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 Quinnipiac UniversitySchool of EducationForm E: Lesson Plan TemplateContext Statement:Totoket Valley Elementary School is located in North Branford, Connecticut. The school is placed within a suburban district. The elementary school consists of third, fourth and fifth grade. There are about 70 staff members, 37 which are certified. In total, there are 397 students. Special features within this school include departmentalization in the fourth and fifth grade. Totoket Valley also partakes in Project Choice, where students from New Haven are bused in and attend school here. As well, there is a Bridges program, which entails 504 and IEPs for behaviors. This classroom is a 5th grade class that is departmentalized. This particular teacher instructs reading, writing, and social studies. Due to the departmentalization in this grade, the other teacher instructs math and science. To aid in support, there are specialized and certified staff that monitor the classroom and are assigned to particular students who may be in special education or who are in the Bridges program. There are a total of 22 students, with 12 being male and 10 being female. There are students who require differentiation or extra support from paraprofessionals. Certain students in this class hold IEPs that require a paraprofessional with them at all times.While teaching in this class, there are some requirements that can affect planning or delivery of instruction. Pacing guides are used in reading, writing, and math. As for specific curriculum, Lucy Calkins is used for Reader’s Workshop as well as Writer’s Workshop (Teacher’s College). There are readers and writers workshop assessments used through the Teacher’s College program. As for math curriculum, Eureka math is the main resource, however a math curriculum team and coach wrote the curriculum. While Eureka math is heavily influential, other resources can be used. Assessments in math have been created by the math team and coach to ensure that all state standards have been addressed. Both ELA and math assessments are looked over and modified yearly, or when needed. For benchmark, students take i-Ready assessments in the beginning, middle and end of the year to monitor progress. Math and literacy coaches meet biweekly with teachers to discuss instruction, student data, units of study, and any adjustments that may be needed. Students in this class have just begun working on their book club meetings. This lesson takes place during their second book club meeting. The Lucy Calkins pacing guide assumes that the students have been participating in book clubs throughout elementary school. However, this is the first time the students have been in them, hence the heavy focus on how to make a group discussion and book clubs successful.Essential Question:What do book club members do in an effective book club that deepens the level of thinking within the club’s work?StandardsCCSS.ELA-LITERACY.SL.5.1CCSS.ELA-LITERACY.SL.5.1.ACCSS.ELA-LITERACY.SL.5.1.BCCSS.ELA-LITERACY.SL.5.CSS.ELA-LITERACY.SL.5.1.DStudent Learning Objectives (SLO’s) KnowledgeN/A Procedural KnowledgeFifth grade students will be able to revise their discussion strategies and apply their new knowledge to deepen their conversation and thinking.Students will compare their own discussion strategies and behaviors to ones of the video provided to them and set goals for themselves.Conceptual KnowledgeFifth grade students will demonstrate their conceptual knowledge of what makes an authentic and more in-depth discussion amongst group members.Academic Language KnowledgeN/ALessonTeacherStudentsTimeResearch BasisInitiation-Students will gather to the rug as a whole class with their readers pouches (which holds their reading books and reading log) as well as their reader’s notebook.-Introduce lesson by giving 3 examples of jobs that require collaboration.-Ask students what the three jobs have in common-Tell students they will be enhancing their book club work today-Connect collaboration to a life skill- not just in reading!-Introduce quote: "Individual commitment to a group effort--that is what makes a team work, a company work, a society work, a civilization work."?Have students turn and talk--what does the quote mean to them?-Have a couple of students share out and piggy back off each other (without interrupting)-Highlight that every individual is valued in a group, -Explain to students that they have been raising their level of reading and thinking, but now they are going to set a new goal: raising their level of discussionAnticipated student responses:VolumeLevel of thinking 8:45 - 8:50 Turn and talk students to be reflective and listen openly to other students’ interpretations or ideas of a specific topic sets them up to be successful in real-world situations. Collaborative discussion pushes students to see that there are more than just their perspectives of thinking. Making content relatable. students (especially at a younger age) ask why they need to be learning something. Making content relatable to their life or situations they will encounter in the future allows them to have a more real purpose for learning, and in turn makes them more invested.LessonThis lucy calkins lesson does not hold any explicit modelingModeling/teaching pointIntroduce objective/question to the students:What do book club members do in an effective book club that deepens the level of thinking within the club’s work?-Tell students that when we do inquiry to raise our level of reading through writing, we used models and sample texts-How do they think we are going to raise our level of discussion in book clubs?-Make T chart with both questions from graphic organizer -Pass out graphic organizerQuestion 1: How are these books clubs showing that they value each other?Question 2: How are they making this book club accountable and raising the level of talk?Explain to students that they will watch the video and keep in mind the question:“What do book club members do in an effective book club that deepens the level of thinking within the club’s work?Check-in:To ensure that students understand the expectations, do a thumbs up-middle-down.Sit with student who may have a middle-down Guided Practice/Student Engagement-Show video-Encourage students to bullet--and start writing right away what they notice using the graphic organizer-When video is over, allow students to talk with each other (allows for more shy students to still get to share their ideas)-Have a couple of students share-out whole groupSome ideas you are looking for:How do we know they all felt valued?-Kids were nodding when they agreed- making eye contactOne student asked another question, that shows they valeu what you are saying, they all opened their bookHow did they deepen their conversation?They use their books they refer back to their writer's notebookthey re-read….Link the lesson-Ask the students “so what?”-Now that they have observed this video, how are they going to reflect and apply to themselves as an individual group member?-Key word to tell students: hard work-Have students set a goal for themselves on the rug of what they are going to work on and bring to their book discussion todayIt might sound something like… “I am going to refer back to my book and a certain page when talking about a part with my group”-Remind students that the individual matters to the groupIndependent practice:Send students off into their book club meetingsMid workshop teaching point:Comment on students’ hard work and how they are using their new knowledge and applying it to their own book club. Point out and praise certain groupsEncourage students to go back into their books when they are making a claim during their discussion to provide their group members with evidence, as this is a kind of behavior that shows the student is active and engaged. I will be conferring with particular groups at this point and taking notes on their progressEnsure to remind students that they should be setting goals for the following reading period until they meet next with their group.Students should be actively listening on the rug to this portion of the lessonAnticipated student responses:Through watching a book club as a sampleStudents meet in their book clubs in their designated spots in the classroom. Should their be students who did not do the reading, they will spend this time catching up and miss the discussion due to their accountability 8:50 - 9:00 9:05 - 9:159:15 - 9:25/30ClosureClosureDepending on student’s engagement and how their groups are going, either gather students back on the rug or have them stay at their seats for a reflectionCommend the students on their hard work--remind them that this kind of work requires diligence and mindfulnessConnect back to real-world, that collaboration is not something that is only useful in readingRemind students of their homework (beginning to read and prepare for next book club meeting)Students take their academic break.Students should come back to the rug for a reflection portion of the lesson 9:30 - 9:40 AssessmentGraphic organizer:The graphic organizer will be a form of an informative assessment where I am able to reflect on students’ understanding. It will be collected at the end of the reader’s workshop lesson.How are these books clubs showing that they value each other? How are they making this book club accountable and raising the level of talk?Observation through group conferringWhile students are meeting in their book clubs, circulate around the room and sit in on some group discussions without interrupting. Students should be able to guide conversation--IF needed, prompt group to think about what they are noticing with themselves as group membersDifferentiation/Intervention PlansStudents who have IEPs that require a paraprofessional will be given extra support during the independent portion of the lesson. If needed, nonverbal cues will be given throughout the mini-lesson and independent portion of the lesson Extension IdeasStudents who may need extra challenge may be provided with specific questions that relate to their book in order to deepen their thinkingTeacher QuestionsWhat do book club members do in an effective book club that deepens the level of thinking within the club’s work? What are the two major goals we have been looking at as a class? “What keeps a conversation about books going?How does writing about reading help a book conversation?What kinds of things are talked about in the video?What do you see the students doing that is deepening their thinking?What happens to this idea?Are you seeing behaviors in the video that you think your group might be lacking?Technology/ResourcesSmartboardModeling videoGraphic organizerPencilReader’s notebookBook club book Chart paperBack-up PlanShould a student miss the objective of the lesson, they will be given extra support during future book clubs. They may need prompting questions to guide them to think deeper, as “thinking deeper” is an abstract concept and very individualized.They may need to set different goals for themselves as a reader and group member--something that they should communicate with their groupPossible Student MisconceptionsSome students may struggle with the concept that in their book clubs they should be discussing ideas, predictions, questions, wonderings, etc, rather than retelling the story, which often students do during writing about their reading. In this case, students may need to decrease their volume in reading the book and spend more time reflecting while writing about their reading.Notes from Pre-conference For use by: ? Cooperating Teacher or ? University Supervisor________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ................
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