Form B (Lesson Plan Format)



Lesson Plan 1 (Video)

CANDIDATE NAME: Stephanie Stockero

DATE/TIME: Monday- Day 1

ESTIMATED LESSON LENGTH: 30 minutes

GRADE LEVEL: 3rd grade

SETTING: General

PUPILS: WHOLE CLASS

LESSON TOPIC:

The lesson will be based off of the California State English Standards and will focus on key ideas and details. The lesson is going to cover how to ask and answer questions based upon a reading; I will have the class popcorn read and will ask them specific questions about the reading and will ask them to locate their answer in the book before raising their hand. This will show the students how to locate information from the text as a way to demonstrate their understanding

LESSON RATIONALE:

This lesson is important for third graders as they need to be able to find key ideas and fine detail within a story. This will help my students during their state testing as they are asked to read a paragraph and answer questions based on their readings. The ability to ask and answer questions by referring to their readings will be an important foundation to their future education and will make their lives much easier down the road.

CONTENT AREA: Key Ideas and Details

CALIFORNIA CONTENT STANDARD(S):

CCSS.ELA-Literacy.RL.3.1

CA.ELA.3.2.3

IEP Goals (if for special education students):

(Annual Goal) By 12/01/2020, the student will demonstrate comprehension skills by identifying answers in the text with 85% accuracy on 3 of 5 consecutive trials as measured by teacher charted student records/student work samples.

Accommodations for SPED student:

I will give the student with autism a different story that includes pictures and is very straight-forward in its explanation. I will also provide this student with a different worksheet that asks questions based on the story he has read, focusing on the people or items within the story and doesn’t include questions in which the answer may need to be inferred. I will ensure that the student is working with a group who has a clear understanding of the ideas and who would be most helpful for the student and I will allow the student’s group to work outside. The student will also have a modified assessment that focusses on setting and characters and the student will be provided with extra time to complete the assessment.

ELD STANDARD:

3.1.1 Exchanging information and ideas with others through oral collaborative discussions

on a range of social and academic topics

Accommodations for EL student:

I will provide my English language learner with a worksheet that includes translations of the questions. The ELL will also be provided with an audiobook that has the book in Spanish, while he or she follows along with the English reading.

ACADEMIC LANGUAGE DEMAND:

Key Vocab:

Characters, narrator, plot, setting, conflict, point of view (1st and 3rd), protagonist, antagonist, resolution

Language Skills:

Students will be able to read a text and identify the key vocabulary terms

Language Forms:

Students will be able to form answers to questions based on readings by locating the information/answer found within the text

Content Vocabulary:

• Characters- the people in the story

• Narrator- the person telling the story

• Plot- the arrangement of events in a story or play

• Setting- the time and place of the story

• Conflict- the problem within the story

• Point of View- the narrators position relating to how the story is told

o 1st- the narrator is in the story and is telling the story

o 3rd- the narrator is not in the story and is telling the story

• Protagonist- the hero within the story; typically, the main character

• Antagonist- the villain/bad guy in the story who works against other characters

• Resolution- the end of the story; problem is resolved

Language Functions:

Students will be able to correctly identify the parts within a story and will be able

to find evidence within the text

STRATEGIES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT:

This lesson is designed to help the ELL students to feel comfortable completing this lesson; I will provide them with a worksheet that has the vocabulary terms in both English and Spanish, and I will provide them with an audiobook in Spanish to listen to while they follow along with the English text. The instructions on the worksheet are translated to Spanish as well as the question to go along with the reading.

OBJECTIVE(S):

• Students will understand the listed vocabulary terms and will be able to read a story and determine the plot, characters, setting, etc.

• Students will be able to answer questions based on their reading by finding the answers within the text

ASSESSMENT:

In order to ensure my class has a clear understanding of the lesson, I will hand out a worksheet that has a short story and will have the students determine the characters, plot, and setting which they will have plenty of time to complete this assignment; as they leave for lunch I will ask each student to tell me the definition of any one of their vocabulary words, and the student must be able to answer in order to leave for lunch. After lunch, we will form a small group and will have a discussion about the worksheet where the students will be able to collaborate with one another and we will go over their answers.

INSTRUCTIONAL STRATEGIES:

For this lesson I plan to use a blend of guided and independent teaching strategies; I will go over the terms with my students and will show them examples before asking them to complete the task on their own. As they work on the assignment, I will walk around the classroom to ensure the students are understanding the questions and staying on task. Mary Alice Gunter states the importance of checking on the students during the activity when she writes, “The teacher should circulate during independent practice, checking that no student is repeating a mistake or is actually practicing error” (p.71). I will also be using attention signals to refocus the class if they begin to get off topic or if I want to grab their attention during group work; I will say “Ho-la!” and will have the class repeat that back to me (signals reviewed during intro.), I also have the students use the hand signal for same when they agree with another student, the students are also able to ‘silent celebrate’ (which is when they can do jazz hands but can’t make any sound!) if they got an answer correct or are excited about anything that comes up in the lesson.

 

REQUIRED TEACHER BACKGROUND INFORMATION:

I will be familiar with the stories before going into the lesson and will have formed open-ended questions to get the students discussing the stories. I am going to have the video going over the vocabulary words up and ready to go before they come in and will have watched the video enough times to know if/when I should pause the video to explain it in greater detail. I will also have prepared the worksheets to go along with the lesson and the worksheet I will use to assess their understanding.

TASK ANALYSIS:

Students must be able to read a text and determine the plot, character, etc. within the story, using evidence found from the text

PROCEDURES:

Introduction:

I will begin with our after-recess dance party to get all of their remaining energy out. After that, I will start by reviewing their vocabulary words and answering any questions they may have about the words and their meaning. I will also remind my class of the rules when popcorn reading and having class discussions; I will remind them the order in which they read, the importance of letting other students struggle through a word and not laughing if someone makes a mistake. I will also remind them to raise their hands when they want to add to the conversation, and I will remind them how we show other students that we are listening to what they have to say. I remind the students that they need to pay attention during the lesson by telling them I am going to ask them a question about their reading and/or vocabulary terms and that they must have an answer in order to leave for lunch. I will review our attention signals, practicing them with the class to demonstrate what is expected of them.

Lesson Sequence:

After I introduce the lesson, I will hand out worksheets to the students that include the vocabulary words in which we will be focusing on and the definitions to those words (worksheet accommodations where needed). I will then have the student’s popcorn read the first story; after we read the story as a class, I will begin to ask questions about the story to help them determine the different parts of our story (setting, characters, etc.). After we have discussed the parts of the story in which we were able to find within the first story, I will then have the students work in their table groups to read a different story (each group member will take turns reading aloud) and to complete the worksheet to determine the different parts of the second story. While the students are working in their groups, I will be walking around the classroom to answer any questions the students may have and to keep the groups on task. After the groups have completed the worksheet, I will ask each group to share what they found in the story and will ask them to find proof within the text for the answers they have given. We will discuss what they found, and I will review any areas that seem to be a challenge for the students. Once I feel that the students are comfortable with their vocabulary words and how to find them within the text, I will hand out a worksheet to assess their individual understanding; at this time I won’t be answering any questions as this serves as an assessment of their understanding, however, I will be walking around the class to keep the students focused and to ensure each student is completing his/her own work. As the students leave for lunch, I will ask each student a specific question about the reading (in terms of their vocabulary words) and their answer will be their ticket out of the door.

Closure:

Once the students return from lunch, I will re-play the video and have the students sing along with the song explaining their vocabulary words. After that, I will have the student form a discussion circle so that we can go over their assessment as a class; at this time students will be encouraged to discuss what they thought of the story, what they found easy to find in the story, and what might have been more difficult for them. We will do a final review of the vocabulary words, and I will encourage them to look for the characters, plot, setting, etc. within their favorite show, song, movie, or play.

UNIVERSAL ACCESS:

This lesson has been created to include all students within the general education classroom, including English language learners and special education students. I have made modifications in the worksheets for both the ELL and SPED students, providing translations for the ELLs and a simplified version for the SPED student. I have accommodated both the ELL and SPED students by giving them extra time on the assignment and by allowing the SPED student to work outside when needed.

CONTENT INTEGRATIONS/EXTENSIONS:

This lesson can be integrated into a history lesson as we often have to determine the people within the historical story, the location in which it took place, the year the event took place, and we need to play close attention to the point of view – who is telling this story? Is it biased? Students need to be able to determine all parts of the historical story in order to have a clear understanding of what occurred so this would overlap perfectly when reading historical text.

RESOURCES/SOURCES:

Gunter, M. A., Estes, T. H., & Schwab, J. H. (2003). Instruction: A Models approach (4th

ed.). Boston: Allyn and Bacon.

“Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out

Cycle.” IRIS Center, iris.peabody.vanderbilt.edu/module/bi1/.

MATERIALS/EQUIPMENT:

• Worksheets

• Pencil + eraser

• Video explaining parts of a story

o

• Two short stories:

o “Miss Mitchell’s Comet” by Sue Peterson

o “The Solver”

• Assessment with short story, “Raccoon Rex” by Ruth Donnelly

PERSONAL TEACHING OBJECTIVES:

I hope to see my students engaging in the reading discussion, with at least 90%

participation of the class. I also hope to have at least three-fourths of my students score an 85% or higher on the final assessment.

ASSESSMENT OF PERSONAL TEACHING OBJECTIVES:

I will assess my personal teaching objectives by grading the final assessment to see how

well the students did, and I will be able to focus on student participation while the students are working in their table groups (as some students are too shy to share in front of the entire class). By playing a video that has a song attached to the parts of a story, I hope to give the students a fun, meaningful lesson that will stay with them when they leave at the end of the day.

Rubric Used for Lesson 1:

Lesson Plan 2

CANDIDATE NAME: Stephanie Stockero

DATE/TIME: Tuesday- Day 2

ESTIMATED LESSON LENGTH: 30 minutes

GRADE LEVEL: 3rd grade

SETTING: General

PUPILS: WHOLE CLASS

LESSON TOPIC:

The lesson will be based off of the California State English Standards and will focus on standard capitalization, punctuation, and spelling. The lesson is going to cover when and when not to capitalize letters and will emphasize the need to use periods.

LESSON RATIONALE:

This lesson is important for third graders as they are expected to know which words within a sentence should be capitalized and why. They are given tests on this skill for state testing and will be expected to use proper capitalization on our weekly vocabulary quiz.

CONTENT AREA: Language - Conventions of Standard English

CALIFORNIA CONTENT STANDARD(S):

CCSS.ELA-Literacy.L.3.2

CA.ELA.3.1.1

IEP Goals (if for special education students):

(Annual Goal) By 12/01/2020, when given unfamiliar words containing complex word families (e.g., -ight), the student will correctly decode the target words with 80% accuracy in 3 consecutive trials as measured by teacher observation/teacher-charted data.

Accommodations for SPED student:

I will give the student with autism a different worksheet that contains easier errors to find (e.g., first letter of the word not proper nouns in the middle of the sentence). I will also partner the SPED student with a student whom I know is confident in this topic, allowing them to work outside if necessary and allowing them extra time to complete the assignment.

ELD STANDARD:

3.1.10 Writing literary and informational texts to present, describe, and explain ideas and

information, using appropriate technology.

Accommodations for EL student:

I will provide my English language learner with a worksheet that includes translations of the instructions and with the story written in both Spanish and English. The ELL will also be provided with extra time to complete the reading if needed.

ACADEMIC LANGUAGE DEMAND:

Key Vocab:

October, California, Aunt Charlie, dog, Fourth of July

Language Skills:

Students will be able to read a sentence and determine which words need to be capitalized

Language Forms:

Students will be able to identify any errors within a sentence, regarding capitalization and punctuation.

Content Vocabulary:

• October (any month)- Capitalized

• California (any state)- Capitalized

• Aunt Charlie- Capitalized

• Dog- not capitalized, UNLESS beginning of sentence

• Fourth of July (any holiday)- Capitalized

Language Functions:

Students will be able to correctly capitalize words within a sentence, explaining why or why

not the letter should be capitalized. The students will also be able to identify where a period

is necessary and whether or not a word (with ‘s’ at the end) needs an apostrophe; students are

able to identify proper nouns and possessive nouns.

STRATEGIES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT:

This lesson is designed to help the ELL students to feel comfortable completing this lesson; I will provide them with a worksheet that has directions in both English and Spanish. I will also provide the reading in Spanish so that they can have an easier time finding which words should be capitalized.

OBJECTIVE(S):

• Students are able to demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

• The students will know and use complex word families when reading to decode unfamiliar words

• Students will be able to identify proper and possessive nouns

ASSESSMENT:

In order to ensure my class has a clear understanding of the lesson, I will hand out a worksheet that has ten different sentences, each containing one or more errors. The students will be instructed to read each sentence and determine which parts of the sentence need to be fixed or changed.

INSTRUCTIONAL STRATEGIES:

For this lesson I plan to use a blend of guided and independent teaching strategies; I will go over the instructions with my students and will go over an example with them before having them work on the assignment with their partner. As the pair completes the worksheet, I will walk around and ensure that the students are on task and are understanding the problems. As Gunter writes in her book, “Instruction: A Models Approach” 4th edition, “The classroom teacher should combine effective verbal presentation with audiovisuals, questions, demonstrations, and student participation” (pg.66). This is important to keep in mind as a future educator because we need to include all forms of learning for our students to reach their maximum potential. I will also be using attention signals to refocus the class if they begin to get off topic or if I want to grab their attention during group work; I will say “Ho-la!” and will have the class repeat that back to me (signals reviewed during intro.), I also have the students use the hand signal for same when they agree with another student, the students are also able to ‘silent celebrate’ (which is when they can do jazz hands but can’t make any sound!) if they got an answer correct or are excited about anything that comes up in the lesson.

REQUIRED TEACHER BACKGROUND INFORMATION:

I will have prepared worksheets and assessments (making accommodations where needed) and will be familiar with the answers to the questions on the worksheet. I will also come prepared with open-ended questions to get the students thinking about the story and to get students engaged in the conversation.

TASK ANALYSIS:

Students must be able to read a variety of sentences and be able to identify the proper use of capitalization and punctuation

PROCEDURES:

Introduction:

I will begin with our after-recess dance party to get all of their remaining energy out. After that, I will start by explaining what we will be doing and why it is important; I will encourage participation with the promise of a reward and will remind the students how to behave in class activities. I will also remind my class of the rules when working with partners and how they need to behave during class discussions; I will remind that both group members need to read an equivalent amount and they need to complete the assignment together. I will also remind them to raise their hands when they want to add to the conversation, and I will remind them how we show other students that we are listening to what they have to say.

Lesson Sequence:

After I introduce the lesson and go over a few examples, I will hand out worksheets to the students that include a variety of sentences that contain errors in capitalization and punctuation. I will then have the student’s move to sit near their partners. After the students have settled in with their partner, I will allow the students to work on the problems with their partner and will be walking around the class to answer any questions and to ensure the students are staying on task. Once all of the groups have completed the worksheet, we will discuss the worksheet as a class and will go over the answers and any questions that may have come up. I will then have the students return to their desks and will do a “brain break”, then will use my attention signal to refocus the group. Once the students are settled, I will explain the assessment and will hand out the exam to test my students’ understanding of this material. I will be circulating around the room to see who is struggling or who is doing really well, I will also be making sure everyone is staying on task and that everyone is using his/her own brain and not their neighbors.

Closure:

Once the students have completed their assessment, I will ask them to form themselves in a circle so we can discuss the questions on the test. I will encourage discussion with the reward of ‘school bucks’ (fake money they can use to purchase items at our school yard sales) and will direct the conversation with open-ended questions regarding the errors they should have found on the test. I will take this time to summarize the lesson and to highlight the important take-aways. I will also explain their homework for the evening and will take this time to answer any questions about the assignment.

UNIVERSAL ACCESS:

This lesson has been created to include all students within the general education classroom, including English language learners and special education students. I have made modifications in the worksheets for both the ELL and SPED students, providing translations for the ELLs and a simplified version for the SPED student. I have accommodated both the ELL and SPED students by giving them extra time on the assignment and by allowing the SPED student to work outside when needed.

CONTENT INTEGRATIONS/EXTENSIONS:

This lesson is applied to all areas of our lives! The students need to know when to capitalize and when not to; for example, in a history class the students might not do well on a test if they are unsure where to capitalize and if they are unable to determine the proper nouns.

RESOURCES/SOURCES:

Gunter, M. A., Estes, T. H., & Schwab, J. H. (2003). Instruction: A Models approach (4th

ed.). Boston: Allyn and Bacon.

Understanding the Acting-Out Cycle: The Calm Phase in the Iris modules.

MATERIALS/EQUIPMENT:

• Worksheets

• Pencil + eraser

• Assessment

• School bucks

PERSONAL TEACHING OBJECTIVES:

I hope to see my students engaging in the reading discussion, with at least 90%

participation of the class. I also hope to have at least three-fourths of my students score an 85% or higher on the final assessment.

ASSESSMENT OF PERSONAL TEACHING OBJECTIVES:

I will assess my personal teaching objectives by grading the final assessment to see how

well the students did, and I will be able to focus on student participation while the students are working with their partner (as some students are too shy to share in front of the entire class).

Rubric Used for Lesson 2:

Lesson Plan 3

CANDIDATE NAME: Stephanie Stockero

DATE/TIME: Wednesday- Day 3

ESTIMATED LESSON LENGTH: 30 minutes

GRADE LEVEL: 3rd grade

SETTING: General

PUPILS: WHOLE CLASS

LESSON TOPIC:

The lesson will be based off of the California State English Standards and will focus on language and vocabulary. The lesson is going to cover how to find the meaning of an unknown word and multiple-meaning words/phrases based on the context of the reading. We are going to work through the definitions of challenging words by reading the surrounding text, inferring what the word may mean.

LESSON RATIONALE:

This lesson is important for third graders as they will face many words that they may not know the meaning of, and the students need to learn how to find the meaning of a word through the surrounding text or infer the word’s definition. This will help them with their weekly vocabulary quizzes where, in addition to being asked the spelling of a word, they are asked the definition of a word based on the example I have given them.

CONTENT AREA: Vocabulary Acquisition and Use

CALIFORNIA CONTENT STANDARD(S):

CCSS.ELA-Literacy.L.3.4

CA.ELA.3.1.6

IEP Goals (if for special education students):

(Annual Goal) By 12/01/2020, when given five sentences containing unknown words and at least three possible meanings for the target word, the student will use the context of the sentence to determine the correct meaning with 75% accuracy in three consecutive trials as measured by student work examples.

Accommodations for SPED student:

I will give the student with autism a different worksheet that contains easier vocabulary words to determine the meaning of and includes pictures next to the sentences used to describe the target word. I will also partner the SPED student with a student whom I know is confident in this topic, allowing them to work outside if necessary and allowing them extra time to complete the assignment.

ELD STANDARD:

3.1.6 Reading closely literary and informational texts and viewing multimedia to determine how

meaning is conveyed

Accommodations for EL student:

I will provide my English language learner with a worksheet that includes translations of the vocabulary words in question and of the sentences used to describe the target word. The ELL will also be provided with extra time to complete the task if needed.

ACADEMIC LANGUAGE DEMAND:

Key Vocab:

Bill, fan, game, pupil, squash, log, mold, light, leaves, mine

Language Skills:

Students will be able to read a text and identify the key vocabulary terms

Language Forms:

Students will be able to form answers to questions based on readings by locating the information/answer found within the text

Content Vocabulary:

• Bill- statement of money owed OR the mouth of a bird

• Fan- a tool to cool you down OR a big supporter of a person, group, club, etc.

• Game- a form of plat or sport OR any hunted animal

• Pupil- the black part of the eye OR a student in school

• Squash- a vegetable OR the action of crushing/squeezing something

• Log- a part of a tree OR a record of event

• Mold- a type of fungus OR tool used to find the shape of other objects

• Light- to make something brighter/illuminated OR a pale color

• Leaves- part of a tree OR to leave something behind

• Mine- when the speaker is referring to things belonging to themselves OR a pit in the Earth from which mineral substances are taken

Language Functions:

Students will be able to correctly define their vocabulary words based on the surrounding text

STRATEGIES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT:

This lesson is designed to help the ELL students to feel comfortable completing this lesson; I will provide them with a worksheet that has the vocabulary words in both English and Spanish. I will also provide the reading in Spanish so that they can have an easier time finding the definition of the target words.

OBJECTIVE(S):

• Students will be able to determine the definition of their vocabulary words based upon the surrounding text in their reading

• Students will be able to deceiver the appropriate meaning of multiple definition words

ASSESSMENT:

In order to ensure my class has a clear understanding of the lesson, I will hand out a worksheet that has ten different vocabulary words underlined and each word has a sentence or two surrounding it; the students will then have to read the sentence and determine what they believe to be the correct definition for the target word used in that specific context.

INSTRUCTIONAL STRATEGIES:

For this lesson I plan to use a blend of guided and independent teaching strategies; I will go over the instructions with my students and will go over an example with them before having them work on the assignment with their partner. As the pair completes the worksheet, I will walk around and ensure that the students are on task and are understanding the problems. As Gunter writes in her book, “Instruction: A Models Approach” 4th edition, “If worksheets are used for independent practice, they should be introduced in a setting of guided practices” (p. 71). This is an important idea that the author brings up because students gain so much from working independently, but if they are not clear on the instructions, they may begin to complete the assignment incorrectly or may be too confused to even begin. I will also be using attention signals to refocus the class if they begin to get off topic or if I want to grab their attention during group work; I will say “Ho-la!” and will have the class repeat that back to me (signals reviewed during intro.), I also have the students use the hand signal for same when they agree with another student, the students are also able to ‘silent celebrate’ (which is when they can do jazz hands but can’t make any sound!) if they got an answer correct or are excited about anything that comes up in the lesson.

REQUIRED TEACHER BACKGROUND INFORMATION:

I will be familiar with the readings and the vocabulary words in question. I will have prepared worksheets and assessments (making accommodations where needed) and will be familiar with all definitions associated with the multi-definition words. I will also come prepared with open-ended questions to get the students thinking about the different definitions of words and to get students engaged in the conversation.

TASK ANALYSIS:

Students must be able to read a text and determine the plot, character, etc. within the story, using evidence found from the text

PROCEDURES:

Introduction:

I will begin with our after-recess dance party to get all of their remaining energy out. After that, I will start by explaining what we will be doing and why it is important; I will go through an example with the students and will answer any questions that they may have. I will also remind my class of the rules when working with partners and how they need to behave during class discussions; I will remind that both group members need to read an equivalent amount and they need to complete the assignment together. I will also remind them to raise their hands when they want to add to the conversation, and I will remind them how we show other students that we are listening to what they have to say.

Lesson Sequence:

After I introduce the lesson and go over a few examples, I will hand out worksheets to the students that include the vocabulary words in which we will be focusing on; the worksheet will include a few sentences surrounding the vocabulary words in question. I will then have the student’s move to sit near their partners. After the students have settled in with their partner, I will allow the students to work on the problems with their partner and will be walking around the class to answer any questions and to ensure the students are staying on task. Once all of the groups have completed the worksheet, we will discuss the worksheet as a class and will go over the answers and any questions that may have come up. I will then have the students return to their desks and will do a “brain break”, then will use my attention signal to refocus the group. Once the students are settled, I will explain the assessment and will hand out the exam to test my students’ understanding of this material. I will be circulating around the room to see who is struggling or who is doing really well, I will also be making sure everyone is staying on task and that everyone is using his/her own brain and not their neighbors.

Closure:

Once the students have completed their assessment, I will ask them to form themselves in a circle so we can discuss the questions on the test. I will encourage discussion with the reward of ‘school bucks’ (fake money they can use to purchase items at our school yard sales) and will direct the conversation with open-ended questions regarding their vocabulary words. I will take this time to summarize the lesson and to highlight the important take-aways. I will also explain their homework for the evening and will take this time to answer any questions about the assignment.

UNIVERSAL ACCESS:

This lesson has been created to include all students within the general education classroom, including English language learners and special education students. I have made modifications in the worksheets for both the ELL and SPED students, providing translations for the ELLs and a simplified version for the SPED student. I have accommodated both the ELL and SPED students by giving them extra time on the assignment and by allowing the SPED student to work outside when needed.

CONTENT INTEGRATIONS/EXTENSIONS:

This lesson can be integrated and extended to any lesson besides English; knowing that one word can have many different meanings and the ability to determine the definition of these words through context is a crucial life skill that the students will always need to access.

RESOURCES/SOURCES:

Gunter, M. A., Estes, T. H., & Schwab, J. H. (2003). Instruction: A Models approach (4th

ed.). Boston: Allyn and Bacon.

Understanding the Acting-Out Cycle: The Calm Phase in the Iris modules.

MATERIALS/EQUIPMENT:

• Worksheets with vocabulary words and sentences surrounding them

• Pencil + eraser

• Brain break video

• Assessment

• School bucks

PERSONAL TEACHING OBJECTIVES:

I hope to see my students engaging in the reading discussion, with at least 90%

participation of the class. I also hope to have at least three-fourths of my students score an 85% or higher on the final assessment.

ASSESSMENT OF PERSONAL TEACHING OBJECTIVES:

I will assess my personal teaching objectives by grading the final assessment to see how

well the students did, and I will be able to focus on student participation while the students are working with their partner (as some students are too shy to share in front of the entire class).

Rubric Used for Lesson 3:

Lesson Plan 4

CANDIDATE NAME: Stephanie Stockero

DATE/TIME: Thursday- Day 4

ESTIMATED LESSON LENGTH: 30 minutes

GRADE LEVEL: 3rd grade

SETTING: General

PUPILS: WHOLE CLASS

LESSON TOPIC:

The lesson will be based off of the California State English Standards and will focus on phonics and words recognition. This lesson will cover how to sound out words based upon word analysis and decoding words. The students will learn how to sound out the words that they see in their reading based upon syllables and the different vowel rules.

LESSON RATIONALE:

This lesson is important for third graders as they need to be able to sound out any words that they face and are unsure of the pronunciation. This will help my students during weekly vocabulary tests; if students are able to sound out a word that they are reading, it will greatly benefit their ability to sound words out while spelling them.

CONTENT AREA: Phonics and Word Recognition

CALIFORNIA CONTENT STANDARD(S):

CCSS.ELA-Literacy.RF.3.3

CA.ELA.3.1.2

IEP Goals (if for special education students):

(Annual Goal) By 12/01/2020, the student will decode regular multisyllabic words with 80% accuracy on 3 of 5 consecutive trials as measured by teacher charted work/records student work samples

Accommodations for SPED student:

I will give the student with autism a different worksheet that has shorter syllable words and I will have the student find the sounds within the word rather than the syllables. The SPED student will be allowed extra time to complete the worksheet and is allowed to leave the class at any point during this activity.

ELD STANDARD:

3.2.1 Understanding text structure

Accommodations for EL student:

I will provide my English language learner with a worksheet that includes translations of the vocabulary words and a translation of the instructions.

ACADEMIC LANGUAGE DEMAND:

Key Vocab:

Decorate, donate, create, estimate, hibernate, birthday, crayon

Language Skills:

Students will be able to determine the number of syllables found within a word

Language Forms:

Students will be able to identify the syllables within a word and will be able to identify where the break in syllables occurs

Content Vocabulary:

• Decorate- 3 syllables

• Donate- 2 syllables

• Create- 2 syllables

• Estimate- 3 syllables

• Hibernate- 3 syllables

• Birthday- 2 syllables

• Crayon- 2 syllables

Language Functions:

Students will be able to decode regular multi-syllable words and will be able to correctly pronounce the given vocabulary words

STRATEGIES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT:

This lesson is designed to help the ELL students to feel comfortable completing this lesson; I will provide them with a worksheet that has the vocabulary terms in both English and Spanish and will have the instructions on the worksheet translated to Spanish as well.

OBJECTIVE(S):

• Students will understand what syllables

• Students will be able to find syllable breaks in the given vocabulary words

• Students will be able to identify the number of syllables found within the given vocabulary words

ASSESSMENT:

In order to ensure my class has a clear understanding of the lesson, I will hand out a worksheet that has a variety of multi-syllable words and will ask the students to determine the number of syllables within the word. I will also be able to see how well they retained this lesson when they complete their spelling test on Friday.

INSTRUCTIONAL STRATEGIES:

For this lesson I plan to use a blend of guided and independent teaching strategies; I will go over worksheet and directions with my students and will show them examples before asking them to complete the task on their own. As they work on the assignment, I will walk around the classroom to ensure the students are understanding the questions and staying on task. Mary Alice Gunter states the importance of checking on the students during the activity when she writes, “The teacher should circulate during independent practice, checking that no student is repeating a mistake or is actually practicing error” (p.71). I will also be using attention signals to refocus the class if they begin to get off topic or if I want to grab their attention during group work; I will say “Ho-la!” and will have the class repeat that back to me (signals reviewed during intro.), I also have the students use the hand signal for same when they agree with another student, the students are also able to ‘silent celebrate’ (which is when they can do jazz hands but can’t make any sound!) if they got an answer correct or are excited about anything that comes up in the lesson.

 

REQUIRED TEACHER BACKGROUND INFORMATION:

I will be familiar with the vocabulary words and their syllables before going into the lesson and will have formed open-ended questions to get the students discussing syllables and the activity for the day. I will also have prepared the worksheets to go along with the lesson (making accommodations where necessary) and the worksheet I will use to assess their understanding.

TASK ANALYSIS:

Students must be able to pronounce multiple syllable words by sounding out the word and will be able to determine the number of syllables within the words.

PROCEDURES:

Introduction:

I will begin with our after-recess dance party to get all of their remaining energy out. After that, I will start by reviewing their vocabulary words and will explain the activity that we will be completing. I will also remind my class of the rules when working in groups and having class discussions; I will remind them the importance of letting other students struggle through a word and not laughing if someone makes a mistake. I will also remind them to raise their hands when they want to add to the conversation, and I will remind them how we show other students that we are listening to what they have to say. I remind the students that they need to pay attention during the lesson by telling them I am going to give them each a complex word that they must have the number of syllables and best pronunciation in order to leave for lunch. I will review our attention signals, practicing them with the class to demonstrate what is expected of them.

Lesson Sequence:

After I introduce the lesson, I will hand out worksheets to the students that include the vocabulary words in which we will be focusing on and the instructions for completing the worksheet (worksheet accommodations where needed). I will then go over a few examples with the students and will have a short group discussion about how to determine the number of syllables in a word. After we have gone over a few examples, I will have the students begin to complete the worksheet with a partner; at this time, I will be circulating around the room to ensure the students are staying on task and are correctly completing the worksheet. After the students have completed the worksheet, I will ask each group to share what they found as answers and will ask them questions to engage them in the lesson discussion. We will discuss what they found, and I will review any areas that seem to be a challenge for the students. Once I feel that the students are comfortable with their vocabulary words and how to find the number of syllables within the words, I will hand out a worksheet to assess their individual understanding; at this time I won’t be answering any questions as this serves as an assessment of their understanding, however, I will be walking around the class to keep the students focused and to ensure each student is completing his/her own work. As the students leave for lunch, I will have each student pull out a small piece of paper that contains a multiple syllable word; I will ask them to tell me the number of syllables within the word and to pronounce this word to their best ability, and the answer will be their ticket out of the door.

Closure:

Once the students return from lunch, I will have the student form a discussion circle so that we can go over their assessment as a class; at this time students will be encouraged to discuss what they thought of the words on the assessment, which words were easier for them, and which words might have been more difficult for them. We will do a final review of the vocabulary words, and I will encourage them to read a box or can they find in their kitchen and practice finding the syllables within the word and to practice pronouncing the word.

UNIVERSAL ACCESS:

This lesson has been created to include all students within the general education classroom, including English language learners and special education students. I have made modifications in the worksheets for both the ELL and SPED students, providing translations for the ELLs and a simplified version for the SPED student. I have accommodated both the ELL and SPED students by giving them extra time on the assignment and by allowing the SPED student to work outside when needed.

CONTENT INTEGRATIONS/EXTENSIONS:

This lesson can be integrated into a history lesson as we often face words that are challenging to pronounce; by practicing the ability to pronounce a word correctly through the syllables found within this word, the students will be able to get a much richer education in other areas.

RESOURCES/SOURCES:

Gunter, M. A., Estes, T. H., & Schwab, J. H. (2003). Instruction: A Models approach (4th

ed.). Boston: Allyn and Bacon.

“Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out

Cycle.” IRIS Center, iris.peabody.vanderbilt.edu/module/bi1/.

MATERIALS/EQUIPMENT:

• Worksheets

• Pencil + eraser

• PowerPoint with examples

• Assessment

PERSONAL TEACHING OBJECTIVES:

I hope to see my students engaging in the reading discussion, with at least 90%

participation of the class. I also hope to have at least three-fourths of my students score an 85% or higher on the final assessment.

ASSESSMENT OF PERSONAL TEACHING OBJECTIVES:

I will assess my personal teaching objectives by grading the final assessment to see how

well the students did, and I will be able to focus on student participation while the students are working with their partners (as some students are too shy to share in front of the entire class).

Rubric Used for Lesson 4:

Lesson Plan 5

CANDIDATE NAME: Stephanie Stockero

DATE/TIME: Friday- Day 5

ESTIMATED LESSON LENGTH: 30 minutes

GRADE LEVEL: 3rd grade

SETTING: General

PUPILS: WHOLE CLASS

LESSON TOPIC:

The lesson will be based off of the California State English Standards and will focus on fluency. The lesson is going to cover how to read with sufficient accuracy and fluency to support comprehension. We are going to read a grade-level story and I will teach the students how to read with purpose, enthusiasm, and understanding.

LESSON RATIONALE:

This lesson is important for third graders as we are always reading as a class and the students will be tested throughout the school year on their reading abilities and it is important that they are able to read at the third-grade level before moving onto fourth grade.

CONTENT AREA: Reading: Foundational Skills (Fluency)

CALIFORNIA CONTENT STANDARD(S):

CCSS.ELA-Literacy.RF.3.4

CA.ELA.3.1.3

IEP Goals (if for special education students):

(Annual Goal) By 12/01/2020, when given a selected third grade passage, the student will read at a fluency rate of correct words per minute 70% accuracy in consecutive trials with as measured by student work samples/teacher-charted data

Accommodations for SPED student:

I will give the student with autism a different worksheet that contains easier story to read that includes pictures to go along with the story. I will also partner the SPED student with a student whom I know is confident in this topic, allowing them to work outside if necessary and allowing them extra time to complete the assignment.

ELD STANDARD:

3.1.12 Selecting and applying varied and precise vocabulary and language structure to effectively

convey ideas

Accommodations for EL student:

I will provide my English language learner with a worksheet that includes translations of the instructions and with the story written in both Spanish and English. The ELL will also be provided with extra time to complete the reading if needed.

ACADEMIC LANGUAGE DEMAND:

Key Vocab:

Served, trace, realized, demanded, disagreed, refused, quote, truly

Language Skills:

Students will be able to read a text and identify the key vocabulary terms

Language Forms:

Students will be able to use context to confirm or self-correct word recognition and understanding, rereading as necessary

Content Vocabulary:

Students will be able to read these words within the story and will be able to fluently read as well as being able to determine the words meaning and will reread the sentence containing the vocabulary words, if needed.

Language Functions:

Students will be able to correctly define their vocabulary words based on the surrounding text

and will be able to read three short stories fluently, showing excitement and voice

fluctuation.

STRATEGIES TO SUPPORT ACADEMIC LANGUAGE DEVELOPMENT:

This lesson is designed to help the ELL students to feel comfortable completing this lesson; I will provide them with a worksheet that has the vocabulary words in both English and Spanish. I will also provide the reading in Spanish so that they can have an easier time finding the definition of the target words and finding the storyline.

OBJECTIVE(S):

• Students will be able to determine the definition of their vocabulary words based upon the surrounding text in their reading

• Students will be able to read a third-grade passage with fluency and excitement

ASSESSMENT:

In order to ensure my class has a clear understanding of the lesson, I will hand out a worksheet that has a short story and will provide questions they have to answer based on their reading. The assessment will be timed as I am trying to assess how quickly my students are able to read a story and answer specific questions about the characters, setting, and plot.

INSTRUCTIONAL STRATEGIES:

For this lesson I plan to use a blend of guided and independent teaching strategies; I will go over the instructions with my students and will go over an example with them before having them work on the assignment with their partner. For the example, we will popcorn read the short story and we will discuss the main ideas within the story. As the pair completes the worksheet, I will walk around and ensure that the students are on task and are understanding the problems. As Gunter writes in her book, “Instruction: A Models Approach” 4th edition, “It is important to repeat…The direct instruction model is a necessary but not a sufficient instructional tool” (pg. 79). This is an important idea that the author brings up because it is important for teachers to explain tasks and to go through examples with the students, but if they fail to provide the students with independent work time, they are failing to push their students to their fullest potential. I will also be using attention signals to refocus the class if they begin to get off topic or if I want to grab their attention during group work; I will say “Ho-la!” and will have the class repeat that back to me (signals reviewed during intro.), I also have the students use the hand signal for same when they agree with another student, the students are also able to ‘silent celebrate’ (which is when they can do jazz hands but can’t make any sound!) if they got an answer correct or are excited about anything that comes up in the lesson.

REQUIRED TEACHER BACKGROUND INFORMATION:

I will be familiar with the readings and the vocabulary words that may be difficult for the students to read. I will have prepared worksheets and assessments (making accommodations where needed) and will be familiar with the answers to the questions on the worksheet. I will also come prepared with open-ended questions to get the students thinking about the story and to get students engaged in the conversation.

TASK ANALYSIS:

Students must be able to read a text with fluency and will be able to answer questions based upon the reading.

PROCEDURES:

Introduction:

I will begin with our after-recess dance party to get all of their remaining energy out. After that, I will start by explaining what we will be doing and why it is important; I will remind them the order in which they read when reading as a class and remind them of the importance of respecting their peers. I will go through an example with the students and will go over questions based on the story, answer any questions that they may have. I will also remind my class of the rules when working with partners and how they need to behave during class discussions; I will remind that both group members need to read an equivalent amount and they need to complete the assignment together. I will also remind them to raise their hands when they want to add to the conversation, and I will remind them how we show other students that we are listening to what they have to say.

Lesson Sequence:

After I introduce the lesson and go over a few examples, I will hand out worksheets to the students that include a short story and five questions that relate to the reading. I will then have the student’s move to sit near their partners. After the students have settled in with their partner, I will allow the students to work on the problems with their partner and will be walking around the class to answer any questions and to ensure the students are staying on task. Once all of the groups have completed the worksheet, we will discuss the worksheet as a class and will go over the answers and any questions that may have come up. I will then have the students return to their desks and will do a “brain break”, then will use my attention signal to refocus the group. Once the students are settled, I will explain the assessment and will hand out the exam to test my students’ understanding of this material. I will be circulating around the room to see who is struggling or who is doing really well, I will also be making sure everyone is staying on task and that everyone is using his/her own brain and not their neighbors.

Closure:

Once the students have completed their assessment, I will ask them to form themselves in a circle so we can discuss the questions on the test. I will encourage discussion with the reward of ‘school bucks’ (fake money they can use to purchase items at our school yard sales) and will direct the conversation with open-ended questions regarding their vocabulary words. I will take this time to summarize the lesson and to highlight the important take-aways. I will also explain their homework for the evening and will take this time to answer any questions about the assignment.

UNIVERSAL ACCESS:

This lesson has been created to include all students within the general education classroom, including English language learners and special education students. I have made modifications in the worksheets for both the ELL and SPED students, providing translations for the ELLs and a simplified version for the SPED student. I have accommodated both the ELL and SPED students by giving them extra time on the assignment and by allowing the SPED student to work outside when needed.

CONTENT INTEGRATIONS/EXTENSIONS:

This lesson can be integrated and extended to any lesson besides English; the ability to read at a proficient level is a crucial part of being a functioning member of society.

RESOURCES/SOURCES:

Gunter, M. A., Estes, T. H., & Schwab, J. H. (2003). Instruction: A Models approach (4th

ed.). Boston: Allyn and Bacon.

Understanding the Acting-Out Cycle: The Calm Phase in the Iris modules.

MATERIALS/EQUIPMENT:

• Worksheets

• Pencil + eraser

• Two short stories:

o “Miss Mitchell’s Comet” by Sue Peterson

o “The Solver”

• Assessment with short story, “Raccoon Rex” by Ruth Donnell

• School bucks

PERSONAL TEACHING OBJECTIVES:

I hope to see my students engaging in the reading discussion, with at least 90%

participation of the class. I also hope to have at least three-fourths of my students score an 85% or higher on the final assessment.

ASSESSMENT OF PERSONAL TEACHING OBJECTIVES:

I will assess my personal teaching objectives by grading the final assessment to see how

well the students did, and I will be able to focus on student participation while the students are working with their partner (as some students are too shy to share in front of the entire class).

Rubric Used for Lesson 5:

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