDAIE: Questioning for reviewAsk students to share what they wrote for their facts. Ask them to show their pictures. Go back to the KWL chart and ask the students what they have learned about patriotic symbols that we studied today. Fill in the L section of the chart. Ask some specific questions about the symbols. (Example of questions might be how many star and stripes on the flag and why, what did Benjamin Franklin want to have as the national bird, where can they find the Great Seal).Call on some of the students to define the vocabulary terms. Learning facts about California.K (What we know)W (What we want to learn)L (What we learned)Q (What new questions emerged?) It is on the west coast.The state capitol.California’s state capitol is Sacramento.Where is Sacramento on a map? What things take place in the state capitol?It is next to the Pacific Ocean.The differing regionsCalifornia includes mountains, beaches, rivers, lakes, valleys, and desertsIt is one of the largest states.The year it became a part of the United StatesCalifornia became a part of the United States on September 9, 1850.It is where a lot of movie stars live.The year of the gold rushCalifornia’s Gold Rush began at Sutter Mill in 1848.Why is the Gold Rush significant to California’s history?It has nice weather.How big is it?California is the third largest state and has the largest population.What is unique about our state?California’s is the only state to host both the Summer and Winter Olympics. Who is our governor?Jerry Brown is the governor of California.Ask the students if anyone has anything to add about where they have learned about California.Remind the students about key elements of the facts they have listed and what they now have learned.8. INDEPENDENT PRACTICEProvide a rationale for the independent practice assignment/homework you have assigned based on what you know about this class. Once the students have completed the discussion and assignment in class, we will go over the take home assignment. The assignment will be for the students to find 2 more facts on California. Because of the extensive practice on writing the facts in class, the students will have a guide to follow on the expectations of sentence structure and acceptable facts. The students will also be instructed to find more pictures about California to add to their journals. The at home assignment should provide the students with further knowledge regarding California that we can go over as a class the following day. Assign the students the project writing 5 more facts for their journal. They will also be asked to look for more pictures to add to the journal. Tell the students that the work they do at home is to be done as neatly as was done in class today. They need to use good penmanship, correct spelling and sentences, and correct capitals and punctuation. The homework will become part of their journal on patriotic symbols to be on their desks for parents to see at open house.9. DIFFERENTIATION/ ADAPTATION OF INSTRUCTION Based on your fieldwork provide detailed description of three students and the adaptations for each student in the three areas in chart plete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your literacy instruction in this learning segment. As needed, consult with your cooperating teacher to complete the charts. Some rows have been completed in italics as examples. Use as many rows as you need. Consider the variety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment. For example, students With Individualized Education Programs (IEPs) or 504 plans With specific language needs Needing greater challenge or support Who struggle with reading Who are underperforming students or have gaps in academic knowledge Students with IEP and 504 plansIEPs/504 Plans: Number of Supports, Accommodations, Classifications/Needs Students Modifications, Pertinent IEP Goals Example: Visual processing 2 Close monitoring, large print text, window card to isolate text In each section do the following: Describe Student & include: StrengthsPresent levels of performanceWorking one grade level belowWeakness that you will supportGoing to have the student List and Describe 3 strategies from your texts that will aid each student’s learning. Provide page numbers and title of texts and/or attach a copy of the strategies to your lesson plan submission. Provide a rationale as to why you believe each strategy will be helpful for each student listed.AdamStudent has been diagnosed with ADD and has educational assistance for three years. He is able to stay on task and has minimal behavior disruptions. The student struggles with organization. Tompkins Lang Arts p. 58Portfolios: folders, large envelopes, or boxes that hold student’s work. Have the students decorate or label and then place them in a plastic bin for storage. Students date and label the items and place them in the portfolio. Students periodically add pieces to the portfolio and they should be placed in an area that they are easily accessible. Students usually choose the items but it is within guidelines the teacher has placed. The student can place the original or a copy. Portfolios are student oriented, focusing on their strengths, and reflecting on their strengths and weaknesses.Would allow the student to practice his organizational skills. By including a daily, weekly, and /or monthly inventory sheet along with an organizational folder, he would be able to keep track of his work, reduce distractions, and provide consistency. Could also provide a folder with individual color coded sections for differing subjects to maintain organization. Obenchain and Morris p. 214Timelines: Student focuses on the chorological order of events. The teacher can set limits on the breadth and depth, the incremented time (10, 20, 100 years), and preparing the information in a clear sequence. Allows the student the ability to the relevance of information being gathered and organize the events in order. Tompkins 50 Strategies p. 63Learning Logs: The student records information on what they are learning in the form of questions, summaries, and reflections. The students are encouraged to correctly use the words on the word wall and to use complete sentences. As the students writes in the log, they are able to reflect on new ideas and work on vocabulary. Learning logs would allow the student to keep track of what he is learning and his reflections at the time. Because of his disability, he may have trouble staying on task, and these would allow him the freedom to explore new ideas and they to go back and review the material. GwenThe student is very intelligent and motivated. She has many friends and socializes easily. Student struggles with language processing. She struggles with attaching meaning to sounds that form words. Tompkins Lang. Arts p. 166Word Wall: Hang a large sheet of paper on the wall. Introduce it to the students and write several key words preparing for the activity. After reading the material, ask the students to provide key terms and relevant phrases. The teacher could draw a small picture or provide a synonym next to the word. The students can then use the words for a variety of activities throughout the unit so the students become very familiar with the words. After the unit is over, the students write the words on small cards and attach them with a ring holder or piece of yarn. The words can then be referred to as needed. This would allow the student further practice using the words. Providing the visualization of a picture or a more simpler synonym could be useful in her being able to recognize the word. The note cards would allow her further independent review.Tompkins 50 Strategies p. 16Choral Reading: Teacher has the class read aloud a text or poem. The small group organization would include having the students break up into different small groups and take turns reading different parts out loud as a group. This provides valuable oral reading and listening practice. The student would become a more fluent reader in a nonthreatening group setting while simultaneously working on listening comprehension. Reading Interventions That Work (Savvy Teacher’s Guide) p. 36Mental Imagery: Improving Text RecallThe teacher begins by explaining that students can picture in their minds what they are reading if they can focus on the illustrations provided by the author. Then read through a short passage and have the students discuss what came to mind when they were reading. Then read aloud more passages and call on students to recall the images recalled. Keep repeating the process until students begin to have a grasp. Then as they are reading independently in the future point out and remind them to focus on the mental pictures brought to mind.This strategy could benefit the student because as she begins to read words and practice aloud the mental imagery, she could start to make the connections between word. This would provide further practice and could make reading a little more fun. Students with Specific Language Needs Language Needs Number of Supports, Accommodations, Students Modifications Example: English language learners with only a few words of English 2 Pre-teach key words and phrases through examples and graphic organizers (e.g., word cluster, manipulatives, visuals) Have students use pre-taught key words and graphic organizers to complete sentence starters Example: Students who speak a variety of English other than that used in textbooks 5 Make connections between the language students bring and the language used in the textbook In each section do the following: Describe Student & include: StrengthsPresent levels of performanceWeakness that you will supportList and Describe 3 strategies from your texts that will aid each student’s learning. Provide page numbers and title of texts and/or attach a copy of the strategies to your lesson plan submission. Provide a rationale as to why you believe each strategy will be helpful for each student listed.Christina:Extremely shy but once she gets to know someone she opens up and is very friendly. The student can speak but cannot read or write in English very well. 2Tompkins Language Arts p. 94Adapting the Writing Process (writing, vocabulary, verbal skills)Stage 1: PrewritingDrawing, “talk out” compositions with fellow student or teacher, brainstorming ideas and vocabulary with studentsStage 2: DraftingStudents dictate rough draft, reassure the students that spelling and punctuation errors are ok in this stage. Stage 3: RevisingHave student share work with trusted fellow student before sharing in a group, expect student to only make one or two revisions at firstStage 4: EditingFocus on only one grammar/usage error at a time, have students correct possible errors themselves on first page and then correct the rest with themStage 5: PublishingProvide opportunities to share with the class, don’t correct errors on final copyThis strategy will allow Christina the opportunity to practice her reading and writing skills in a nonthreatening way. She will be able to work on the writing process which further strengthen her ability to write coherent papers. She will also get to interact with her peers which will allow her to open up and allow her to become more outgoing. Tompkins 50 Strategies p. 4Alphabet Books (vocabulary, writing, content area)Construct 26 page alphabet book using technical vocabulary words to share what they’re learning during a thematic unit. Students choose vocabulary words beginning with each letter of the alphabet, write explanations, describe how word relates to topic, and add an illustration to extend the text. EL students are given the opportunity to review and refine understanding of content related words. Can also go back and reread the books as a resource. Obenchain and Morris p. 194 Juan:The student just moved to America and is new to our school. He is very enthusiastic to learn English and is very outgoing. He loves music and is always singing. He is able to recognize few words and phrases from watching television and listening to music. The student knows minimal oral and verbal English.Obenchain and Morris p. 172Music History (Public speaking, information processing, communication and collaboration)(NCSS-I Culture. II Time, continuity, and change. III People, places, and environments. V Individuals, groups, and Institutions. Creativity and innovation, communication and collaboration, information Literacy)Have students build a musical history time line of the twentieth century using a web based time line software. The students identify an event for each decade, select a photograph that represents that event, and select a song that alludes to the event.Allows students to engage in listening, comparing the musical experience to their other experiences, evaluating the connection to themselves, forming questions and seeking new meaning from the musical experience. Music is a cultural universal.Tompkins 50 Strategies p. 53Interactive Writing (Writing, Spelling, Content Areas, Collaborative Learning)The teacher and a group of students create a text and write it word for word on a piece of chart paper or on the board. The students take turns adding known letters and words, add the appropriate punctuations, and make sure there is the right spaces between words. It helps students construct words and sentence structure using their knowledge and how writing works. Can be used to rewrite a familiar story or facts, making KWL charts, writing poems, making posters, and writing predictions and responses to reading. Tompkins Language Arts p. 327Target Vocabulary SDAIE Strategy: Teaching vocabulary through reading and context: 1-reading aloud stories, informational books, and books of poetry. 2-Independent reading of interesting, age appropriate books at the student’s reading level. 3-thematic units where students can expand background knowledge as they develop concepts and related words. Teach useful words: use usefulness guides to determine which words are important to learn. The teacher should focus on the words definition, how to pronounce it, use it in a sentence, and how to spell it.Word learning strategies: 1-context clues: use context to infer meaning. 2- morphology: apply knowledge of roots and affixes to deduce meaning. 3- multiple meanings: consider alternate meanings of words. 4- dictionaries: check meaning. 5- cognates: recognize that English words may be similar to another word in their native language. This is an ongoing strategy that will allow the student to begin to independently analyze vocabulary words and use them in the reading assignments. The student is proactive and interested in learning and teaching his ways in which he can work independently will further his learning outside of the classroom. Students with Other Learning Needs Other Learning Needs Number of Supports, Accommodations, Students Modifications Example: Struggling readers 5 Leveled text, targeted guided reading, ongoing reading assessment (e.g., running records, miscue, conferencing) In each section do the following: Describe Student & include: StrengthsPresent levels of performanceWeakness that you will supportList and Describe 3 strategies from your texts that will aid each student’s learning. Provide page numbers and title of texts and/or attach a copy of the strategies to your lesson plan submission. Provide a rationale as to why you believe each strategy will be helpful for each student listed.Thomas The student is strong in math but has trouble with reading comprehension and writing skills. His reading and writing skills are below average.Reading Interventions That Work (Savvy Teacher’s Guide) P. 14 and 19Assisted and Repeated Reading:Assisted reading: the struggling student reads aloud while an accomplished reader follows along silently. If the student commits an error the helping reader corrects. Can be done by a peer, teacher, parent, grandparent, or tutor. Repeated reading: the student repeatedly reads through a passage and receives help with errors.These techniques give the student more practice and will improve fluency, accuracy, comprehension, and independence.Tompkins 50 Strategies p. 21 and RTI p. 33Clusters/ Main Idea Maps: Student makes a web like diagram in which the main topic is in the middle and words and/or phrases are written in “rays” drawn out from the circle. This could help in finding the main ideas of passages. Start by writing the title of the passage in the middle, if there is no title, ask students to come up with one. Then as each paragraph is read, the main idea is written in a box, which is numbered and written clockwise on the sheet.This strategy would assist in reading comprehension for the student. It would allow the student to practice finding the main idea of paragraphs. Doing the activity together allows the student interaction to learn techniques from their peers and adults. It would also assist in reading fluency and accuracy. The student would be able to further practice reading and organized writing with a visual representation of the ideas.JennyStudent is very intelligent and excels in her reading and writing. The student has a fear of public speaking and has an intense reaction when asked to speak in front of her classmates. Reading Interventions That Work (Savvy Teacher’s Guide) p. 36Oral Recitation: Have the students read aloud together the description of the concept so they can become familiar with the vocabularyThe students who are inadequate verbal communicators can practice verbally stating the descriptors in a group setting. The students can analyze vocabulary, contribute to the lesson, and demonstrate active listening.Obenchain and Morris p. 3Community Building: Have the students learn about one another in the beginning of the school year. such as interests, hobbies, strengths, and weaknesses. Leadership Bingo: Students must approach one another to fill up their bingo card. Each person can have a student sign their bingo sheet only once. The sheets can have anywhere from 9-15 squares and will ask questions on characteristics and corresponding academic questions. This will promote academic and personal conversations between the students. It fosters inclusion and helps the students feel more comfortable with one another. Having the students feel that they are being heard is important. From the beginning of the school year, the student can feel safe and comfortable in the classroom and with her peers. She could learn that there are other students who face the same struggles and they can support one another.Tompkins Lang. Arts p. 259 and 261Hot Seat: The students assume the persona of a character they are learning or reading about and then take turns being interviewed by their classmates. The students learn about the character, create a costume, prepare opening remarks, introduce the character, get asked questions, and then selects a classmate to summarize the important remarks. This would allow the student to take on the persona of someone else which could potentially be less threatening. It would give the student an opportunity to face her classmates as “someone else” and further practice her oral presentation skills. CONCEPT ATTAINMENT LESSON PLAN FORMCalifornia Baptist University School of EducationLesson Title - size 18 (Title should catch reader’s attention- Be creative ! )Lesson Type - size 14 Lesson Number - size 12 Note: Clarity and ease of locating each lesson is what is needed.MATERIALS/PREPLANNING (5 points)Materials must include examples and non examples of the concept being taught.BooksSocial Studies JournalVisuals/Photos of California Visuals/Photos not of California ComputerVocabulary – List key vocabulary termsStateUSABordersGovernmentCapitolLiterature – List supporting literature or reading materialsThe 50 States by Gabriella Balkan and Sol Linero Pages 12-13California by Teresa KennedyVideo Clip: . OBJECTIVE (10 points) Must contain the word concept – You should be able to know this lesson will be on developing a concept by reading the objective.Ex. After the lesson on the concept of California students in grade 4 will be able to state both orally and in writing the correct definition of California.Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)Today’s lesson will be “Composition” since students will be collecting information and organizing it to define “State”. It will be important for the students to use the appropriate tone and vocabulary when defining “State”. Hist. Social Science Standard4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. State Bloom’s Level on the Taxonomy in Bold Type Understanding/ComprehensionCCSS ELA Standard RI 4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.RF 4.3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphologyCollege and Career Readiness Anchor Standard CCSSRI 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.ELD Standard(s)EmergingCollaborative 1. Exchanging information/ideas: Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.2. Interacting via written English: Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.Interpretive5. Listening actively: Demonstrate active listening of readalouds and oral presentations by asking and answering basic questions, with prompting and substantial support.6. Reading/viewing closely: a. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial supportProductive10. Writing a. Write short literary and informational texts (e.g., a description of a flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.Expanding Collaborative1. Exchanging information/ideas: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.2. Interacting via written English: Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.Interpretive5. Listening Actively: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with occasional prompting and moderate support. 6. Reading/viewing closely: a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate supportProductive10. Writing: a. Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence using appropriate text organization.BridgingCollaborative1. Exchanging information/ideas: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.2. Interacting via written English: Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.Interpretive5. Listening actively: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.6. Reading/viewing closely: a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.Productive10. Writing: a. Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and independently using appropriate text organization and growing understanding of register. Language Demand Statement: edTPA p. 61Language Function Statement: edTPA p. 61ASSESSMENT (10 points)Note: A rubric would work well for this assessmentThis lesson will be assessed by the written definition in the student journal. The definition must include three descriptors and three examples of the term/concept State. Students will also be assessed informally by listening to their oral definitions of the concept of State.Excellent (3 points)Average (2 points)Poor (1 point)Student provided 3 accurate examples. Student provided 2 accurate examples.Student provided 1 example.Student wrote a clear definition including 3 essential characteristics.Student wrote a definition including 2 essential characteristics. Student wrote a definition with 1 or less essential characteristic.Student was able to provide an accurate oral definition.Student was able to provide an accurate oral definition with some degree of accuracy.Student was unable to provide an oral definition but it contained with some error.Student wrote complete sentences with little to no errors. Student wrote complete sentences with few errors.Student wrote sentences but with errors. 4. MOTIVATION FOR LEARNING ANTICIPATORY SET (5 points) Be creative!!!! Must motivate for learning!When the students come into class I am going to give them a blank sheet of paper. I am going to have students try and draw the shape of the state of California. I will have all the maps covered because I want them to try and pull it from their background knowledge. I will then have the students try and include the surrounding states and ocean. Also, if the students like, they can include any extra landmarks, cities, mountain ranges, rivers, ect. I will give them 10 minutes and then I will show the short video clip of “How the States Got Their Shapes” on California. We will then start the lesson of identifying California on a map. . PURPOSE (5 points)Boys and girls, today we will be learning about States. It is important to understand States because our country is made up of 50. We should be able to define what makes them individual entities and how to distinguish them on a map.LESSON BODY (35 points) Provide a rationale (justify reason) for using this lesson model. I will use this lesson model to demonstrate the term State because I can utilize the use of concrete examples to show what signifies the differing states and makes them distinguishable on a map. I am having the students move from just knowledge retention into concept attainment. Meaning, I am wanting the students to understand and utilize their knowledge. I will first do this through the demonstration of the key characteristics. I will then pull from the students’ understanding to demonstrate examples of non-characteristics. They will do this through the differentiation of what is and is not the state and then furthering their understanding and problem solving skills when they must find and evaluate examples on their own. Prior to starting the lesson body do the following: Restate the Objective in Kid termsAfter we are done with the lesson today you will be able to write and say aloud the definition of “State”. Mark SDAIE in bold type where it applies.Note: The Concept Attainment lesson has 6 steps. Follow them exactly as follows:Step One- Definition: (SDAIE- Target Vocabulary)The teacher must introduce the concept by name and define it. Give several key attributes of the concept that are age appropriate and scientifically correct! Today we are going to study the concept of State. According to the dictionary State means: belongs to the USA, has specific borders, its own government, and a capitol. Step Two - Examples:(SDAIE- Use of visuals) Bullet each example and leave space between each new example. The teacher must present (5 –6 ) examples of the new concept. This is a picture of California. It is a picture of California because it belongs to the USA, has specific borders, its own government, and a capitol. This is a picture of Alaska. It is a picture of a state because it belongs to the USA, has specific borders, its own government, and a capitol. This is a picture of Idaho. It is a picture of a state because it belongs to the USA, has specific borders, its own government, and a capitol. This is a picture of New York. It is a picture of a state because it belongs to the USA, has specific borders, its own government, and a capitol. This is a picture of Maryland. It is a picture of a state because it belongs to the USA, has specific borders, its own government, and a capitol. Step Three - Non-examples: Bullet each non-example and leave space between each new example.Give, 5 or so, non-examples with reasons why they are not examples of the concept.This is a picture of Disneyland. It is not an example of a state because, while it is in the USA, it does not “belong” to the USA, have specific borders (its borders can change if they decide to expand or close), its own government, and a capitol. This is a picture of a beach. States can have beaches. It is not a state because it does not belong to the USA, have specific borders, its own government, and a capitol.This is a picture of Canada. It is next to the United States with specific borders, has its own government, and a capitol but it is not a state because it is a country and therefore does not belong to the USA.This is a picture of a house. It does have specific borders and there are houses in the USA. It is not a state because does not have its own government and a capitol. This is a picture of the Earth. It is not a state because it is a planet. The USA is on Earth, it is not a part of the USA, does not have specific borders, its own government, and a capitol. Step Four - Mixed Examples: Bullet each mixed example and leave space between each new example. Present them and ask students to distinguish between them. Give 5 mixed examples with clear responses of why and why not.This is a picture of Hawaii. Is this an example of a state? It is an example of a state. Even though it is not connected to North America, it is a part of the USA, has specific borders, its own government, and a capitol.This is picture of Mount Rushmore. Is this an example of a state? It is not a state it is a memorial carved into the face of a mountain. It is in the USA but it is not a state. It has no distinguishable borders because it is a mountain, it does not have its own government, and it does not have a capitol. This is a picture of Los Angeles. Is this an example of a state? It is a city and is not a state. It is a part of the state of California which is a part of the USA, has specific borders, and its own government. Because it is a city, it does not have a capitol.This is a picture of Florida. Is this an example of a state? This is an example of a state because it is a part of the United States, has specific borders, has its own government, and has a capitol. This is a picture of the Great Lakes. Are they an example of a state? They are not an example of a state because they are bodies of water, They do specific borders and are a part of the USA, but they do not have their own government and a capitol. Step Five - Redefine Concept:(SDAIE: Performance based assessment, Check for Understanding)The teacher must ask students to define the concept in their own words. You should have given several clear attributes of the concept that students can easily repeat and write in their journals. Now it is their task to write the new term with the meaning and description in their journal under the vocabulary for this unit. They could also illustrate the term and give various examples and non examples. Let them be creative in how they enter the vocabulary terms. This will help them remember the vocabulary and make it useful for them.You could say: (Word this part according to the group you are addressing)Boys and girls, turn to your partners and say the definition of State in your own words. This is your chance to practice saying rehearsing these unique features. Be sure you both state the definition and give several good examples and state why they are good examples.Fully script 2 or 3 student responses.Student A: A state is a part of the USA. The United States has 50 states!Student B: California is an example of state because it has borders, its own government, and a capitol. Los Angeles is in California but it is a city, not a state. Student C: Another example of a state is Hawaii. Even though it is an island, it is a part of the United States, has specific borders, its own government, and a capitol. Now, have them write the definition in their own words in their journal.Next, please take out your journals and enter this term State.Then please write the definition in your own words and give several examples. Explain how a State is distinguished from other places. Lesson Step Six - Student Examples:(SDAIE: Performance Based Assessment, Check for Understanding) The teacher must ask the students to find or suggest additional examples of the concept to show their understanding. Students, now it is your turn to own this concept. You are the experts so your task is to find more examples. You could look in the books I have gathered in our classroom library or on the internet. You could look in magazines or if your parents have maps or books at home. You might find more examples at the public library or you could ask your parents if they have any ideas on how to further explain what identifies a State.Step Seven – Response to Learning the Concept:(SDAIE: Positive Affective Domain, Provide Comprehensible Input)Using the EL/ELA Standards State the expected response in the four language arts areas to learning based on the EL/ELA objectives and the Social Studies content of the lesson body.ELD Level Emerging Response to learning:Listening to presentationSpeaking when repeating termsReading if there is something written on the boardWriting- copying the sampleELD Emerging Response to learning:Listening SWBAT demonstrate active listening to read‐alouds and oral presentation, expressing ideas by asking and answering yes‐no and wh‐ questions to basic questions about California with substantial support. Speaking SWBAT evaluate language choices and analyze key words with substantial support when discussing California with peers and the teacher. Reading SWBAT interact via written English with peers on the writing project with short informational texts and technology when appropriate to describe ideas, phenomena, and the text’s elements as close to grade level as possible when reading about California with substantial help. Writing SWBAT write a short text about California independently or collaboratively with peers or an adult. ELD Level Expanding Response to learning:Listening SWBAT Contribute to the class, group, and partner discussions through active listening of the read-alouds and oral presentations, following turn-taking rules, and asking relevant questions, and answering questions about California with occasional prompting and moderate support. Speaking SWBAT Contribute to class discussions on California using expanded learned phrases and adjusted language choices according to the purpose, task, and audience with moderate support. Reading SWBAT Describe ideas, text elements in greater detail based on an increasing understanding of close reading in a variety of grade-level texts about California, with moderate support. Writing SWBAT Collaborate with the teacher and peers to write increasingly concise texts with complete sentences, using key words, and with growing independence. ELD Bridging Response to learning:Listening SWBAT Demonstrate active listening of read-alouds and oral presentations about California by answering detailed questions, with minimal prompting and light support.Speaking SWBAT Contribute to class discussions on California using expanded learned phrases and adjusted language choices according to the purpose, task, and audience with light support.Reading SWBAT Describe ideas, text elements in greater detail based on an increasing understanding of close reading in a variety of grade-level texts about California, with light support.Writing SWBAT Collaborate and independently work on writing longer and more detailed summaries of texts with complete sentences, exercising key words, and using experiences. 7.CLOSURE (5 points)Gather students at the discussion table or on the rug. It is now the end of the day and students are prepared to go home. Wrap up the learning with a chance for students to practice key learning once again. In this case it will be the new concept you have introduced. Provide something like the following dialogue:Boys and girls please come to our “talking circle”. We have much to discuss. Today we studied the concept of State. Now it is your turn to own this information. Do you remember what we discussed? Let’s practice saying what we have learned about State. Who would like to begin? Continue this dialogue until students have rehearsed their learning several times. End with each student stating the learning to the person next to him/her. 8. INDEPENDENT PRACTICE (5 points)Provide a rationale/justification for your choices. Assigning the students a task to take home provides students an opportunity to “own” the information when not in a formal class setting. They will have the opportunity to find their own examples and explore alternative research methods. It will be up to the student to think outside the box and provides an opening to apply self-responsibility. The students are moving beyond knowledge retention and are entering concept attainment. Meaning, they can utilize the knowledge to critically think about the examples and non-examples. Additionally, students can demonstrate what they have learned when sharing with their parents and siblings, giving them a sense of ownership and pride in their education. The teacher assigns the students the task of finding additional examples of the concept on their own. For example, students can look in books, library or computer for additional examples. The teacher clarifies what the students are to do with the additional examples of the concept that they identify. EX. Add to word wall, write on a 3x5 card and add to the file, enter them in the social studies journal on this theme and draw the picture and write a paragraph defending your choice. 9. ADAPTATIONS/ DIFFERENTIATION OF INSTRUCTION (10 points) Provide text pages and a short description of the strategy. Explain how strategy is helpful to your focus students and rationale for selection. (Obenchain and Morris 50 Strategies p. 17-18)An adaption for this lesson plan would be for learners in various stages. The teacher could utilize various visual and auditory examples to assist struggling to understand an abstract concept. For higher achieving students, the teacher could have them explore the same concepts but with more formal terms as well as examining examples with slight distinctions. Provide feedback for each of the 3 focus students on the work sample. (See edTPA for directions on feedback) pg 36ELL Learner – W/Few WordsDescribe specific feedback type to help learn the essential literacy strategyProvided the student with oral feedback during and after the lesson on his understanding and if he had any questions. The auditory feedback will allow the student to evaluate the vocabulary from an audible source and interact with myself or peers to identify and communicate any misunderstandings. This student would benefit from oral feedback because he comprehends few words. I would not overwhelm him with understanding written feedback on top of the written assignment. To further his learning I would provide flashcards so he could work on the vocabulary independently or with a friend.Student with low reading abilityWent over to the student’s desk during class and after the instruction, and provided help with understanding the material. Most of the instruction and lesson is visual and verbal so his reading ability will be supported through alternative learning strategies. I will provide verbal feedback to assure that he is understanding. I will also provide written feedback on his written journal so that he can identify his strengths and weaknesses with the sentence structure and information. Student with advanced literacy skills/otherI would provide written and formal feedback. I would have the student explore the same concept but see if she can take it even further. I would have the student consider other examples with slight distinctions or other models of the concept besides what is in the United States.Fill in chart below with additional strategies to support the learning or extend lessonWright TextRTI (Savvy) Description of strategyHow strategy is helpfulRationale for selecting & links to student/standards1. Oral Recitation (p. 38)Have the students read aloud together the description of the concept so they can become familiar with the vocabulary.Builds student interest by having them participate along with the teacher. It could provide struggling students a less formal approach when participating with peers.The students who are inadequate verbal communicators can practice verbally stating the descriptors in a group setting. The students can analyze vocabulary, contribute to the lesson, and demonstrate active listening.2. Keywords: A Memorization Strategy (p.28)A technique is which the students select a central idea (state), then recode the keyword as a mental picture and additional mental imagery to relate other important facts to the word. They can recall the key word by retrieving the related information.It will help students remember the concept by remembering the key words. If students have a hard time grasping the concept, they have other key words to utilize in the understanding of the material. It is an effective strategy when learning any new concept. It will prepare the students to take on more complex thinking strategies and encourage the students to come up with creative ideas and keywords. 50 Literacy Strategies1. All About…Books (p. 330)Students write about a single topic and include one piece of information and one illustration on each page. Students can revisit the information they have learned, illustrate the ideas, and combine them in a comprehensive manner.It would allow the students to further explore the idea of what is and is not a state. Students would be able to demonstrate an understanding and give clear examples of the essential characteristics. Oral Reports (p. 255) Students prepare a short oral report on what information they found at home. Students can work on their speaking abilities. It will give students who are struggling an informal avenue to work on their public speaking. It will give students who are higher achievers an outlet to show their work.It is way to provide students with practice with public speaking. It will be informal so the student cam grasp the information and gain confidence in their oral language abilities rather than fearing speaking to his or her peers. 50 Social Studies Strategies1. Clusters (p.21)Spider web like diagrams with words, phrases, or drawings written in rays coming out from the center circle. The center circle is the central idea and the rays are details and examples to complete the main idea. It is useful because it can provide a visual representation of the ideas and can help organize the differing characteristics. It is a way for the students to demonstrate their knowledge of the topic, ability to spell the vocabulary correctly, and provide illustrations if needed. Students who are struggling could find the alternative representation useful. EL learners could organize and remember unfamiliar words and include them each in its own cluster. 2. Book Boxes (p. 12)After the completion of a unit, students decorate a box and then include 3 to 5 objects that relate to the topic. As the students reflect on what to include in their boxes and then talk about the objects, the students become familiar with the vocabulary and how to use them in sentences. They are visual representations that enhance the students’ comprehension. It could be useful with EL learners and lower level readers because it could help identify vocabulary and build background knowledge. Technology Resources Find video, pictures, technologyVideo Clip: “The Fur Trade Shapes the West” INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET Students can see if they can fill in the states. It is will further their knowledge of the shapes of the states and could lead into learning the states’ locations and capitols. GENERALIZATION LESSON PLAN AND RUBRIC – 100 PointsRevised by Dr. R. TimmonsCalifornia Baptist University School of EducationLesson Title size 18Lesson Type size 14 Lesson Number size 12MATERIALS (5 points)List in bullet form, all of the materials you will need to accomplish this lesson. PowerpointJournalWhite boardCopyrighted materials must be credited according to APA standards.Vocabulary and definitions to be listed on the classroom whiteboard.State: belongs to the USA, has specific borders, its own government, and a capitol. Generalization: taking one or a few facts and making a broader, more universal statementData: facts and statistics collected together for reference or analysis.OBJECTIVE (10 points)The objective will state the learning that the students will attain by the end of the lesson. State the objective in behavioral terms, as follows: A=Audience, 4th gradeB=Behavior, Apply knowledge and develop generalizations about differing states C=Conditions, Students will understand the generalizations they have made about differing statesD=Degree of accuracy needed to achieve the objective. Students are able to generalize about differing states with a high degree of accuracyThe key question to ask: Can this objective be assessed and what will the student be able to think, say, or do when the objective is accomplished?Note: In this lesson plan, the objective will include the following words: finding generalizations that are supported by data. SAMPLE OBJECTIVE: After the lesson on using data to support generalizations, students in grade 4 will apply this knowledge and develop generalizations concerning the topic of differing states with accuracy.Central Focus: Comprehension or Composition (See Making good Choices p. 30-32.)This is composition because the students are using previous learned information to compose a conclusion. They will take facts that they have already comprehended and then will use them to make generalizations about differing states. It will be important that the students use accurate facts, active voice, proper grammar, and appropriate word choice when developing the generalizations. Hist. Social Science Standard4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. 5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.(State Bloom’s Level on the Taxonomy in Bold Type) Synthesis/ Evaluation/AnalysisCCSS ELA Standard RI 4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. 4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.RF 4.3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. 4.4. Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessaryCCSS ELD StandardEmergingCollaborative 1. Exchanging information/ideas: Contribute to conversations and express ideas by asking and answering yes-no and wh- questions and responding using short phrases.2. Interacting via written English: Collaborate with peers on joint writing projects of short informational and literary texts, using technology where appropriate for publishing, graphics, and the like.Interpretive5. Listening actively: Demonstrate active listening of readalouds and oral presentations by asking and answering basic questions, with prompting and substantial support.6. Reading/viewing closely: a. Describe ideas, phenomena (e.g., volcanic eruptions), and text elements (main idea, characters, events, and the like) based on close reading of a select set of grade-level texts, with substantial supportProductive10. Writing a. Write short literary and informational texts (e.g., a description of a flashlight) collaboratively (e.g., joint construction of texts with an adult or with peers) and sometimes independently.Expanding Collaborative1. Exchanging information/ideas: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, and adding relevant information.2. Interacting via written English: Collaborate with peers on joint writing projects of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.Interpretive5. Listening Actively: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with occasional prompting and moderate support. 6. Reading/viewing closely: a. Describe ideas, phenomena (e.g., animal migration), and text elements (main idea, central message, and the like) in greater detail based on close reading of a variety of grade-level texts, with moderate supportProductive10. Writing: a. Write longer literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and with increasing independence using appropriate text organization.BridgingCollaborative1. Exchanging information/ideas: Contribute to class, group, and partner discussions, including sustained dialogue, by following turn-taking rules, asking relevant questions, affirming others, adding relevant information, building on responses, and providing useful feedback.2. Interacting via written English: Collaborate with peers on joint writing projects of a variety of longer informational and literary texts, using technology where appropriate for publishing, graphics, and the like.Interpretive5. Listening actively: Demonstrate active listening of read-alouds and oral presentations by asking and answering detailed questions, with minimal prompting and light support.6. Reading/viewing closely: a. Describe ideas, phenomena (e.g., pollination), and text elements (main idea, character traits, event sequence, and the like) in detail based on close reading of a variety of grade-level texts, with light support.Productive10. Writing: a. Write longer and more detailed literary and informational texts (e.g., an explanatory text on how flashlights work) collaboratively (e.g., joint construction of texts with an adult or with peers) and independently using appropriate text organization and growing understanding of register. College and Career Readiness Anchor Standard CCSSRI 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.Language Demand Statement: edTPA p. 61Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding. P. 79Language Function Statement: edTPA p. 61The content and language focus of the learning task represented by the active verbs within the learning outcomes. Common language functions in the language arts include identifying main ideas and details; analyzing and interpreting characters and plots; arguing a position or point of view; predicting; evaluating or interpreting an author’s purpose, message, and use of setting, mood, or tone; comparing ideas within and between texts; and so on. ASSESSMENT (10 points)Describe clearly how you would assess student performance in this lesson. Label your method of assessment as authentic, formal, or informal.Clearly state where/how this assessment will be kept (portfolio, grade book)Include rubric, checklist, or other tool that will be used to assess each objective.How will this assessment be used? (part of final grade, to adjust teaching strategies, as part of a portfolio, etc.?)The following rubric would be used at the end of the lesson as a formal assessment strategy to monitor the students understanding of the material and as part of their journal. The assessment will be kept in the student’s writing journal on the unit. The rubric addresses multiple forms of evidence and analyzes the students’ literacy comprehension. This rubric provides a baseline to evaluate the student and can be altered if a special need arises. The rubric could be tweaked for students with special needs. It allows the students a little bit of fluidity because it addresses multiple forms of evidence. Additionally, if a student is really struggling, an informal assessment of oral recitation or student conference could allow for a very high potential of feedback. StandardExcellent GoodMinimal/UnsatisfactoryNCSS: InferringGeneralizing from dataGeneralizations were complete and accurate.Wrote 3 complete generalizations according to the dataSentences were complete and included little to no grammatical errorsIncluded illustration with each generalizationIncluded data chart in journal Generalizations were incomplete.Used some data to from generalizations.2 of the 3 generalizations were correctMostly complete sentences but some grammatical errorsIncluded some illustrations Included data chart in journalGeneralizations were not made using data.Used minimal data to form generalizations.Made random guesses about factsIncomplete sentences and many grammatical errors.Included no illustrationsDid not include data chart in journal4. PURPOSE (5 points)Have a clear definition in your own mind of the reason (the WHY) for teaching this lesson. Where does this fit into the overall curriculum?Fully script, in words you will use with the children, why it is important for each student to learn this lesson. How does this affect a student’s lifelong learning? Why will the student benefit from this learning?So, everyone knows we have been studying California and the definition of a state. What can you guys tell me about what we have learned about California?Perfect! Ok so now we are going to take that information and connect it to another state. New York is another state with many similarities and differences with California. It is all the way on the opposite side of the country. To further learn about California, it is important to analyze other states. We are all American and we can learn from one another. I think as we start to dive into some facts we already know about New York, you guys will be surprised at how much we have in common with our very distant fellow citizens and how we influence one another. 5. ANTICIPATORY SET/Motivation for Learning (5 points) You begin by doing something to get the students’ interest hooked into what you are about to teach. Ask leading questions. Describe related activities or experiences they have had before. Remind them of previous learning. Use artifacts, hands-on math or science activities, photographs, costumes, hats, sounds, music, videos, books, etc.I will start the lesson by asking if any of the students have been to New York or know any important facts about the state. I will then show a PowerPoint of where it is on the map and some of the important features. This will activate background knowledge and will begin to stimulate interest in the upcoming activity. LESSON BODY (25 points)Level of Thinking on the Cognitive Taxonomy: Evaluation, Synthesis and AnalysisJustify for your choice of strategies. I will use this lesson model to generalize about differing states because the students are able to draw conclusions using real life information. This model assist the students in furthering their skills in thinking and reasoning. The students can initially come up with the data and then examine the relationship to draw a conclusion. I, as the facilitator, can construct the questions so that the students can draw appropriate, accurate, and logical generalizations. This model will allow the students to use background knowledge to come up with new ideas (synthesis), identify patterns (analysis), and compare and contrast data to form an overall conclusion (evaluation).Note: The inducing-a-generalization technique helps pupils arrive at an explanatory generalization by applying their own logical thinking skills. The teacher begins by selecting a well-validated generalization and finding specific examples that support its truth. The learners are presented only with this evidence. They are challenged to develop an explanatory generalization that is consistent with the evidence. These steps are typically followed:Step 1. Pupils look at evidence the teacher has made available such as lists, data charts, artifacts, videos and science demonstration activities.The focus generalization is not stated. Just ask students to look at the evidence and think of information related to the generalization. Do not tell the students what ways the information might be organized. This is their chance to reflect and to think!Model ways to get started, as needed. For example:Class, what do you see about the things or the data we have in front of us? (script their answers)How do you think we might organize this information? (Student answers)Class, lets dive deeper. Let’s make two charts about what we know about California and New York. Let’s have this half of the class come up with facts about California and this half come up with facts about New York. Then we will switch and see if there is anything important that we left out. CaliforniaNew YorkMountains- Mount Whitney (highest Point), Mount Shasta, Mammoth.Central Valley- farmsDeath Valley- DesertRiver- Colorado RiverImmigrantsLots of sunny days2nd largest city- Los AngelesIslands- Chanel Islands, Catalina Freeway system Touches the Pacific OceanRiver- Hudson RiverLakesMountains- Adirondack MountainImmigrantsCold and snowy Largest city- New York CityIslandsUse subways and taxisOne of the first statesTouches the Atlantic Ocean Step 2. Pupils compare or contrast data, discuss and note relationships and general trends. Script the discussion.Some ideas are as follows. If necessary use Mind Talk (where teacher speaks out loud so students can follow the thinking) here to help them get started: Let’s see, what do we notice about the information we have? Give student answers.What can we say, in general about this information? (Ex. looking at data about clay boats, tin foil boats and plastic boats…I notice that the results for each type of boat are significantly different. What are some explanations for this? So what do we notice about the information provided? What similarities do we see? What differences?Student 1- They both have similar features like mountains, lakes, and rivers.Student 2- Immigration has been a big part of both states’ populations.Student 3- They both have the largest cities in the USA and they have sky scrappersStudent 4- New York Has no desert and the weather is differentStudent 5- They also have different accents and dialects.Student 6- There are different forms of transportation. Step 3. Finally, ask students to develop generalizations based on the Information discussed. Encourage them to analyze the data, then use their analysis to form an educated guess or hypothesis. Model as needed. Class, how do you think we could explain the relationships and general trends we see? Can anyone think of a way to say it? Script… (Ex. What have they learned about building boats, floating objects, etc?) Add several student responses and script the discussion. Is there anything we could say about how this could apply in a similar situation or in another place? (Ex. ….What kinds of boats are used to transport oil, coal, wheat, etc in our country or in the world).Ok so what can we generalize about these facts? Is there any relationships or general trends that you notice?Write the student’s generalizations on the board or on an overhead transparency as they think of them. Accept all that are suggested. In your lesson plan, be sure to script possible responses from your students.Add the list here.Bullet responses:Student 1- Even though we are on different sides of the countries we still have many similar geographical features.Student 2- Even though there are differences, I was surprised at how many things we have in common. Student 3- I think that it is pretty cool that we both have a high immigration population. Have students consider each of the proposed generalizations. Is each generalization supported by the data? Script this discussion.As we look back at our data chart what can we conclude? Are our generalizations supported by the facts?Student 1- They both have mountains, lakes and rivers. California has the sierra Nevada mountains, Mount Whitney, Mount Shasta. New York has the Adirondack Mountains. They also, both have lakes and rivers. However, New York does not have a desert like California does and the weather is different. So pretty much they have a lot of geographical similarities even though they are on opposite sides of the United States. Student 2- Both of the states also have the largest cities in the United States. California has Los Angeles which is second and New York has New York City which is the largest city.Student 3- They both have islands and both touch an ocean. So does our data prove our generalization? Student 4- Yes, we are on different ends of the United States but we have many similarities.Student 5- I think that its pretty cool to know that we can travel to other states and see many similarities as our own state with subtle differences. I want to visit New York now! 7. CLOSURE (5 points)Ask the students to state here, in their own words, what they learned about the use of data to form generalizations. It is here that you pull them back together as a class for a moment. Ask:What did you learn from the data today concerning Differing States?What have we learned about using facts/data/evidence to solve problems (generate new ideas, form conclusions, etc.)The issue here is to help students learn the PROCESS as well as to develop the PRODUCT. They should be able to express in their own words the learning they acquired.Ask them if they have any other comments. Script possible responses. Teacher should restate the learning one last time in another way. Fully script what you will say as well as possible student responses.As we’re coming to a close, what have we learned from the data today concerning different states?Student 1- California and New York have a lot of things in common. Student 2- We also learned that we can draw conclusions from comparing and contrasting data.Great! So what have we learned using those facts?Student 1- We learned that while states are different in many aspects, they also share many similarities. Student 2- I did not realize that we would have so many similarities. When I think of New York I think of a totally different way of life. I think that it is cool that we do share key features and I think that since we are both apart of the same country we share a connection, even though we are on different ends of the country.Does Anyone else have anything they would like to add when generalizing our data? Student 1- I’ve been to a lot of the geographical features we listed in California. Now I think that it would be interesting to visit other states that have similar features. Student 2- I’m interested in learning about other states similiarities and differences. Student 3- When I grow up I want to move to another states, I think that New York could be a great opportunity now that I know we have many similarities. 8. INDEPENDENT PRACTICE (5 points)Provide a rationale. Assign work that is to be done without your help,. (Ex. Now students can write in their journals about the ideas discussed. This can be an open ended writing that allows for further thinking. The list of generalizations will still be visible on the board or a chart and students cal also list them in the journal. Some will need the reference and others won’t need it at all but you have taken care of a diverse range of writers and thinkers. Assignment must be valuable and further support the learning stated in the objective.How will this assignment be assessed? Is the assessment tool/rubric included in the overall assessment plan?Where will the product/ homework assignment be placed? Will it be part of a journal, a portfolio, on display on the bulletin board, etc.? You must have a plan.Students, now you will have the opportunity to write the data down in your journals. I will leave it up on the board to copy, if needed. After you have listed the data in a chart, I want you to clearly write the generalizations. I want you to focus on using complete sentences and proper grammar.For our take home assignment, I want you to find another state in the United States, find a few facts about it, and then see if you can make any new generalizations. I would like you to come up with 2. To help convey your message, I would also like you to provide illustrations with your generalizations. It could be as simple as just drawing the states or you could try and get a little more creative. I am going to give you time now to start this research here in class with our books in our class library. You could use our school library, the public library, or the internet. You could also discuss what we learned with your family or friends and see if they have any ideas that are unique and important. Make sure the data you use is accurate and that your written generalizations are complete sentences and grammatically correct. When we come in to class tomorrow, we can share when we found. After several sessions of this type of lesson, students should be able to analyze another set of data and formulate generalizations on their own.Some other possibilities could include a journal entry regarding the process as well as the focus generalization developed, a reflection on the generalization itself, further research to support the generalization, forming additional questions of interest for further research.9. DIFFERENTIATION /ADAPTATION OF INSTRUCTION (10 points) How will you meet the learning needs of all students in the class? Provide specific strategies that might be used for each type of learner. Provide feedback for each of the 3 focus students on the work sample. (See edTPA for directions on feedback)ELL Learner – W/Few WordsDescribe specific feedback type to help learn the essential literacy strategyI will provide my EL students with additional assistance in their generalizations. I will go by their desks during independent practice and analyze their level of understanding. I will utilize oral feedback to make an assessment and then analyze their written feedback to assess comprehension. The students will be able to interact with peers and myself to identify and communicate any misunderstandings. I will leave the information on the board for them to copy and will provide additional time to complete the assignment if there is further confusion. Student with low reading abilityI will also stop by these student’s desks to check for understanding. The independent work will require reading and modifications can be made if necessary. The lesson was verbal and written so if he needs repetitious review, we can work one on one to guarantee comprehension. I will provide oral feedback and allow for bullet point generalizations and an emphasis on his illustrations when grading. The lesson is for the student to work on making generalizations and as long as he is comprehending the material, the written and reading information can be more minimal. Student with advanced literacy skills/otherThese students can focus on finding at least 15 facts for each stats and then write their generalizations in paragraph format. I would encourage them to be creative in their writing as well as their illustrations. Strategies to extend the lesson- Fill in chart below:Wright Text Description of strategyHow strategy is helpfulRationale for selecting & links to student/standards1. Prior Knowledge p. 40The teacher uses the student’s prior knowledge to help students comprehend what is being taught. Utilizing prior knowledge “in a meaningful context” increases the student’s ability to understand the topic. This is a comprehension strategy and it is going to be vital for the students to use to come up with the overall conclusion of the facts. For any struggling students, using background information connects the present topic with past experiences and understandings. I could explain to the student about other connections between related objects and then come up with a easy generalization. Using a less complex data comparison could address any confusion. 2. Question Generation p. 44This strategy has the students find the main idea or key concepts of a passage and then has them generate questions based on the information. This would be helpful for the advanced students. The students could extend the lesson by generating further questions regarding the generalizations we came up with.This strategy would be helpful in challenging the students who find the task to simple and need to be further challenged with a more complex task. 50 Literacy Strategies1. Venn Diagrams p. 129This strategy includes overlapping circles in which two ideas are compared and contrasted. The part of the circles that overlap are the similarities and the parts that do not overlap are the differences.This is a good visual aid representation of compare and contrast. If a student is struggling to find subtle similarities and differences, having a visual representation will be useful. The student can identify which part of the circle the information belongs and then analyze the relationship to construct an overall generalization. This strategy would be useful for the EL students and those with low reading comprehension. Clusters p. 21Spider web like diagrams with words, phrases, or drawings written in rays coming out from the center circle. The center circle is the central idea and the rays are details and examples to complete the main ideaThis would be another way of forming the data chart. The students could write the state in the middle and then the facts in the surrounding circles. It is another way for students to organize their ideas. This strategy would further assist students who are struggling in comprehension. It is an optional strategy for a visual representation of the data. The EL and struggling writer students could provide an organized structure with illustrations if they are struggling with vocabulary. 50 Social Studies Strategies1. Maps and Globes Using Google Earth p. 150Google earth is a virtual tool that allows students to visually see on a map the location, place, and human-environment interaction. Students can explore physical characteristics of states. This would be a useful visual aid for all students. They could see the similarities and differences between the two states they are analyzing. Having a visual representation of the states will engage students interests and provide an actual picture of the topics being discussed. 2. Virtual Fieldtrip p. 234The virtual fieldtrip allows students to virtually visit a location. The teacher can access this through websites and the students can engage in exploring “annotated collections of photos, streaming videos, brief lectures or performances, or an interactive video”. The students can engage in data gathering experiences to bring the information into the classroom in a visual and interactive way. This strategy could be a useful anticipatory set. It would be useful to stimulate imaginations, engage with technology, and introduce new places where students may never have the opportunity to visit. The students could go on a virtual fieldtrip of both states, discuss the facts, and then analyze the data. This would be a fun way to activate prior knowledge, engage students who have trouble with mental imagery, and assist EL students in a visual manner. Technology Resources Field Trip Website: with a variety of kid friendly maps:. THEORETICAL OVERVIEW (10 Pts.): Provide an overview of the theoretical basis for this lesson model and a rationale for why you have selected this content for this lesson model. Link your rationale to the specific lesson objective/standard cognitive level and corresponding descriptive words (i.e., evaluate, generalize).This lesson model utilizes the work of Kauchak and Eggan and stems from the constructivist and information processing theories. This theory holds that individuals can process the information and stimuli they receive rather than just storing or responding to it. It is intended for the students to think and reason with higher cognitive level skills. The teacher is actively engaging the students’ thinking processes by asking questions to draw conclusions. Thus, the students are using this model to utilize known information (synthesis), identify any patterns (analysis), and then assess the data to draw an overall conclusion (evaluation). (10 points) Structure of Knowledge Cognitive LevelRationale for using this Lesson Model in relationship to the cognitive level. Highlight/color the cognitive levels that fit with the Lesson and provide a rationale for your thinking.EvaluationThe students are comparing and contrasting information to form an overall conclusion about the data.SynthesisThe students are compiling information and utilizing background knowledge to come up with new information. They are composing lists and combing the similar and differing features of the states. AnalysisThe students are looking at the lists of data and identifying any patterns.ApplicationThe students are applying the knowledge they have already learned about California and any background knowledge on New York. They are then applying this knowledge to create a data chart. ComprehensionKnowledge11. ATTACHED STUDENT WORK (10 points) Attach the work you have assigned for independent practice. You must do the assignment just as if you were a student in your class. Use the appropriate paper, print, and line size suitable for the developmental level of the class.INQUIRY - MINI LESSON PLAN EDU 512Lesson Title Inquiry Mini Lesson Plan (Based on SIOP Model)Lesson Plan Title: Travel Patterns Among StatesName: Stephanie Rendle Date: 2/28/17 Grade Level: 3 Social Studies Content Learning Objective(s): What do you want all of the students (ELA/ELD) to be able to do as a result of this lesson? Objectives must be measurable.After the lesson on travel patterns within the United States, students will be able to explain orally and visually present on a poster why some states are visited more than others. ELA (Academic) Language ObjectiveStudents will be able to use knowledge of language and its conventions when writing, speaking, reading, or listening. (p.32)Students will acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being. (p. 34)ELD (Academic) Language Objective: Students will collaborate with peers by exchanging information, using various forms of communication, and offer supporting opinions. Students will listen when oral presentations are given, reading through informational texts, and evaluate and analyze how well the writers and speakers express themselves in English.Students will express information in an oral presentation with peers, write information to present, support own opinions, and apply appropriate vocabulary. Cog. Taxonomy/DOK LevelsComprehension, Application and AnalysisDOKLevel 1 (recall): report, identify, illustrateLevel 2 (skill concept): identify patterns, make observations, cause and effectLevel 3 (strategic thinking): support ideas with examples, identify research questions and design investigation, develop scientific model for complex situation, draw conclusionsLevel 4 (extended thinking): conduct project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results, analyze and synthesize information, Grade Level Content Standards:Standard: 3.4 3. Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol). ELA Language Standards for Grade Level Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Use knowledge of language and its conventions when writing, speaking, reading, or listening.Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.Demonstrate understanding of word relationships and nuances in word meanings.Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.ELD Standards (2014) for Grade LevelA. Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics 2. Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia) 3. Offering and supporting opinions and negotiating with others in communicative exchanges 4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)B. Interpretive 5. Listening actively to spoken English in a range of social and academic contexts 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language 7. Evaluating how well writers and speakers use language to support ideas and opinions with details or reasons depending on modality, text type, purpose, audience, topic, and content area 8. Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content areaC. Productive 9. Expressing information and ideas in formal oral presentations on academic topics 10. Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology 11. Supporting own opinions and evaluating others’ opinions in speaking and writing 12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideasCentral Focus Statement: Student will use research and investigation strategies to organize information about the travel patterns within the United States, important landmarks, and significant local features.Language Demand Statement: edTPA p. 75Students will use academic language (vocabulary, functions, discourse, syntax) to participate in learning tasks of learning about travel among the states through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding. Language Function Statement: edTPA p. 75The focus of learning about travel among states will emphasize the content and language represented by active vocabulary. The language functions of analyzing and interpreting, identifying main ideas and details, and comparing ideas within and between texts will be addressed in this lesson. MaterialsPoster paperCrayons and markersInternet accessLibrary timeJournalBooks on the states read in classThe 50 States by Gabriella Balkan and Sol Linero Our Fifty States by Mark H Bockenhauer and Stephen F. CunhaCalifornia by Teresa Kennedy Key Academic VocabularyState: belongs to the USA, has specific borders, its own government, and a capitol. Travel: go on a trip or journeyTravel patterns: understanding why tourists travel to destinations in order to maximize financial benefits for the location or particular regionTransportation corridors: modes of transportation such as highways, bus, or plane. Development usually occurs around corridors because they carry so many people.Tourism: travel for pleasure; also the theory and practice of touring, the business of attracting, accommodating, and entertaining tourists, and the business of operating toursResearch Based Learning Strategies (provide text chapters/reference) Prior Knowledge (Wright p. 40)Venn Diagrams (50 Literacy Strategies p. 129)KWL (50 Literacy Strategies p. 56)Maps and Globes Using Google Earth (50 Social Studies Strategies p. 150)Oral Reports (Tompkins Language Arts p. 255-260)Anticipation Guides (Tompkins Language Arts p. 224-225)Target Vocabulary (SDAIE) (Tompkins Language Arts p. 173 and 327)Word Wall (50 Literacy Strategies p. 139)Graphic Organizers: (50 Social Studies Strategies p. 38)Interview assignment (Tompkins Language Arts p. 258)Pre-Assessment: How will you determine prior knowledge?Anticipation Guides: Start by having the students conduct a survey with each other on the states that everyone has visited. We will construct a graph to see which states have been visited the most. The students will then be asked why they think some states are visited more than others. We will brainstorm to get ideas in regards to tourism, travel patterns, and transportation corridors. Motivation Strategy: How will you catch attention of students and focus their minds on the learning goals? “We’ve started with the where. Now, let’s start to investigate the WHY?”The students will be put into groups and asked to research tourist attractions and transportation corridors of the most visited states. They will pick one state and create a poster of their findings. They will then present their finding to the class. Real World Connection: How are learning goals relevant to students’ lives?Learning the relevant information is important to the students because they will start to understand the important features of states. They will begin to realize how differing states have distinctive local and national landmarks. Students will also begin to see how traveling within the United States can enhance a sense of community and develop an understanding of the similarities and differences that make individual states unique. Students can learn about destinations and then develop a desire to travel there in the future. All strategies will be research based and from one of the texts. Please provide reference for each.Teacher: Presentation/ Learning Activities (Strategy Steps) (includes language and content objectives, comprehensible input, strategies , interaction, feedback. Use bullet points in each of the three areas below.Activate Background Knowledge Teacher will provide students with a survey about what states they have visited.Anticipation GuideTeacher collects the data and creates a graph from the information. Ant. Guide cont. (Formulating Hypothesis) Teacher brainstorms with students as to why some states are visited more than others. Target Vocabulary/Word Wall Go over target vocabulary words and add them to the word wall.Have students get into groups of 4-5 (Collaboration). Explain that the students are now to begin their own research to support our hypothesis. (Collecting Data)They can use the internet, our class and school library, previous lessons from journal, and the books we’ve read on the states. Write important research questions on the board for students to refer to. Are states popular because tourist attractions?Examples of transportation corridors in the most visited states. Modes of transportation.Teacher gives students time to research the questions.Teacher circles room to clarify any misunderstandings and help any students (Check for Understanding SDAIE).Explain that the students are to pick one state that they’ve researched and create a poster to present their findings. Teacher will also explain rubric expectations (Evaluating and Analyzing Data) Everyone must say at least one sentenceIs there enough information collected (at least 5 reasons)Is the poster creative and interesting?Use at least 2 visuals and refer to them during presentationSpeaker must maintain eye contact and speak loudlyFellow presenters stay quiet and listen while speaker talksTeacher allows students to practice presenting their poster to become familiar with what the students want to present. Teacher walks around room observing rehearsal and makes comments for improvement if needed (Tompkins Language Arts p. 259)Teacher can answer any questions or correct any mistaken informationHave the students orally present informationevery student must say somethingELD Standards:Collaborative (engagement with others)Students will exchange information during anticipation guideStudent will interact with others during group work in various ways (oral and verbal)Student will offer opinion Interpretative (comprehension and analysis of written and spoken texts)Student will actively listen to English during class discussion and group work in a range of contextsStudent will read informational texts and view multimedia to determine meaning of the conveyed informationStudent will evaluate how well the writers and speakers used language to support the researched ideasStudents analyze how well the writers and speakers use vocabulary and other language resources for specific purposes Productive (creation of oral presentations and written texts)Student will express information and ideas in an oral presentation on the academic topic (Travel patterns among states)Students will write information on poster to present and explain ideasStudent will support own opinion in speaking with othersStudent will select and applied the correct vocabularyStudents: Practice and ApplicationNote meaningful activities, interaction, strategies, practice and application, feedback in each of the three areas below.Students will use the survey to ask each other about what states they have visited.Students provide teacher with the data they collected.Students discuss with teacher why they think some states may be visited more than others.Listen as teacher defines and discusses vocabulary and then participate in adding them to the word wall. (ex: adding illustration or synonyms to help with understanding)Students get into work groups.Students listen as the teacher explains what they are going to be doing.Students write down important research questions so they know what to look for.Students work together to find the information. Students pick one state and create a poster.Students listen as teacher explains the expectations for the poster and during oral presentationStudents practice presenting their findings to become familiar with the information. Students present their poster to the class. Collaborative (engagement with others)Student will participate with the class discussion and collaborate during the group workStudent will interact and offer opinion during both opportunities to practice oral communicationInterpretative (comprehension and analysis of written and spoken texts)Students will listen to peers’ opinions and shared experiences during class and group discussionsStudents will read informational texts, determine meaning, and evaluate the author’s ability to convey supportProductive (creation of oral presentations and written texts)Students will help create a poster Students will present the poster with his or her group and in front of peersStudents will support ideas and use correct vocabularyReview and Assessment: What specific assessment tools are being used?Before the students begin their group research and poster, I will clarify my expectations for assignment. These will include:?Everyone must say at least one sentence?Is there enough information collected (at least 5 reasons)?Is the poster creative and interesting??Use at least 2 visuals and refer to them during presentation?Speaker must maintain eye contact and speak loudly?Fellow presenters stay quiet and listen while speaker talks I will ask if the students have any questions regarding what it is that I will be grading on. I will give the students a rubric and keep the research questions on the board for reference. This will eliminate the mystery of assessment and allow students to clearly understand the expectations. Additionally, as I walk around the room, I will be conducting an informal assessment and observe the students. Rubric Attached in BackEL and Learning Disabled Students Rubric:Student Reflection: How will you provide for student reflection on learning?Think pair share: students were able to share with their partners. (Helps them to value their learning)(Reflect on research printables) students with a Self-Evaluation form to self-reflect. Students can take it home and think about what and how they researched their state.This would be included in their portfolio so they have the opportunity to go back and see what they could do better when we have upcoming presentations or similar type lessons. Teacher ReflectionWhat do you anticipate to be a problem for specific students in completing either objective? ELD ObjectiveEL students could struggle with understanding the information being researched. They could struggle with identifying key facts, recognizing vocabulary, and then applying the information to the poster and presentation. Because of the language barrier, I anticipate the EL students struggling with the oral expectations. They would most likely struggle with expressing their ideas and, possibly, maintaining confidence. Content ObjectiveStudents may struggle with the research aspect. They may have trouble finding the relevant reasons why some states are visited more than others. Additionally, because it is a group project, some students may not participate or will distract others in the group. What would likely go well? Why? Because students are working in groups, advanced students can assist the struggling students. This project will be an extension of previous knowledge and I anticipate the students enjoying the research. They have the freedom to really dive into the material and discover fun facts about states. In what area(s) would you like to develop more proficiency?Students will benefit from a lesson on research. They most likely have had to do some sort of research before, academically or socially, so expanding on their knowledge would improve their proficiency in finding accurate and relevant information. Students will also benefit from an emphasis on “group” work. Therefore, some explanation on delegating parts and fulfilling our peer’s expectations could assist the students in a successful group experience. What theory or theorists would most strongly support use of this strategy?This strategy falls under the constructivist and information processing theories. These theories hold that students can utilize problem solving skills to handle school and everyday life. Problem solving skills are not considered to be innate. Therefore, students must be systematically and frequently exposed to the problem-solving process to be able to reach higher levels of critical thinking. Attach copy of student workWebsites about Travel Patterns: will be hung up in the room for students to compare findings. The self-reflection worksheets will be completed at home and then included in the student’s portfolio for later reflection. Extension: Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer.The next steps would be for students to “begin inquiry anew” (50 Social Studies Strategies p. 34). Students can identify any new questions that have risen from their research. This lesson could lead into an interview assignment (Tompkins Language Arts p. 258). Students could be asked to interview someone who has traveled to one of the more frequently visited states and ask questions regarding: (50 Social Studies Strategies p. 35)Date traveledHow they got thereWhat sounds they heardHow long the trip tookWhat they ate and how it tastedHow the destination lookedWhat they smelledAlso, questions regarding houses, farms, factories, and retail spaceAdvanced students could further investigate any issues or interesting concepts. They could cross reference the interviewees accounts with researched information and write a report on their findings. EL students and students with learning disabilities could still conduct the interview but with the help of peers, the teacher, or an adult. They could then come up with a graphic organizer to display their findings and use a Venn diagram to compare and contrast the interviewees accounts and the researched material. Students could utilize illustrations or find pictures from the internet to further express any ideas they feel are relevant. (Venn Diagram: 50 Literacy Strategies p. 129)(Graphic Organizers: 50 Social Studies Strategies p. 38)Strategies to extend the lesson- Fill in chart below:Wright Text Description of strategyHow strategy is helpfulRationale for selecting & links to student/standards1. Question-Generation p. 44Students locate the main idea of a passage and generate questions based on the information. Sometimes the main idea is explicitly stated and students can be taught to locate it and underline it. Sometimes the main idea is implied rather than just stated. With this way, the students must find the key facts first and then they can summarize the main idea. Then have the students practice writing a “gist” sentence. This is when the students are given a paragraph with an implied main idea. Student then identify the key facts and summarize the main idea. Students may have to draw from different sections of the passage. Students are then to come up with constructed questions about what they are reading. The teacher can put up a list of “signal words” (who, what, where, when, why, and how). The teacher then gives the students selected practice passages. Students are taught to boost their comprehension of unfamiliar passages. When students are researching about something, they may have trouble finding what the main idea of the source is. If the students are taught to quickly find the main idea, they will be able to discern if the resource is one that is going to help them find what they are looking for. Struggling students would benefit from the additional practice. EL students would also benefit from the additional practice and the further exposure to written language. 2. Text Lookback p. 52Students are taught the difference between lookback and think questions. Lookback questions are ones that the students can find right in the text. Think questions are questions that require the student to give their own opinion, belief, or idea. The teacher provides the students with practice passages and then highlights the word clues to indicate a think or text lookback question. The teacher also teaches the students about “skimming”. This strategy includes: read the question carefully and highlight the section that tells the reader what to look for, look for titles, headings, or illustrations that might tell the reader where the information may be, and look at the beginning and end sentences on the individual paragraphs to see if that paragraph might contain the desired information. Helps students to boost their recall by looking back through the text for important information. Student will be able to go back to their sources and find the important information more quickly. This strategy would be helpful for every student. Looking back through a text is an important part of research and knowledge comprehension. Struggling students would benefit from learning how to organize their thoughts and a methodical approach to understanding the important information in a passage. EL students would get additional practice with English and grammar. They would benefit from further instruction in comprehending what they are learning. Advanced students may already do some form of this. If they do not, this strategy could enhance their research skills. 50 Literacy Strategies1. Venn DiagramThis strategy includes overlapping circles in which two ideas are compared and contrasted. The part of the circles that overlap are the similarities and the parts that do not overlap are the differences.This is a good visual aid representation of compare and contrast.If a student is struggling to find subtle similarities and differences, having a visual representation will be useful. The student can identify which part of the circle the information belongs and then analyze the relationship to construct an overall understanding of the information they are researching. The student would then be able to apply this to the question and analyze if the information is useful to the inquiry question. This strategy would be useful for the EL students and those with low reading comprehension.Data Chart p. 31Grids that students make and use as a tool for organizing information. They can be used to compare information, can be divided into 4 or more subtopics, can be used to record information about a topic, and organize information for a report. Students first design the data chart. Characteristics are usually placed along the top and examples in the left column. The students then create the skeleton chart before filling in the information. Students then complete the chart by adding words, illustrations, sentences, and/or paragraphs to fill in the information discovered. This strategy is helpful in assisting students organize their research findings. Students will also be able to stay on track if they know exactly what they are looking for. Student can think of exactly what they are looking for and then they will not be confused when they participate in the research. Additionally, since students are working in groups, everyone can take a part and add to the group data chart. The data chart could then become part of their visual aid for their presentation. Students who struggle with reading, writing, and comprehension would benefit from this strategy. This strategy would assist students who have trouble staying organized or on task. Additionally, students who do not participate well in group activities can take one part and work on their own. 50 Social Studies Strategies1.WebQuest p. 239This strategy uses the internet as a self-paced scavenger hunt. It uses primary sources, interactive maps, news information, dictionary definitions, and worksheets. The teacher provides the home page. This page includes an introduction, the task, the process, at least one evaluation, the conclusion, and the resources. Students introduced to a problem or inquiry and then given a specific task to complete. The process is included to guide the steps and a time line to follow. The resource page provides students with a large list of teacher approved websites to complete the required task. Encourages student inquiry and higher level thinking. It is a useful tool to organize the abundance of information on the internet.The timeline aspect of the process allows students to work on their time management skills. Struggling students who need more direction are given a step by step process and time as to when things should be done. This could potentially be helpful for ADHD and El students.Advanced students could utilize the resources given to further explore the topic and learning objective. It allows for organization and provides assistant to struggling learners. 2. Questioning p. 191.Students are given a significant educational experience (interview, field trip, guest speaker, survey). 2.Students begin to learn new information and it is expected that students will begin to have questions when doubts and uncertainties arise that may conflict with prior knowledge. 3.They then write their questions or issues in a classroom Smart Board and circle it.4.Students then create a web from the circle and include circles with lists of ideas that they would like to explore. 5.Students place a circle around the idea and connect it to the center circle with a line.6.The students are then to rework the idea into one of the levels of questioning on the cognitive taxonomy chart until all the ideas represent all the six types of questioning (knowledge, comprehension, application, analysis, synthesis, and evaluation).7.Students can use other space on the Smart Board to take notes on possible answers. This strategy is helpful in higher level thinking. It builds on first attaining knowledge, which leads to comprehension, and then to analysis. Students will be able to not only receive information (direct instruction) but also utilize higher level questioning and thinking. This strategy will stimulate the curiosity of both advanced and struggling students as well as encourage improvement. Higher level questioning will facilitate discussions and allow all students to participate.Advanced students can ask abstract and difficult questions. Struggling students can ask general and easier questions. As students begin to question, they will have the opportunity to begin to think about the answers. Technology ResourcesTourism Websites: Rubric: or create webquests: Studies Vocabulary and Handwriting MINI LESSON PLAN Lesson Title Mini Lesson Plan (Based on SIOP Model)Lesson Plan Title: Alphabet Book on California VocabularyName: Stephanie Rendle Date: March 14, 2017 Grade Level: 4 ELD Objectives: What do you want students to be able to do as a result of this lesson? Include academic language and vocabulary objectives. Objectives must be measurable.After the minilesson on vocabulary, students in grade 4 will be able to independently create pages from an alphabet book by defining the word, writing a sentence, and creating an illustration that connects to California with 100% accuracy. ELD Language Objective: p. 66-67Students will collaborate with peers by exchanging information, using various forms of communication, and offer supporting opinions. Students will adapt language choices to various contexts when defining vocabulary on California.Students will write an informational text and illustrate understanding to describe and explain ideas and information.ELD Content Objective: Student will support own opinion and apply various and precise vocabulary to effectively convey ideas on California. Students will use appropriate and domain-specific vocabulary on California to complete definitions and illustrations for alphabet book. Cog. Taxonomy/DOK LevelsKnowledge, Comprehension, Application, Synthesis, Evaluation (Creating)DOK LevelsLevel 1 (recall): identify, illustrate, defineLevel 2 (skill/concept): compare, infer, interpretLevel 3 (strategic thinking): apply a concept in other contextLevel 4: design, create, connectELA Language Standards for Grade Level p. 31-341. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).ELA Content Standards for Grade Level W. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.d. Use precise language and domain-specific vocabulary to inform about or explain the topic. ELD Standards (2014) that applyA. Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)B. Interpretive 5. Listening actively to spoken English in a range of social and academic contexts6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language C. Productive12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideasCentral Focus Statement: Students will choose suitable vocabulary words relating to California beginning with each letter of the alphabet. For each page of the alphabet book, the student will write explanations describing the word, how it relates to the California, and will add illustrations to extend the text. Language Demand Statement: edTPA Students will use academic language (vocabulary, functions, discourse, syntax) to participate in the writing task that demonstrates their disciplinary understanding of vocabulary. Language Function Statement: edTPAThe focus of learning about California is to emphasize the content and language represented by active vocabulary. Students will use the language functions of defining key terms, using complete and appropriate sentences, providing examples, and comparing ideas with others. MaterialsButcher paperIndividual Construction PaperMarkersCrayonsColored PencilsJournals/Learning LogsDictionariesAlphabet Books (for reference)Books on CaliforniaThe 50 States by Gabriella Balkan and Sol Linero Our Fifty States by Mark H Bockenhauer and Stephen F. CunhaCalifornia by Teresa Kennedy Key Academic VocabularyAlphabet Book MissionsCalifornia Native AmericansState Alcatraz Travel Forty Niners Exciting QuailVacation KnowledgeInterstate Red WoodImmigrants Gold RushQuail MountainUmbrella Desert Beach Capitol Hollywood BorderSan Francisco Pacific OceanLos Angeles Golden Poppy Sacramento Sutter’s MillDisneyland Jerry BrownResearch Based Learning Strategies (provide text chapters/reference) Alphabet Books (50 Literacy Strategies p. 4-5)Prior Knowledge (Wright p. 40)Target Vocabulary (SDAIE) (Tompkins Language Arts p. 173 and 327)Word Wall (50 Literacy Strategies p. 139)Learning Log (Language Arts Tompkins p. 190)Minilesson (50 Literacy Strategies p. 74)Brainstorming (Language Arts Tompkins p. 26-27)Writing Process (Language Arts Tompkins p. 85)Pre-Assessment: How will you determine prior knowledge?We will go through some examples of alphabet books so that students get the idea of what it is we will be doing. Then, as a class, we will go over our word wall. We have been adding to the list throughout the unit. Students have added definitions, synonyms, and illustrations to assist in the comprehension of the various vocabulary. Words that are confusing have been frequently represented by students in their journals and learning logs to further understand meanings. Motivation Strategy: How will you catch attention of students and focus their minds on the learning goals? Students, we have gone over some published alphabet books. Let’s see how well we can do making one of our own. We have been going over so many facts and ideas in relation to California. We are going to each choose a letter and make a page of the alphabet book. We will then bind our pages together and publish it for everyone to use as a resource.Real World Connection: How are learning goals relevant to students’ lives?Students have been learning about California and other states throughout this unit. They will now have the opportunity to synthesize the information and get creative. Using the vocabulary in a variety of aspects will expand the students understanding through meaningful experiences. Students are talking, reading, and writing about the vocabulary. They are making connections between words and big ideas as well as comparing their perceptions with others. All strategies will be research based and from one of the texts. Please provide reference for each.Teacher: Presentation/ Learning Activities (Strategy Steps) (includes language and content objectives, comprehensible input, strategies , interaction, feedback. Use bullet points in each of the three areas below.Modeling/Prior KnowledgeTeacher examines professionally published alphabet books with students Teacher allows for short discussion and any questionsReview (Preperation)Go to word wall and review each vocabulary word. Emphasize any consistently confusing vocabulary and remind students of important illustrations.Prepare an alphabet chartThe teacher will write the letters in order on a long piece of butcher paper, leaving space for several words beginning with that letter. Brainstorm with the students to come up with words realting to California to fill in the alphabet chart.Remind students to consult the word wall, books, journals, learning logs, dictionaries, glossariesInteractionTeacher and students write the appropriate words next to the letters on the alphabet chart as students come up with themHave students choose a letter for their pageTeacher will post a signup sheet (only 2 students per letter and student must choose 2)Explain to the students that they should consider which word they can best explain through writing and artExplain to the students that they must choose 2 different letters and 2 different words than their classmates and sign up for those words’ letters. Design the page format (Modeling)Go over the format of the pageExplain where the letter, the illustration, the definition, and the sentence will goUse the writing process to create the pagesExplain to students that they will draft, revise, and edit their pages. They will then make final copies and add illustrations. Compile the pages.When the students are done with their pages, we will put them in alphabetical order I will collect everyone’s pages, make copies, and bind a book for every student to keep as a resourceAcademic Language Development: (How will this happen in the following three areas?) Collaborative (engagement with others)Student will engage with teacher and peers when collaboratively discussing potential vocabulary to match the letters.Students will interact with peers during brainstorming (communicative) and revising steps (written).Student will adapt language choice to fit various contexts when defining term and applying it to a sentence.Interpretative (comprehension and analysis of written and spoken texts)Students will actively listen to other’s ideas and the teacher’s instructions.Students will analyze how the writers use the vocabulary when defining their term.Productive (creation of oral presentations and written texts)Students will express ideas in a formal written document.Students will describe and explain ideas on given piece of paper.Student will support own opinion in speaking with othersStudent will select and apply the correct vocabularyStudents: Practice and ApplicationNote meaningful activities, interaction, strategies, practice and application, feedback in each of the three areas below.Students observe and listen as the teacher explains about alphabet booksStudents discuss familiarities with similar books and ask questionsStudents observe and listen as teacher goes over word wallStudents ask any questions regarding unfamiliar and confusing words/ideasStudents observe as teacher prepares alphabet chartStudents brainstorm words to fill in chartStudents use word wall, books, journals, learning logs, dictionaries, and glossariesStudents assist in writing words on the chartStudents consider what words they can best explain Students sign up for 2 letters. Students can change their letters if deliberation with other students leads to adjustments (if students begin to argue over letters) Students listen as teacher explains the format of the pageStudents use the writing process to create their pagesStudents will first draft, then revise and edit their pages. They will create their final copies and add an illustration.Students turn in pages for the teacher to bind for classStudents will work with the teacher to put the pages in alphabetical order. Academic Language Development: (How will this happen in the following three areas?) Collaborative (engagement with others)Students will participate in brainstorming words to add to the alphabet chart.Students will collaborate with each other during writing process. Students will have the opportunity to modify language when adapting for sentence completion.Students must engage in reflection exercise in which they provide interactive feedback for peers. Interpretative (comprehension and analysis of written and spoken texts)Students listen while brainstorming and interpret teacher’s instructions.Students must analyze resources’ effectiveness when defining term. Productive (creation of oral presentations and written texts)Students will express their own ideas in written and verbal communication. Students will use writing to express their acquired knowledge.Student will support their own opinion and use correct vocabulary. Review and Assessment: What specific assessment tools are being used? Before the students begin their own pages, I will go over the format expectations. I will keep an example up on the board. I will then go over the rubric and leave that next to the sample page. I will use informal observation as students work and I will formally assess students with a rubric. Student Reflection: How will you provide for student reflection on learning?Students will have the opportunity to share their pages with the class. The class will be able to provide feedback and come up with other vocabulary words or sentences to add. After the students are given the bound books, they will have the chance to go over everyone’s words and use the alphabet book as a reference. Teacher ReflectionWhat do you anticipate to be a problem for specific students? ELD ObjectiveI anticipate EL students struggling with the sentence portion of the assignment. The word and the definition can be copied from the word wall, journal, books, glossaries, or dictionaries. The sentence must be created by the student. Therefore, they may struggle with creativity, grammar, and handwriting. To remedy any struggles the students may have, I will be circling the room focusing on students who consistently struggle. The writing process will allow for corrections and editing. This assignment is meant to be a review and a future resource. I want it to be fun and nonthreatening. Therefore, I will allow plenty of time and assist in any way necessary. Content ObjectiveStudents may struggle with creativity in finding words for all the letters. I think students who struggle with written assignments may have some issues. Brainstorming words in the beginning of the assignment and the writing process will assist the specific students. What would likely go well? Why? I think that this will be a good resource for EL students. Their vocabulary will significantly affect their academic achievement. Having a self-made resource will help students make connections between the words and the big ideas. Additionally, it is a creative way to review vocabulary. Students can expand on learned information and appreciate other’s ideas. In what area(s) would you like to develop more proficiency?Student would benefit from direct instruction on what the alphabet book format should include. Students would likely excel if they had example of previous made alphabet books. Students will have the opportunity to utilize creative thinking which will allow them to expand and synthesize the vast vocabulary within the unit. Additionally, the students would benefit from a minilesson on using indexes, glossaries and dictionaries. EL students and students with learning disabilities may struggle with organizing information and learning these skills will be valuable. What theory or theorists would most strongly support use of this strategy? This lesson plan is similar to direct instruction in that I am feeding the students the information I would like them to include in the final product. By providing an example of the pages’ format, I am modeling the behavior I want the students to exhibit. Furthermore, the constructivist theory holds that students will learn through direct application and will construct knowledge from their experiences. The students are participating in creating the resource and will deepen their understanding of the important vocabulary. Attach copy of student workExtension: Based on data/evidence, what are the next steps for future lessons? Provide evidence for your answer.Students have the opportunity to utilize this resource in the future. I want to make sure the definitions are correct and the sentences are grammatically correct and complete. To efficiently correct students’ errors we will use the writing process and peer reviews. Completing the book together could be good practice for students to complete a book on their own for future units. Having students complete a book on their own would take longer and require additional resources and assistance. The class participation will be a useful example of how to complete one effectively and students would gain confidence in the fact that they already completed some pages for a previous book. It may appear less arduous if I present our previous work, remind the class of the fun we had creating our own pages, and brainstorm vocabulary words before assigning the new alphabet book. Strategies to extend the lesson- Fill in chart below:Wright Text Description of strategyHow strategy is helpfulRationale for selecting & links to student/standards1. Keywords: A Memorization Strategy (p.28)A technique is which the students select a central idea, then recode the keyword as a mental picture and additional mental imagery to relate other important facts to the word. They can recall the key word by retrieving the related informationIt will help students remember the concept by remembering the key words. If students have a hard time grasping the definition, they have other key words to utilize in the understanding of the material.It is an effective strategy when learning any new concept. It will prepare the students to take on more complex thinking strategies and encourage the students to come up with creative ideas and keywords.2. Text Lookback p. 52Students are taught the difference between lookback and think questions. Lookback questions are ones that the students can find right in the text. Think questions are questions that require the student to give their own opinion, belief, or idea. The teacher provides the students with practice passages and then highlights the word clues to indicate a think or text lookback question. The teacher also teaches the students about “skimming”. This strategy includes: read the question carefully and highlight the section that tells the reader what to look for, look for titles, headings, or illustrations that might tell the reader where the information may be, and look at the beginning and end sentences on the individual paragraphs to see if that paragraph might contain the desired information.Helps students to boost their recall by looking back through the text for important information. Student will be able to go back to their sources and find the important information more quickly.This strategy would be helpful for every student. Looking back through a text is an important part of research and knowledge comprehension. Struggling students would benefit from learning how to organize their thoughts and a methodical approach to understanding the important information in a passage. EL students would get additional practice with English and grammar. They would benefit from further instruction in comprehending what they are learning. Advanced students may already do some form of this. If they do not, this strategy could enhance their research skills.50 Literacy Strategies1. Oral Reports (p. 255)Students prepare a short oral report on what information they found at home. Students can work on their speaking abilities. It will give students who are struggling an informal avenue to work on their public speaking. It will give students who are higher achievers an outlet to show their workIt is way to provide students with practice with public speaking. It will be informal so the student can grasp the information and gain confidence in their oral language abilities rather than fearing speaking to his or her peers.2. Collaborative Books p. 25Students work together in small groups to create a book. Each student contributes a page. The students use the writing process to draft, revise, and edit the pages. This strategy is helpful in it introduces the stages of the writing process. The students share the work, so the project is completed faster. Students can benefit from the collaborative work and learn from peer interaction. Because the students are focusing on just one page, the teacher can easily conference with the student on revising ad editing.EL and students with disabilities could benefit from the one on one instruction. Advanced learners could contribute more than one page or include more paragraphs. The students could be grouped with advanced and struggling students and the advanced students could assist the struggling students. 50 Social Studies Strategies1. Discovery Learning p. 29The teacher designs the classroom experience to help the student find answers through problem solving. The students discover the importance of a person, place, or event through research, analysis, and interpretation. Students are given the chance to find information on their own instead of the teacher giving a lecture or direct information. Students could be allowed to find all the vocabulary on their own that corresponds to the alphabetic letter. By discovering the words and definitions on their independently, students can take full ownership of their research and completed project. EL students could have additional practice guiding indexes, glossaries, and dictionaries.Struggling and disabled students would also benefit from the additional practice. Modifications and assistance can easily be made for each student as needed. 2. Book Boxes (p. 12)After the completion of a unit, students decorate a box and then include 3 to 5 objects that relate to the topic. As the students reflect on what to include in their boxes and then talk about the objects, the students become familiar with the vocabulary and how to use them in sentences. Professional alphabet books could be included in the box as well as our self-made resource. They are visual representations that enhance the students’ comprehension. It could be useful with EL learners and lower level readers because it could help identify vocabulary and build background knowledge.Technology ResourcesFind or create webquests:: could make a slide for each letterEducational Worksheets: /Talk (Social Studies Topic) MINI LESSON PLAN Lesson Title Mini Lesson Plan (Based on SIOP Model)Lesson Plan Title: Interactive Read Aloud “With Open Hands:The Story About Biddy Mason”Name: Stephanie Rendle Date: March 28, 2017 Grade 4 Content Objective:After the interactive read aloud of the first chapter of the book, With Open Hands: A Story About Biddy Mason, students in grade 4 will be able to, with a high degree of accuracy, discuss orally and with the comparisons between lives in the past and their lives today.Social Studies Standard: 4.3 4.Study the lives of women who helped build early California (e.g., Biddy Mason).ELD Language Objective: p. 66-67Students will collaborate with peers by exchanging information, using various forms of communication, and offer supporting opinions. Students will adapt languageELD Content Objective: Students in grade 4 will first, actively listen as the text is read aloud as well as read along closely in their own books. Students will then exchange information and ideas with others through oral collaboration, offer supporting opinions, adapt their language choices based on the audience, and select precise vocabulary to effectively convey ideas. Cog. Taxonomy/DOK LevelsLevel 1: (recall): identify, who, what, where, when, why, defineLevel 2: (skill/concept): Compare, Distinguish, Make Observations, Use Context Clues, infer interpretLevel 3: (strategic thinking): Assess, Differentiate, apply conceptLevel 4: (extended thinking): ConnectELA Language Standards for Grade Level p. 31-341. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).ELA Content Standards for Grade Level RL 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.RL 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).RI 4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeablySL 4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.b. Follow agreed-upon rules for discussions and carry out assigned roles.c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.SL 4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL 4.3 Identify the reasons and evidence a speaker or media source provides to support particular points. ELD Standards (2014) that applyA. Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)B. Interpretive 5. Listening actively to spoken English in a range of social and academic contexts6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language C. Productive12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideasCentral Focus Statement: After listening to the reading of the first chapter of With Open Hands: A Story About Biddy Mason, students will engage in a meaningful discussion comparing life in the past and the present using accurate facts and personal commentary.Language Demand Statement: edTPAStudents will use specific academic language (vocabulary, functions, discourse, syntax) to actively listen as the chapter is read aloud and participate during the discussion on lives in the past and the present to show their disciplinary understanding. Language Function Statement: edTPAThe language focus of this lesson is to actively listen as the novel is read aloud. Students will orally collaborate as the chapter is read and in the follow up discussion. The language arts functions of identifying main ideas, analyzing and interpreting characters, arguing a point of view, predicting future events, interpreting the character’s purpose, and comparing ideas within texts will be discussed as the students participate in a class discussion.MaterialsClassroom libraryText bookLearning logs/JournalsWhite boardWith Open Hands: A Story About Biddy Mason by Jeri Ferris INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET INCLUDEPICTURE "" \* MERGEFORMATINET Key Academic VocabularySlaveryHuman RightsFreedomPhilanthropyResearch Based Learning Strategies (provide text chapters/reference) Student to Student Interaction (SDAIE)Tapping into Prior Knowledge (SDAIE)Contextualize the Lesson Group Discussion, Hands on Activities (SDAIE)Prior Knowledge (Wright p. 40)Target Vocabulary (SDAIE) (Tompkins Language Arts p. 173 and 327)Anticipation Guides (Tompkins 50 Strategies p. 7)Minilesson (50 Literacy Strategies p. 74)Brainstorming (Language Arts Tompkins p. 26-27)Interactive Read Aloud (Tompkins Land Arts p. 214, 50 Strategies p. 50)Grand Conversations (Tompkins 50 Strategies p. 53)Pre-Assessment: How will you determine prior knowledge?To activate background knowledge, I will use anticipation guides. I will have a 5-7 statements that about women, slavery, and California history. The students will have the opportunity to decide if they think they are true or false and then we will leave them on the board as we read the first chapter of the book. The statements will then serve as a starting point for follow-up discussion. It will be a way to stimulate interest in the topic, activate background knowledge,Motivation Strategy/Positive Mindset: How will you catch attention of students and focus their minds on the learning goals? Biddy Mason was an African American former slave who gained her freedom. She then became the richest woman in Los Angeles. Not only did she become a wealthy landowner, she gave back to her community. She was a midwife and nurse, she provided health care for the poor, regularly visited inmates, and started the first African Methodist Episcopal church in Los Angeles. She did all of this in the 1800’s! As we begin to read about this remarkable women, let’s try to see how Biddy Mason came from poverty and worked her way towards becoming a important figure in shaping California. Real World Connection: How are learning goals relevant to students’ lives?Our learning objective is for the students to actively listen as the chapter is read and to then participate in a class discussion. As the students participate in the interactive reading, they will practice listening, gain valuable experiences with books, extend their background knowledge, enhance their vocabulary, and (hopefully) begin a love of reading. Because we are doing the reading together, students can start to learn ow to read effectively and with a purpose. The Story should be inspirational and show the students that hard work will pay off. I will stop periodically throughout the chapter to emphasize the main ideas, explain any confusing terms, and actively involve the students. I will model reading strategies and provide students the opportunity to practice these strategies as they are listening. All strategies will be research based and from one of the texts. Please provide reference for each.Teacher: Presentation/ Learning Activities (Strategy Steps) (includes language and content objectives, comprehensible input, strategies , interaction, feedback. Use bullet points in each of the three areas below.Anticipation GuideHave 5 statements already written on the boardExplain to the students that they are to determine if the statement is true or false. I will also explain that if they don’t know, that is ok, we will be going over them throughout the reading and then discussing them after.Allow students time to go over the statements and discuss with groupDiscuss the statements as a class and mark how many thought each was true or false. Introduce the bookShow the coverTalk a little about the authorExplore the table of contents and chaptersShow the students that there are some picturesAsk if the students have any questions or relevant commentsGo over Interactive Read Aloud GuidelinesExplain to the students that we will be reading the book together, out loud, as a class. We will go slowly and stop periodically to discuss main ideas, important vocabulary, predict, practice visualizing, and connecting it to our previous lessons on California. Begin by telling students what to look for: “pay attention to… make connections between….”Read the chapterModel to the students what capable readers do. Model “thinking aloud” to show students how to begin to analyze critically how to read, compare information, and make connections. Ask questions (ex: what do you observe, what does it remind you of, why does it matter)Stop at significant points and ask students to predict what they think will happen nextDiscuss the main points again.Go over anticipation guide statements and clarify any misconceptionsHave the students write a reflective paragraph on the first chapter in their learning logs. Explain to the students that they can write about anything they want that we discussed. (ex: their favorite part, favorite character, something that stood out, something they are still confused about, something they want to predict will happen.)The only guidelines for the paragraph is that it is four complete sentences, has proper grammar, and is written neatly. Conclude with a quick preview of the next chapter that we will read tomorrow.a brief statement about what is going to happen next to stimulate interest in reading. Encourage students to practice the reading strategies on books they have checkout from the library. Academic Language Development: (How will this happen in the following three areas?) Collaborative (engagement with others)Students exchange information and ideas through oral collaborationStudents will interact with others using oral communication.Students will offer supporting opinions.Students will adapt their language choices based the the purpose, audience, and task. Interpretative (comprehension and analysis of written and spoken texts)Students listen actively to spoken English in an academic context. Students will read closely to the literary texts and determine how meaning in conveyed explicitly and implicitly.Students analyze how writer and speaker use vocabulary for a specific purpose.Productive (creation of oral presentations and written texts)Students will support their own opinion and evaluate others’ opinion when speaking.Students will select and apply vocabulary to effectively convey ideas. Students: Practice and ApplicationNote meaningful activities, interaction, strategies, practice and application, feedback in each of the three areas below.Anticipation GuideStudents listen as the teacher goes over the 5 statementsStudents think about if the statements are true or falseStudents discuss the statements with their groupsStudents discuss the statements as a classStudents raise hand so teacher can mark who thinks the statement is true or false. Introduce the BookStudents actively listen as the teacher introduces the features of the bookStudents ask questionsGo over Interactive Read Aloud GuidelinesStudents listen as the teacher explains the interactive reading guidelines.Students listen and respond as the teacher reads.Students listen as the teacher models how a skillful reader readsStudents begin to make connections, answer the teacher’s questions, and make predictionsStudents participate in a class discussion. Students actively participate in the discussion on the main points and the anticipation guide statements. Students write a reflective paragraph in their journal. Students write a paragraph with 4 complete sentences that are written neatly and with proper grammar. Students listen as the teacher gives a preview of the next chapter.Students practice the reading strategies at home. Academic Language Development: (What will students do to develop academic language?)Collaborative (engagement with others)Students will exchange information and ideas with others during the Anticipation Guide discussion, during the reading, and in the follow up discussion. Students will offer supporting opinions and adapt their language choice based on the context and purpose. (ex: when discussing the ideas in a group and discussing them with the class.Interpretative (comprehension and analysis of written and spoken texts)Students will actively listen as the teacher explains the interactive reading guidelines and reads the chapter.Students will read the text closely and evaluate the author’s effectiveness in supporting ideas. Students will analyze how well the author and the speaker use vocabulary and other language resource for each specific purpose. Productive (creation of oral presentations and written texts)Students will support their own opinion and ideas. Students will write a reflective paragraph and will have to apply accurate vocabulary and effectively convey ideas. Review and Assessment: What specific assessment tools are being used?Informal: The teacher will evaluate students throughout the discussion to check for understanding. I will make notes of students’ predictions, comments, and connections to check if they are listening. I will call on at least every student once. The point of the lesson is the learning process. The students must learn to read skillfully, listen actively, and talk effectively. The task is set to teach the skills in a nonthreatening manner to promote further growth. I could also ask students to discuss the strategies they use to provide insight into the students’ thinking. Formal: The only formal assessment will be of the student’s reflective paragraphs. It will be graded as complete or incomplete. The students will get points if they include the set guidelines. Student Reflection: How will you provide for student reflection on learning?Students will be assigned a reflective paragraph. The paragraph is to be on anything relevant to the story. I will give the students some examples of topics that include their favorite part, favorite character, something that stood out, something they are still confused about, something they want to predict will happen. The only guidelines for the paragraph is that it is four complete sentences, has proper grammar, and is written neatly. The purpose of the paragraph is to get the students thinking about the story and to engage the students’ interests. The paragraph is an informal reflection to assist show students how to begin to analyze critically, how to read and compare information, and to make connections. Teacher ReflectionImpact: (Analysis of Student Achievement from this lesson)How many students met performance criteria for objectives? How many did not meet the performance criteria for objectives??75% of the students met the performance criteria. 25% of the class participated in reading along but did not share in the “interactive” part. I anticipated this from students. It is only the first chapter. We have many more opportunities to practice. Additionally, I expect the reflective paragraphs and anticipation guides will give struggling students the opportunity to practice academic vocabulary and help the students come up with ideas to share with the class. I want students to enjoy reading and learn to listen and oral skills. Therefore, I do not want to pressure students too strongly in the beginning. Next Steps: How will you change the lesson to increase student achievement?What did your analysis tell you about how your students learn? My analysis revealed that the student learn when they feel comfortable in the situation. The anticipation guide stimulated the students’ interests before we began. I could tell that students were eager to prove or disprove a statement. Additionally, I believe that the struggling students still enjoyed the lesson and that they will benefit from further nurturing in their interactions. What did your analysis tell you about the success of the strategies you used?The anticipation guides were successful in promoting interest in the book. Students’ background knowledge was activated and assessed. The students’ reflective paragraphs revealed that they understood the mechanics of reading and focused on what was relevant in the story. I anticipated the students who struggled because they have disabilities and modified my approach in questioning them in front of the class. They could still listen to the story and participate in the discussion. The interactive read aloud was successful because students could listen, read along, and interact in the discussion throughout the text. Overall, I think that the strategies chosen worked well and I will use the same approach for the following chapters. How useful were the assessments in terms of student learning?The assignment was useful to determine if the students comprehended the strategies we discussed. Student made predictions, connected the information to previous knowledge, and asked relevant questions about confusing information. With the reflective paragraph I could see the students’ thinking patterns even if they did not orally convey their ideas with the class. What resources and/or personnel might assist you in improving student achievement?I think the impact subs and RTI strategies could help with the struggling students. They could reread the chapter and work on their reflective paragraph. Parents could also be useful in rereading the chapters. Through repetition, the students will be able to organize the information for better integration of the main ideas into a fuller understanding of the big picture. As the students become more familiar with the vocabulary and information, their responses will convey a greater depth of understanding. How will you differentiate instruction so that all students achieve? To differentiate instruction, I could read certain important sections twice. In the first read I will stop and ask students important questions and point out main ideas. I will then reread the section again and encourage the students talk about the section amongst themselves. This could allow students the opportunity to have repeated interaction with an important idea and the guidance to understand what the author is trying to convey. If they are confused they can address the issue right away. How will you differentiate instruction for students who easily achieved the performance criteria and need to move forward?? Students who have easily achieved the performance could help struggling students. I could allow these students to read aloud to the class. I could also have the students write an alternate paragraph in which they do a more in depth character analysis, alternative ending, or plot summary. Strategies to extend the lesson- Fill in chart below:Wright Text Description of strategyHow strategy is helpfulRationale for selecting & links to student/standards1. Question Generation p. 44This strategy has the students find the main idea or key concepts of a passage and then has them generate questions based on the information. Students are to locate the main idea, find the key facts, write a “gist” sentence and then generate a question. This would be helpful for the advanced students in that they could extend the lesson by generating questions regarding the chapter. The students are encouraged to support their learning and justify their comprehension. Students who find the reading unchallenging may not get the full learning experience. By challenging the students to generate their own questions, the student will be more interested in reading along and participating in the interactive read alouds. Student generated questions and subsequent answers could also clarify and misunderstandings the struggling students may have that the teacher was unable to address. 2. Mental Imagery: Improving Text Recall p. 36The teacher begins by explaining that students can picture in their minds what they are reading if they can focus on the illustrations provided by the author. Then read through a short passage and have the students discuss what came to mind when they were reading. Then read aloud more passages and call on students to recall the images recalled. Keep repeating the process until students begin to have a grasp. Then as they are reading independently in the future point out and remind them to focus on the mental pictures brought to mind.Students are able to improve text comprehension because the mental pictures relate to what they are reading. Closely studying the text illustrations allows the students to make connections between words being read and background knowledge. This strategy could benefit the struggling students because as they begin to read words and practice aloud the mental imagery, they could start to make the connections between words. This would provide further practice and could make reading a little more fun.Additionally, students can be encouraged to analyze the author’s effectiveness in conveying their ideas. Students will be able to focus on how clearly the authors writes, the strengths and drawbacks of their writing styles, and the quality of their illustration in regards to comprehension. 50 Literacy Strategies1. Book Boxes p. 12Student collect 3 to 5 objects and pictures related to a particular story they have just read. They decorate the box, put the items and the book in the box along with any other related reading material. The box is a visual representation to enhance the students’ comprehension. The students can refine their understand if a book as they create a book box and select the important objects and pictures. Teachers can show book boxes before reading a book to activate background knowledge. This strategy could help struggling students with vocabulary and building background knowledge. As the students handle and talk about the objects, they will become more familiar with the academic language. The further interaction with the materials could also contribute to making the reading experience more enjoyable and successful. 2. Grand Conversation p. 43Students take control of the discussion and support their views and opinions with examples from the story. The students do not raise their hand to be called on by the teacher. They take turns speaking and only speak when no one else is speaking. Students also encourage the other classmates to participate. It helps students deepen their comprehension of a story and motivates them to continue reading. The social aspect appeals to many students. Students also like that their confusion can be clarified by classmates or a teacher before they continue reading. Students can use peer interaction to deepen their comprehension and clarify misconceptions. Students are also encouraged to participate in a respectful manner and to take turns speaking just as adults do when having a conversation. Students enjoy being “grown up” and would benefit from the practice effective communication. Stronger students have the opportunity to share their ideas and demonstrate their strengths. Students who enjoy social activities have the chance to interact. Struggling students have the chance to listen as students talk about the story and further comprehend confusing material. 50 Social Studies Strategies1. Community Building p. 3 Have the students learn about one another in the beginning of the school year, such as interests, hobbies, strengths, and weaknesses. The teacher comes up with creative ways for the students to learn about one another to build positive relationships, breakdown stereotypes, and promote a classroom in which the students can work cooperatively. It fosters inclusion and helps the students feel more comfortable with one another. Having the students feel that they ae being heard is important. This will promote academic and personal conversations between the students.From the beginning of the school year, the students can feel safe and comfortable in the classroom and with her peers. Students can learn that there are other students who face the same struggles and they can support one another.2. Case Studies p. 62Students examine a general narrative description of situations and incidents. Students can all work on the same case or separate cases. They are useful because they encourage students to explore multiple perspectives, analyze issues, and make decisions (analysis, synthesis, evaluation). This could be a good group project. Stronger students would be able to go more in depth and examine issues regarding slavery, human rights, women’s rights, California’s historical figures, and so much more. Struggling students would have the opportunity to look more in depth at Biddy Mason which would then lead to further understanding of the book and its main ideas. Technology ResourcesNoodleTools“NoodleTools gives students a systematic but flexible framework for navigating the tangled web of research. Students develop expert critical-thinking skills, gain confidence, and replace patchwriting and plagiarism with synthesis”Visual and viewing lesson plan ideas: website from the African American Registry: (Social Studies Topic) MINI LESSON PLAN Lesson Title Mini Lesson Plan (Based on SIOP Model)Lesson Plan Title: Creative WritingName: Stephanie Rendle Date: 4/4/21017 Grade Level: 4 Objective:After the minilesson on how to write a tall-tale and the interactive writing assignment, students in grade 4 will be able to write with a high degree of accuracy their own tall tale about the Gold Rush. Social Studies Standard:4.3 3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).ELD Language Objective: Students will collaborate with their peers by interacting and exchanging information and ideas orally. Students will support their own opinions and adapt their language choices. Students will write using literary concepts to present, describe, explain information, and support their own opinions. Students will select the precise vocabulary and language resources to effectively convey ideas. ELD Content Objective: Students will listen to the minilesson on how to tell a tall tale, participate during the interactive writing assignment, and produce their own paragraph of a tall tale. Cog. Taxonomy/DOK LevelsLevel 1: (recall): identify, who, what, where, when, why, defineLevel 2: (skill/concept): Compare, Distinguish, Make Observations, Use Context Clues, infer interpretLevel 3: (strategic thinking): Assess, Differentiate, apply conceptLevel 4: (extended thinking): ConnectELA Language Standards for Grade Level: p. 31-341. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).ELA Content Standards for Grade Level:W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.W.9-10.4? Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in W.9-10.1-3.) W.9-10.5? Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of L.9-10.1-3.)ELD Standards (2014) that apply:A. Collaborative 1. Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics4. Adapting language choices to various contexts (based on task, purpose, audience, and text type)B. Interpretive 5. Listening actively to spoken English in a range of social and academic contexts6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language C. Productive12. Selecting and applying varied and precise vocabulary and language structures to effectively convey ideasCentral Focus Statement: Students will actively listen to the minilesson on the characteristics of a tall tale and then participate and collaborate with classmates during the interactive writing activity. Students will then write their own paragraph long tall tale to demonstrate understanding. Language Demand Statement: edTPAStudents will use academic language (vocabulary, functions, discourse, syntax) to participate in the writing task that demonstrates their disciplinary understanding of how to write a tall tale.Language Function Statement: edTPA The language focus of this learning task if for students to understand the characteristics of a tall tale by listening to the minilesson. Students will then demonstrate their knowledge and understanding by collaborating with peers during the interactive writing assignment and creating their own tall tale. Students will use the language arts functions of using complete and appropriate sentences, providing examples, and comparing ideas with others. MaterialsWhite boardJournals/Learning LogsDictionaries and Thesaurus Books on California and the Gold Rush for references and ideas:The 50 States by Gabriella Balkan and Sol Linero Our Fifty States by Mark H Bockenhauer and Stephen F. CunhaCalifornia by Teresa KennedyHow to Get Rich in the California Gold Rush by Tod OlsonThe California Gold Rush by Mel FriedmanKey Academic VocabularyTall Tale ExaggerationLegendary figuresFirst person narrationGold RushSutter MillProspectorForty NinersBoom TownClaimGold FeverMother LodeNuggetPan outStaking a ClaimResearch Based Learning Strategies (provide text chapters/reference) Prior Knowledge (Wright p. 40)KWL (50 Strategies p. 56)Target Vocabulary (SDAIE) (Tompkins Language Arts p. 173 and 327)Word Wall (50 Literacy Strategies p. 139)Learning Log (Language Arts Tompkins p. 190)Minilesson (50 Literacy Strategies p. 74)Brainstorming (Language Arts Tompkins p. 26-27)Writing Process (Language Arts Tompkins p. 85)Interactive Writing (50 Strategies p. 53)Writing Groups (50 Strategies p. 143 and Language Arts Tompkins p. 88-91)Pre-Assessment: How will you determine prior knowledge?To assess students’ knowledge on Tall Tales I will use a KWL chart. I will ask students what they think they already know about the characteristics of a tall tale and then we will go over what we want to learn. After we have finished the lesson, it will be a useful tool to recap what we have gone over and clarify any misunderstandings. Motivation Strategy/Positive Mindset: How will you catch attention of students and focus their minds on the learning goals? We have been spending a lot of our focus on writing informational texts during our unit on California and the Gold Rush. I think that it would be fun if we spent some time creating our own stories that could have happened during the Gold Rush. We are going to go over something called a tall tale and practice the writing process. We’ll use information we have already learned about the Gold Rush to incorporate some entertaining stories. I know a lot of you like to come up with some creative stories and this is way that we can incorporate learned facts with an enjoyable writing activity. Real World Connection: How are learning goals relevant to students’ lives?As students create their own stories they will incorporate what they have learned about the Gold Rush and their knowledge of writing. Additionally, students will be able to demonstrate the characteristics of a tall tale. Students learn to write more effectively when they examine the elements of a story’s structure and write their own. Students will be able to demonstrate their understanding of the characteristics of a tall tale by incorporating the key components in their paragraph. All strategies will be research based and from one of the texts. Please provide reference for each.Teacher: Presentation/ Learning Activities (Strategy Steps) (includes language and content objectives, comprehensible input, strategies , interaction, feedback. Use bullet points in each of the three areas below.KWL ChartAsk students what they think a tall tale isInclude applicable facts in the K columnAsk students what they want to learnGuide students with leading questions? (Are tall tales ever true? What is the point of view of the author of a tall tale?)Write the questions in the W column Introduce Characteristics of a tall taleA tall tale involves exaggeration, often used for humorous purposes. Mark Twain used exaggeration effectively in many of his stories–“The Celebrated Jumping Frog of Calaveras County,” “The Invalid’s Story,” and “Punch Bros. Punch,” for example. Other writers who effectively use exaggeration, albeit not in a tall tale necessarily, include Charles Dickens (think Uriah Heep or Francis Micawber), and Garrison Keillor (Gary Keillor being a fabulous tale that comes to mind).First Person Narration: Tall tales are normally written in first person, that is the narrator is an active participant in the tale. This lends the tale more “authenticity.”Some tall tales involve legendary figures. Paul Bunyan is the most famous American character.? Some legendary figures are real people. There are more tall tales involving American baseball player Babe Ruth than could fill a book.Teach what how to write a tall tale. Instruct students to do the following:Choose an incident.List facts about the incident.Exaggerate the facts.Make sure it’s written in the first person.Interactive WritingDemonstrate how to write a tall taleHave students give ideas on the incident and the exaggerate factsWrite the tall tale on the board.Keep the tall tale on the board for students to use as a modelExplain Students’ Assignment Explain to the students that they must now create their own tall tale and use facts from the Gold RushExplain expectations and post the rubric on the board for the students to use. Expectations include: 4 complete sentences with little to no grammatical errors, a clearly stated incident, at least 2 exaggerated facts, and stated in first person. Use the writing process Explain to students that they will draft, revise, and edit their pages. They will then make final copies. Refer students back to the board and the model if they forget the characteristicsExplain to students that they will paste their final copies in their journal and display them for open house to share with their parentsFill in the Rest of the KWL chartThe teacher asks the students what they have learned about tall tales. The teacher fills in the L column of the chart with accurate factsAcademic Language Development: (How will this happen in the following three areas?) Collaborative (engagement with others)Students exchange information and ideas through oral collaborationStudents will interact with others using oral communication.?Students will offer supporting opinions.Students will adapt their language choices based the purpose, audience, and taskInterpretative (comprehension and analysis of written and spoken texts)Students listen actively to spoken English in an academic context. Students will read closely to the literary texts and determine how meaning in conveyed explicitly and implicitly.Students analyze how writer and speaker use vocabulary for a specific purpose.Productive (creation of oral presentations and written texts)Students will write a literary text based in informational texts to present, describe, and explain ideas.Students will support their own opinion and evaluate others’ opinion when speaking.Students will select and apply vocabulary to effectively convey ideas. Students: Practice and ApplicationNote meaningful activities, interaction, strategies, practice and application, feedback in each of the three areas below.Students participate in the creation of the KWL Chart.Students raise their hands as they think of things they already know and this they want to learn about tall tales. Students listen as the teacher explains the characteristics of a tall tale. Students ask questions and make applicable commentsStudents listen as the teacher instructs how to write a tall tale. Students interact with the teacher and peers to create a tall tale. Students raise their hand to share ideas for the incident, facts, and how to exaggerate the facts. Students listen as the teacher explains the assignmentStudents ask questions if they need additional clarificationStudents read the rubric to understand the expectations of the paragraphStudents use the writing process to create their pagesStudents will first draft, then revise and edit their pages. They will create their final copies and add them to their journalsStudents look back to the model and the list of characteristics when creating their own tall tale.Students paste their final copy in their journalStudents participate in filling the L column of the KWL chartStudents raise their hands to add any insights into what they learned about tall talesAcademic Language Development: (What will students do to develop academic language?)Collaborative (engagement with others)Students will exchange information when discussing the KWL chart. Students will interact with peers during the interactive writing activity and throughout the writing process. Students will offer supporting opinion during peer evaluations and when discussing ideas for the tall tale. Students will adapt their language choices when speaking orally and during the written assignment. Interpretative (comprehension and analysis of written and spoken texts)Students will listen as peers share their ideas with the class.Students will assess the qualities of a tall tale and appy the concepts when creating their own story.Students will analyze how peers effectively conveyed the characteristics of a tall tale.Productive (creation of oral presentations and written texts)Students will produce their own tall tale to demonstrate understanding of the literary elements.Students will support their own opinions in class discussions and throughout the writing process.Students will select the appropriate vocabulary and proper grammar when creating their own tall tale. Review and Assessment: What specific assessment tools are being used? Formal: The following rubric will be used to formally assed students understanding of the literary elements of a tall tale. I will go over the rubric and the expectations before the students begin and leave it up on the board for students to refer back to if they need. Informal: I will informally assess students understanding through the KWL chart, interactive writing activity, and throughout the writing process. Through the informal assessment, I will be able to guide students’ understanding and correct any misconceptions. Student Reflection: How will you provide for student reflection on learning?Students will have the opportunity to reflect on their writing through the writing process. As they edit and revise their work they can see their strengths and weaknesses. Their score based off the rubric will also be a guide to where they should focus. The KWL chart will give them an idea if they understood the minilesson and activities. As we go through the lesson, students will have numerous opportunities to ask questions and make comments. Excellent 5 pointsAdequate 3 pointsMinimal 1 point4 complete sentences3 or less sentences 2 or less sentencesClearly stated incidentIncident is stated but not as clearNo clearly stated incidentAt least 2 exaggerated facts1 exaggerated factNo exaggerated factsStated in first person (use the word “I”)Partly used first personNot stated in 1st personLittle to no grammatical errorsFew grammatical errorsMany grammatical errorsTeacher ReflectionWhat evidence of learning came as a result of your lesson?Initially students were confused on the exact characteristics of a tall tale. This was evident through the KWL chart. As we went over the characteristics and referred to examples, students quickly understood the key components. The interactive writing activity further emphasized the characteristics. Students participated and I was able to further clarify any misunderstandings. As students began to draft their own tall tale, I walked around the room and informally assessed their understanding as they worked independently. Leaving the characteristics, model, and rubric on the board allowed students to develop their paragraph quickly. About 90% of the class did so with little to no help. The 10% who struggled were students with specific learning disabilities and the EL students. The writing process and peer interaction assisted the struggling students. By the time it came to producing the final copy, I felt confident that the students understood the key characteristics of a tall tale. How will you help students who did not learn the lesson?The students who struggled, I paired with advanced students. The advanced students helped guide the struggling students throughout the editing and revising stages to create a successful paragraph. Students were proud of their accomplished piece of work and were delighted to share with their parents at open house. How did the novel technique help motivate students? Improve Learning? Students participated as we together as a class developed a tall tale. As we worked interactively, we continuously referred back to the characteristics. Then, as the students created their own paragraph, they had a model of how to complete the assignment. Modeling the technique for the students prepared them to create their own tall tale. How did this lesson promote critical thinking? Initially students had no idea the characteristics of a tall tale. The production of the KWL chart and the interactive writing activity promoted critical thinking because the students had to use background knowledge and apply it to the newly learned information. Additionally, having the students use facts from the gold rush to create their story, required students to synthesize background knowledge with newly acquired information and apply creative writing skills. Strategies to extend the lesson- Fill in chart below:Wright Text Description of strategyHow strategy is helpfulRationale for selecting & links to student/standards1. Clusters/Main Idea Maps- RTI p. 33 (50 Strategies p. 21)Student makes a web like diagram in which the main topic is in the middle and words and/or phrases are written in “rays” drawn out from the circle. This strategy is helpful in the prewriting process. It is a graphic organizer and will guide struggling students structure their paragraph. Students could write the main idea in the center circle and then write their supporting sentences in the outer circles.This strategy is helpful for students to create a visual representation of the paragraph that they will be writing. They can label the circles “topic sentence (middle)” outer circles: “incident” “exaggerate fact #1” “exaggerated fact #2” ect. It would be useful for students who are struggling to come up with correct sentences that correspond with the tall tale characteristics. 2. Oral Recitation p. 36Have the students read aloud together the description of the concept so they can become familiar with the vocabularyThe students who are inadequate verbal communicators can practice verbally stating the descriptors in a group setting. The students can analyze vocabulary, contribute to the lesson, and demonstrate active listening.As students state the concepts out loud, they are further practicing knowledge comprehension. Students who are auditory learners could benefit from orally reciting the characteristics. 50 Literacy Strategies1. Writing Groups p. 143During the revising stage of the writing process students meet with their groups and share their rough drafts. They get feedback through compliments and helpful suggestions. This would be helpful for students who are struggling writers. Getting compliments will encourage their growth. The revising stage is often the most difficult part in the writing process because it is hard for students to evaluate their own writing and make changes to communicate more effectively. As students participate in the writing group, they learn how to accept compliments and suggestions ad how to provide useful feedback to peers. It is in a nonthreatening small group and students can feel comfortable to share their work.2. Author’s Chair p. 10A special chair in the classroom is designated as the author’s chair. Students sit in the chair and share their writing with their classmates. Students can share their rough drafts and classmates provide feedback. Students can also share their final work and classmates can give compliments. This strategy is a social routine that be used for students to show off their work or gather feedback during the revising stage of the writing process. Struggling students would get the opportunity to listen to other students’ paragraphs. They would have further models to follow and get more ideas for their own work. Students could also give advice and feedback on how to create a successful tall tale. Advanced students would also get the opportunity to showcase their work. It could be a class activity in which all students could benefit and assist one another. 50 Social Studies Strategies1. Historical Characters p. 121Students create a character or real person from the past. They could dress in period clothing and supplement their presentation with artifacts, primary sources, or audiovisuals. Allows students to explore another person’s life in a first-person perspective. Students could present their tall tale and present it as though they were the protagonist. It allows students to perform and explore creative ways to portray their ideas. Students who struggle with writing may enjoy the opportunity to perform in front of their classmates and show their strengths in other ways. 2. Role-Playing p. 199Students predict what will happen in a given situation based on how they feel as the persons whose identities they have assumed. Students analyze how and why views differ. Students create connections from the past to current events. Students research accounts that illustrate people working towards a resolution. This strategy could assist students in creating exaggerated facts for their tall tale. They could research facts about the Gold Rush and individual’s experiences. After learning the concepts of a tall tale, they could modify their already accomplished research to create the exaggerated story in first person. This could be a useful prewriting strategy. Students would have already completed research for the role-playing activity. The tall tale could be an extension of the research. It would reiterate the individual’s experience during the Gold Rush and give students a further understanding of the hardships ad successes. Struggling students could utilize research that they already found. If they had any misunderstanding, revisiting the content could help the students re-evaluate the information. Creating the tall tale would allow them freedom to create a character that they wished could have existed in the past. Technology ResourcesLesson plan on how to write a tall tale: of tall tales: AssessmentLanguage Arts and Social Studies Unit Assessment PlanGoals/Standards/Objectives AssessedLesson 1:Direct InstructionObjective:After the lesson on the facts of California students in grade 4 will list 10 facts both orally and in writing with accuracy.Lesson 2:Concept AttainmentObjective:After the lesson on the concept of California students in grade 4 will be able to state both orally and in writing the correct definition of California.Lesson 3:GeneralizationObjective:After the lesson on using data to support generalizations, students in grade 4 will apply this knowledge and develop generalizations concerning the topic of differing states with accuracy.Lesson 4:InquiryObjective:After the lesson on travel patterns within the United States, students will be able to explain orally and visually present on a poster why some states are visited more than others. Lesson 5:VocabularyObjective:After the minilesson on vocabulary, students in grade 4 will be able to independently create pages from an alphabet book by defining the word, writing a sentence, and creating an illustration that connects to California with 100% accuracy. Type of assessment with rationale for each type of assessmentRubric and Checklist:Students will be assessed on their comprehsnion by their ability to list 10 facts about California. The checklist is used as an informal self-assessment tool for the students to see if they have included all the aspects of the expected assignment. The students’ lists will be formally assessed with the rubric. Students will be expected to illustrate one fact, write 9-10 true facts in complete sentences, and provide an appropriate title. Formal assessment Rubric for written definition and informal assessment by listening to oral definitions.This lesson will be formally assessed by the written definition in the student journal. The definition must include three descriptors and three examples of the term/concept state.Students will also be assessed informally by listening to their oral definitions of the concept of rmal & Formal Assessment/Rubric:The rubric would be used at the end of the lesson as a formal assessment strategy to monitor the students understanding of the material and as part of their journal. The rubric addresses multiple forms of evidence and analyzes the students’ literacy comprehension. It allows the students a little bit of fluidity because it addresses multiple forms of evidence. If a student is really struggling, an informal assessment of oral recitation or student conference could allow for a very high potential of feedback.Group Project/ Rubric:Graded on collaboration skills and information presented, with rubric. Both, whole-group assessment and individual assessment. Informal assessment will also be conducted to observe how well groups are working rmal & Formal Assessment/ Rubric:Before the students begin their own pages, I will go over the format expectations. I will keep an example up on the board. I will then go over the rubric and leave that next to the sample page. I will use informal observation as students work and I will formally assess students with a rubric. Purpose of AssessmentThe rubric provides a systematic and consistent scoring guide during formal written or oral projects. Students will have the clear expectations explained from the beginning of the lesson.The rubric will be used a s a tool to assess the students’ definition in their journal. I will informally assess students through the use of observations throughout the class discussion. As students are discussing the facts about the differing topics, informal observation will reveal students’ understanding. As students apply the generalizations the use of a rubric will clearly explain the expectations and the informal observations will be a useful tool to help struggling students. The group project requires equal collaboration. The rubric allows every student to understand the expectations. Often times work in group projects can be unequally distributed. Informal observations will ensure students are working as a team. Students’ will be assessed on their comprehension of vocabulary words, their meanings, and their ability to use vocabulary effectively. A rubric will be used as a scoring guides to mark students’ growth and evaluate activity.Implementation:How will you do the assessment? Students will write 10 facts in complete sentences, with a few grammar/ punctuation errors as possible. The rubric will be used as a reference to make sure students reached expectations and then as a guide to explain to students how they could rmal assessment will take place in the form of classroom discussion. The teacher will observe discussions and review student Social Studies Journal entries. The teacher will model how to generalize and prompt students to observe and ask questions. This assessment strategy monitors the students’ understanding of the material and as part of their journal. The rubric addresses multiple forms of evidence and analyzes the students’ literacy comprehensionStudents will be asked to create a poster using images, drawings, and captions that demonstrate their understanding of the travel patterns among states. The rubric will be shown before students begin and will be left up on the board as a reference.The rubric will be explained in the beginning of the assignment. It will be left on the board for students to use a reference. As students are completing the writing process, they will continually go back to the rubric and make sure that they are meeting the assignments requirements. Feedback:How will you let students know about their progress?The rubric contains an explanation of the requirements. It will show “excellent, adequate, and minimal” components. It will be attached to students’ work when they are finished with a brief description of the assignment’s strengths and weaknesses. Students will receive feedback on their definitions. The rubric will explain the corresponding expectations with the students’ journal work. Students will be given oral feedback during the class discussion on the generalizations. The rubric will provide a more systematic tool for feedback so students who are struggling can identify the specific issues. Students will get individual feedback as well as group feedback. The informal observations will also be included in the student’s individual feedback. The feedback will provide students with the opportunity to enhance their public speaking skills. The vocabulary pages will have gone through the writing process. Because they have gone trhough an editing process, feedback will have been provided throughout by the teacher and by the students’ peers. How will this information guide your next steps in planning instruction?The lesson is an introduction to the unit. Because it will set the tone for the rest of the unit, I will ensure that students have a grasp on what a rubric entail and how it can be a useful tool to improve. The lesson will provide information on the students who are still struggling to comprehend the content. Those who are still struggling will be set up in learning groups that will help them in the areas they are struggling. I will make sure to place struggling students with stronger students so that they can get peer assistance. The lesson will determine whether students are capable of making generalizations and be able to connect background knowledge to new information. Students can present the information we have learned in previous lessons and show their understanding of the topic of generalization. This assessment feedback will further show students who are struggling. If students are still not understanding how to use the rubric to improve their work, a one-on-one meeting may be helpful The lesson will determine each student’s ability to complete research on a topic that pertains to the lesson. This will help evaluate each student’s skills with finding resources to complete a task, which influences future lessons throughout the unit. The infomration from this feedback will provide an understanding of the student’s understanding of the writing process. As the students go through the process, I will be able to see their understanding of the unit’s material.Who else will have access to the assessment results? Why? Parents, Guardians, and Students will have access to the assessment results in order to help their child identify any areas of improvement, if needed.Parents, Guardians, and Students will have access to the assessment results in order to help their child identify any areas of improvement, if needed.Parents, Guardians, and Students will have access to the assessment results in order to help their child identify any areas of improvement, if needed.Parents, Guardians, and Students will have access to the assessment results in order to help their child identify any areas of improvement, if needed.Parents, Guardians, and Students will have access to the assessment results in order to help their child identify any areas of improvement, if needed.Professional ReflectionProvide a thorough answer for each question. 1. Select one Social Studies Strategy from your text and explain how it can be used to: Extend social studies knowledge, Extend literacy learning Engage students at a deeper level of learningWeb QuestThis strategy uses the internet as a self-paced scavenger hunt. It uses primary sources, interactive maps, news information, dictionary definitions, and worksheets. The teacher provides the home page. This page includes an introduction, the task, the process, at least one evaluation, the conclusion, and the resources. Students are introduced to a problem or inquiry and then are given a specific task to complete. The process is included to guide the steps and a time line to follow. The resource page provides students with a large list of teacher approved websites to complete the required task. This strategy encourages student inquiry and higher level thinking. It is a useful tool to organize the abundance of information on the internet.The timeline aspect of the process allows students to work on their time management skills. Struggling students who need more direction are given a step by step process and time as to when things should be done. This could potentially be helpful for ADHD and EL students.Advanced students could utilize the resources given to further explore the topic and learning objective. It allows for organization and provides assistance to struggling learners.2. Select one Literacy Strategy from your text and explain how it can be used to: Extend social studies knowledge, Extend literacy learningEngage students at a deeper level of learning.Venn DiagramThis strategy includes overlapping circles in which two ideas are compared and contrasted. The part of the circles that overlap are the similarities and the parts that do not overlap are the differences.This is a good visual aid representation of compare and contrast. If a student is struggling to find subtle similarities and differences between literacy and social studies concepts, having a visual representation will be useful. The student can identify which part of the circle the information belongs and then analyze the relationship to construct an overall understanding of the information they are researching. The student would then be able to apply this to the question and analyze if the information is useful to the inquiry question. This strategy would be useful for the EL students and those with low reading comprehension because it is an alternative way to present information. Students can include diagrams and synonyms to help express the ideas and further comprehend the material. Advanced learners can extend the lesson by trying to find uncommon items to include in the diagram. This strategy is also useful as a prewriting tool. 3. Feedback: Select 2 strategies for providing immediate feedback on learning from any of your texts. Provide evidence that it is research based. 1. Classroom monitoring: Yetta Goodman coined the term “kid watching” and defined it as “direct and informal observation of students” (Tomkins Lang Arts p. 52). It happens spontaneously as the teacher watches how the students interact. The teacher is attentive to behavior and comments. Teachers can also focus on particular students and make anecdotal notes about the involvement. The focus is on what students do as they use oral and written communication not on whether they are behaving properly. 2. On-the-spot conference: teacher can take certain students aside or meet with them at their desk to monitor some aspect of the student’s work or to check on progress. The conferences are brief; the teacher may spend less than a minute. The teacher’s role is to be a listener and a guide. If the student is able to talk about what they are having a problem with, the teacher is often able to help them decide a way to work through it (p. 55-56) ................
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