Lessons+I+Have+Written+or+Taught


 * Lesson Plan Template**

__**Estimated number of days lesson will cover:**__ **___2__** a) Reads word containing blends, digraphs, and diphthongs. f) Reads multisyllabic words. (Day 1)ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student b) Makes predictions from text context. (Day 2) ELA2R4 c) Summarizes text content. k) Identifies and infers cause-and-effect relationships. || The students will make predictions about the text after prompting from the teacher. The students will summarize the story at reading group the second day before re-reading. The students will tell the teacher at least four cause-and-effect relationships from the story.
 * Name: __Taylor Turner_____ Grade Level:_____2nd__ _____**
 * Lesson Subject/Title: __The Green Dragons__ ||
 * Performance Standards: (Day 1) ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. The student
 * Lesson Objectives (What students will know and/or do): The students will read any page from __The Green Dragons__ fluently (missing no more than one word) after one group reading.

Enduring Understanding: You’re never too small or too young to start reaching for your goals. || What reasonable predictions can you make about this story based on the cover? Can you correctly summarize the story in orally and on paper? || Dribbling – advancing the ball down the field by giving it a series of short kicks Passing – kicking the ball to a teammate Defense – when the other team has the ball and your team is trying to keep them from scoring ||
 * Essential Questions:
 * Key Vocabulary:

Day 1
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 2-3 mins || Introduction/hook/activation of prior knowledge

Talk about the cover picture and what the book might be about. || This book is at the appropriate reading level for this group of students || __The Green Dragons__ book ||  || Demonstrate/Model (if appropriate)
 * 10-14 mins || Instructional activities

Guided Practice (if appropriate) I will call randomly call on students to read. Each student will read a page. I will help students with any words they struggle with. I will ask questions throughout the story about what is happening and what might be coming up next. After the first reading, the students will whisper read the story again to themselves. They may ask me if they have any questions about words, and if I hear them pronounce any word incorrectly, I will correct them.

Independent Practice (if appropriate) ||  || __The Green Dragons__ book || Each student will get to read 4 different pages of the book. On the second reading, all students should be able to read their random page with no more than one mistake. ||
 * 2-3 mins || Review and Closure

We will discuss what happened in the book. ||  ||   || Students should each be able to summarize the story. ||

Day 2
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 3-4 mins || Introduction/hook/activation of prior knowledge

Have the students tell me what happens in the story. Discuss cause-and-effect relationships. || This book is at the appropriate reading level for this group of students || __The Green Dragons__ book ||  || Demonstrate/Model (if appropriate)
 * 10-12 mins || Instructional activities

Guided Practice (if appropriate)

Independent Practice (if appropriate)

I will randomly call on students to read. They will read one page each. They should be able to read all the pages independently. ||  || __The Green Dragons__ book || The students should be able to read any page fluently without help. ||
 * 3-4 mins || Review and Closure

We will discuss what happened in the book and what we can learn from this story. ||  ||   ||   ||

Lesson Reflection: What worked well in your lesson? The students were engaged throughout the lesson. The discussion about cause and effect relationships went well on the second day (especially since the students initially didn’t know what one was). The students did well with summarizing the story, so I could tell that they were paying attention.

What modifications did you make in your instruction for varying abilities of students based on your formative assessments? The groups are already divided based on reading ability, so within each group there isn’t really any differentiation. All of the students are on a similar reading level, so they are expected to be able to complete the same tasks.

What follow-up instruction related to your objectives is needed either for remediation or extension? I would have liked to have had more time with the students on this story. In that extra time, I would have had the students write down different examples of cause and effect relationships from their own personal experience, and then write down four cause and effect relationships from the story as they read through it silently. We also could have done a flow chart to summarize the story.

What would you still like to learn that might help you to better meet the diverse needs of your students? I need to know more strategies for classroom management, both large scale and small scale (whole class and individuals). I feel like I can get a handle on pretty much any material that I might need to teach, but I need to be aware of a lot of different techniques for managing my classroom so that I can prevent and control situations that I will face. Having a list of ideas for pre-reading, during-reading, and after-reading activities wouldn’t hurt either. I would like to have choices that I know are effective and helpful for students, so that I do not have to come up with something off the top of my head that may or may not be beneficial.

**Lesson Plan Template** Information Processing Skill 1. Comparing similarities and differences || In pairs, students will correctly complete a friendship wheel with similarities and differences.
 * Name: _____Taylor Turner_______________________________________ Grade Level:____1st ______________________________**
 * Estimated number of days lesson will cover: ____One day________________________________________**
 * Lesson Subject/Title: Friendship/Social Studies ||
 * Performance Standards:
 * Lesson Objectives (What students will know and/or do) :

Enduring Understanding: We can have friends who are like us and different from us. People have similarities and differences. || How do I make and use a friendship wheel? What are some characteristics of a friend? How am I similar to my friends? How am I different? || Similarities - Things that are the same Differences – Things that are not the same ||
 * Essential Questions:
 * Key Vocabulary:

~Carmen puppet conversation ||  || ~Mendez packet L4 ~Carmen puppet ||   ||
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 5 mins || Introduction/hook/activation of prior knowledge
 * 8 mins

8 mins

8 mins || Instructional activities Demonstrate/Model (if appropriate) ~Read story to class

~As a class, do a friendship wheel on the smartboard with information from the story

Guided Practice (if appropriate) ~Students will get into pairs and create their own friendship wheels with each other

Independent Practice (if appropriate) ||  || ~__Taylor and Thomas__ mixbook story ~Smartboard

~Paper, pencil || ~Formative assessment as I walk around the room making sure similarities and differences are correct ||
 * 3 mins

5 mins || Review and Closure ~Ask a few students to stand and share their friendship wheels ~Closing talk from packet (includes sign language for “friend”) ||  || ~Mendez packet L4 ||   ||

Lesson Reflection: What worked well in your lesson? The children were engaged. They paid attention to the story and were able to answer my questions. I think they enjoyed the partner activity and getting to talk to each other. What modifications did you make in your instruction for varying abilities of students based on your formative assessments? This was a whole group lesson. All children did the same graphic organizer. What follow-up instruction related to your objectives is needed either for remediation or extension? No follow up is needed. The children understood what I was teaching (the concept of being a good friend and that friends aren’t exactly the same). What would you still like to learn that might help you to better meet the diverse needs of your students? I think this lesson worked well for all the students. They enjoyed it and were able to complete the graphic organizer.

**Lesson Plan Template** c. Makes connections: text-to-self, text-to-text, text-to-world. f. May include oral or written prewriting (graphic organizers). || The students will make a connection (either text-to-self, text-to-text, or text-to-world) to the story, and record this connection in the third box of the flow chart and as a sentence in their writing.
 * Name: _____Taylor Turner_______________________________________ Grade Level:____1st___________________________**
 * Estimated number of days lesson will cover: _____1 day____________________________**
 * Lesson Subject/Title: __Pirates Don’t Change Diapers__ written by Melinda Long and illustrated by David Shannon ||
 * Performance Standards:
 * The student produces a response to literature that: **
 * Lesson Objectives (What students will know and/or do): The student will correctly draw a graphic organizer (flow chart) with three boxes.

Enduring Understanding: You shouldn’t wake up babies when they’re sleeping. || Boatload – a lot Caterwaulin’ – crying Groaned – a low cry expressing misery Chanteys – songs Marooned – stranded ||
 * Essential Questions: How does a graphic organizer help us in our writing? ||
 * Key Vocabulary: Peephole – a hole in a door that you can look through to see who’s there

~Ask students to raise their hand if they have a younger sibling. Ask them to raise their hand if they thing pirates would make good babysitters for their younger siblings. ~Read them the story __Pirates Don’t Change Diapers__. ||  || ~The book __Pirates Don’t Change Diapers__. ||  || Demonstrate/Model (if appropriate)
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 10 mins || Introduction/hook/activation of prior knowledge
 * 15 mins || Instructional activities

Guided Practice (if appropriate) ~Students will write their three sentences that correspond to the three boxes of their flow chart with help from the teacher on sentence structure and how to spell words.

Independent Practice (if appropriate) ~Students will make and complete their own graphic organizer with three boxes. || ~Students are split into two groups. I will work with the higher group, who will be doing their graphic organizer and writing mostly on their own. || ~Paper and pencil || ~Students’ papers will be formatively assessed to make sure that they are making their graphic organizer correctly, spelling words correctly, and writing in complete thoughts/sentences. || ~Students can share their work if they would like, and we will discuss their writings. || ~I’ll still be working with the high group ||  ||   ||
 * 5 mins || Review and Closure

Lesson Reflection: What worked well in your lesson? The students were engaged and enjoyed the story. They worked quickly during writing. They had a lot of good ideas to write about from the story. What modifications did you make in your instruction for varying abilities of students based on your formative assessments? The students were divided into two groups. One group was still in the stage where they needed modeling, and the other was able to do the activity mostly on their own. What follow-up instruction related to your objectives is needed either for remediation or extension? Students still need practice with the right sentence structure. They understand the flow chart. Later we may add more boxes to the flow chart as the students begin to write more. What would you still like to learn that might help you to better meet the diverse needs of your students? Strategies for read-alouds and strategies to use when helping writers (spelling, sentence structure, punctuation/capitalization)

**Lesson Plan Template** c. Makes connections: text-to-self, text-to-text, text-to-world. f. May include oral or written prewriting (graphic organizers) l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal names, months). || The students will make a connection (either text-to-self, text-to-text, or text-to-world) to the story, and record this connection in the third box of the flow chart and as a sentence in their writing. The students will use correct capitalization and punctuation in their writing.
 * Name: _____Taylor Turner_______________________________________ Grade Level:____1st___________________________**
 * Estimated number of days lesson will cover: _____1 day____________________________**
 * Lesson Subject/Title: __Slip the Otter Finds a Home__ written and illustrated by Olena Kassian/ELA-Writing ||
 * Performance Standards:
 * ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. **
 * The student produces a response to literature that: **
 * ELA1W1 ****The student begins to understand the principles of writing. The student **
 * Lesson Objectives (What students will know and/or do): The student will correctly draw a graphic organizer (flow chart) with three boxes.

Enduring Understandings: Making text connections helps us to understand and remember stories. New things and new places can be fun. || How does making connections to the book help you understand what you’re reading? || Shimmering – to shine softly with a wavering light Crept – to approach slowly; sneak Bulrushes – a plant with leaves like grass that grows near water || ~Ask students to share any information they know about otters. Discuss the two different kinds of otters (sea and river). Ask if they think Slip is a sea or river otter. ~Read them the story __Slip the Otter Finds a Home__. ||  || ~The book __Slip the Otter Finds a Home__. ||  || Demonstrate/Model (if appropriate)
 * Essential Questions: How does a graphic organizer help us in our writing?
 * Key Vocabulary: Gliding – to move smoothly and continuously
 * Time || Procedures || Differentiation || Materials/Resources || Assessment ||
 * 10 mins || Introduction/hook/activation of prior knowledge
 * 15 mins || Instructional activities

Guided Practice (if appropriate) ~Students will write their three sentences that correspond to the three boxes of their flow chart with help from the teacher on sentence structure and how to spell words.

Independent Practice (if appropriate) ~Students will make and complete their own graphic organizer with three boxes. || ~Students are split into two groups. I will work with the higher group, who will be doing their graphic organizer and writing mostly on their own. || ~Paper and pencil || ~Students’ papers will be formatively assessed to make sure that they are making their graphic organizer correctly, spelling words correctly, and writing in complete thoughts/sentences. || ~Students will read their finished product to me. || ~I’ll still be working with the high group ||  || ~I’ll make sure they’ve written in the correct form and check for capitalization and punctuation. ||
 * 5 mins || Review and Closure

Lesson Reflection: What worked well in your lesson? The children worked well. They were quick to participate in the hook and activate background knowledge. They are coming along with their formatting and sentences. What modifications did you make in your instruction for varying abilities of students based on your formative assessments? The students are grouped based on cold writes to see if they know the parts and format of their response to literature writing. I worked with the high group. What follow-up instruction related to your objectives is needed either for remediation or extension? Some students still need work on different things (organization, capitalization, punctuation, connections, etc). What would you still like to learn that might help you to better meet the diverse needs of your students? We have a few students whose handwriting is so bad that their journal isn’t readable. What should be done to help these students? Should we still require them to write a response, or should we focus them on the actual writing. Maybe we could write a summary for them, so they can focus on copying the letters correctly.