Thursday, May 30, 2013
Day Three Lesson Plan
Component I: Classroom Teaching
Task A-1: Teaching and Learning Context
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Intern Name: Lauren Vender
Date: June 1, 2013
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Content Areas:
Language Arts
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Grade Level(s): 8th
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Daily average number of students taught: 95
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School Instructional Goals
Analyze major school instructional goals, and briefly describe your anticipated contribution. Work with your resource teacher, colleagues, principal, or other school personnel to help identify these goals.
Ohio County Middle School was labeled as a proficient school in the state of Kentucky based on data from KPREP testing at the end of the 2011-2012 school year. The school has set a goal of being in the top 15% of all middle schools in the state in the next year. To achieve this goal the school has put a literacy plan into place and has also created mandatory remediation for students who are not meeting benchmark goals. The school has several interventions in place for students who are not reading and writing at grade level. These interventions include: individual student tutoring before and after school, a Reading Recovery class that includes the Read 180 program, and a remediation time once a week for all students.
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Resources/Assistance
Develop (conduct) an inventory of available resources and assistance. (Possible examples: technology, parent involvement, supplies, and human resources available to you.)
In the classroom I have access to an iMac desktop computer, an ActivBoard, various classroom sets of novels, an ELMO document camera, a projector, a DVD player, sound amplification, a VCR, individual student technology, paper, pencils, and a classroom library of books.
There is also an instructional assistant that is available to help in my class as needed.
Describe how you will utilize resources to implement school and instructional goals.
Students will use the sound amplification system when performing. I will project a blank rubric on the ActivBoard to remind students of how their performance will be assessed. Also, students will use dictionaries and their individual technology to define unfamiliar words.
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Critical Student Characteristics or Attributes
N/A
N/A
One student struggling to meet lesson objectives or targets:
N/A
One student meeting lesson objectives or targets:
N/A
One student exceeding lesson objectives or targets:
N/A
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Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction.
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Component I: Classroom Teaching
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Task A-2: Lesson Plan
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Intern Name: Lauren Vender Date: June 1, 2013 Cycle: N/A
# of Students: 32 Age/Grade Level: 13-14/8th Content Area: Language Arts
Unit Title: Readers’ Theatre Lesson Title: Readers’ Theatre Performance
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Lesson Alignment to Unit
Respond to the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
Students will demonstrate reading fluency by reading with expression.
Students will identify the meaning of unfamiliar words.
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
CCSS.ELA-Literacy.RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently
c) Describe students’ prior knowledge or focus of the previous learning.
The students have prepared for their readers’ theatre performance in the two previous lessons. They have been assigned parts, have read through their parts, and have rehearsed their parts with help from the teacher.
d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
The completion of the readers’ theater performance will be the summative assessment. Completion of the exit card after the performance will be another form of summative assessment that will allow students to reflect on their learning.
e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit.
This activity requires differentiated instruction. Students who are struggling readers may receive more time to practice their parts. These readers can also receive help and coaching on preparation from the teacher, classroom assistant, or a more advanced classmate. Students who are more advanced will be given the narrators parts in order to help guide students who are struggling.
f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): Pre-Assessment data will be collected from classroom observations of student reading and MAP test data to determine student reading level.
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Assessment
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Instructional Strategy/Activity
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Students will demonstrate reading fluency by reading with expression.
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Assessment description: Performance of readers’ theatre script. (See attached scoring guide/rubric)
Assessment Accommodations: Extra preparation time and scaffolded instruction
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Strategy/Activity:
Review of script and practicing part before performance
Activity Adaptations: Teacher will circulate and provide assistance to struggling students.
Media/technologies/resources: Sound amplification device, ActivBoard, ELMO, overhead projector
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Objective/target:
Students will identify the meaning of unfamiliar words.
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Assessment description:
Performance of readers’ theatre script with minimal miscues.
Assessment Accommodations:
Extended rehearsal time and scaffolded instruction
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Strategy/Activity:
Review of script and finding the definition of unfamiliar words before performance.
Activity Adaptations:
Teacher will circulate and provide assistance to struggling students.
Media/technologies/resources:
Dictionaries and individual student technology devices
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Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.)
1.) Teacher will review with students and ask them what they remember about Readers’ Theatre from the previous 2 days’ lessons and will hand out scripts.
2.) Students will read back over their scripts for about five minutes and ask any last minute questions. They will also practice their lines with a partner for about 10 minutes. During this time students will make sure that they have any props that they want to use during the performance.
3.) Teacher will review the rubric with the students to ensure that they understand how they will be assessed during the activity.
4.) Students will perform the script while teacher assesses using rubric. A blank copy of the rubric will be projected on the ActivBoard to remind students of the assessment categories. Students will be scored over their fluency, preparation, word recognition, and expression.
5.) After the performance students respond to this prompt as an exit slip: “List one thing that you did well during your performance, then list one thing that you would like to improve on for the next time.”
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Day Two Lesson Plan
Component I: Classroom Teaching
Task A-1: Teaching and Learning Context
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Intern Name: Rachael Roberts
Date: 6/1/13
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Content Areas:
Fluency, Comprehension and Expression
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Grade Level(s):
1st
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Daily average number of students taught
19
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School Instructional Goals
Analyze major school instructional goals, and briefly describe your anticipated contribution. Work with your resource teacher, colleagues, principal, or other school personnel to help identify these goals.
The 2012-2013 school wide goal is to maintain reading, math, and science KPREP scores at or above their current high levels and decrease the percentage of students performing below grade level. In order for the school district to begin to make a difference the teachers will need to utilize in-school collaboration and quarterly pacing guides to improve instruction, align curriculum, and design assessments. We have district wide "I can" statements and assessments that each school will use. Throughout the year, the teachers are to meet and improve the alignment of the curriculum. Making quarterly pacing guides have really helped to better instruction.
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Resources/Assistance
Develop (conduct) an inventory of available resources and assistance. (Possible examples: technology, parent involvement, supplies, and human resources available to you.)
Sutton Elementary is known for its parental involvement. The school keeps parents involved by grade level websites with a plethora of information. The websites include upcoming events, educational materials that can be accessed from home, pictures, and teacher's emails. Sutton also involves parents with family fun nights, newsletters, phone calls, quarterly parent-teacher conferences, and a welcoming environment that brings parents in on a daily basis. Each classroom has at least four computers for student use and one for teachers use. Every classroom has either six ipods or six ipads for student use. All teachers have a document camera, TV, and sound systems that include hands free microphone and a hands free microphone for teachers. Students and teachers have access to: school computer lab, internet, laptops, laptop carts, ipods, ipads, video cameras, and digital cameras.
Describe how you will utilize resources to implement school and instructional goals.
I utilize available resources to implement school and instructional goals daily. Students have the opportunity to use computers during the Daily Five block as well as other times throughout the day. Ipods are used daily to incorporate Marie Carbo. This is a research-based program that helps with fluency and decoding. Every child is involved in this program. I use the microphone because it projects my voice and increases student engagement. My students also use the microphone to share ideas and thoughts throughout the day. The students are more willing to share when they are allowed to use the microphone. The document camera is used daily when working on material whole group. The computer and smartboard are used multiple times per day. The smartboard brings teaching to life and engages my students. Every resource utilized benefits every instructional goal.
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Critical Student Characteristics or Attributes
N/A
N/A
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Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction.
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Component I: Classroom Teaching
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Task A-2: Lesson Plan
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Intern Name: Rachael Roberts Date: 6/1/13 Cycle:
# of Students: 19 Age/Grade Level: 6-7/1st grade Content Area: Comprehension/Fluency/Expression
Unit Title: Readers Theatre Lesson Title: Day 2: Expressions
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Lesson Alignment to Unit
Objective:
Students will read with expressions.
a) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
b) Describe students’ prior knowledge or focus of the previous learning.
Students have prior knowledge of reading fluently and using expressions. They know when to use expressions but this lesson will focus on certain words.
c) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
A summative assessment will be done on day three when students perform for an audience.
d) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit.
This lesson will require differentiated instruction. For each part pair one or two (preferably) good readers. Make sure to have strong readers for the Narrator and any other major characters with lots of speaking parts. The weaker readers will then be able to better read aloud if they have someone strong to read along with them.
e) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge):
Pre-assessment could be STAR reading assessment or any type of reading oral assessment to determine the students level of reading.
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Lesson Objectives/
Learning Targets
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Assessment
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Instructional Strategy/Activity
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Students will read with expressions.
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Assessment description:
The students will practice their specific lines in order to perfect their fluency and expression and be prepared to perform on day three. The teacher will observe.
Assessment Accommodations:
N/A
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Strategy/Activity:
Students were assigned specific parts on day one. Some students may need to be reminded of their parts. Each student have picked out words that need to be emphasized with expression. These words are highlighted. Students will be reading through their parts and practicing lines in order to prepare for their performance on day three. Students will practice to perfect their fluency and expression.
Activity Adaptations:
When monitoring students if they are not becoming fluent or having difficulty with words, the teacher may need to echo read with the student or go over reading strategies for better expression and fluency.
Media/technologies/resources:
Document camera, computer, and sound system.
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Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.)
Step 1: Use questioning techniques to ask students what they remember about reader’s theatre from day one. “This is day two of our lesson and remember we incorporate reader's theatre to read more fluently, have better expression, comprehend the text better and perform for an audience. Today’s “I can” statement will be I can read with fluency and expression.” Model reading with expression and reading without expression. Have a few students model the correct and incorrect ways to read as well.
Step 2: Hand out scripts and refresh everyone's memory of individual lines. (Free scripted can be found online)
Step 3: Read the script with the students. Create a chart of the plot, setting, and characters. We discussed this yesterday so this should go fast. Yesterday we discussed the role of each character. Today each student must identify his/her part as a cause or effect in the story. A graphic organizer can be completed whole group.
Step 4: Have students find a spot in the room to practice their lines. Give students around 10-15 minutes to practice independently. The teacher will walk around and help students in need.
Step 5: After practicing independently, have students find a partner to practice reading their lines. Have each student give feedback in order to let the student know what needs to be improved.
Step 6: Have students come to the floor whole group. The teacher will discuss how to mesh all the lines together to create a play. The teacher will model reading the script and model how the lines need to flow into one another. Remind the students that each person needs to be ready for their lines and it is a true team effort to create a successful play. The teacher will again need to model the correct way to perform as a group and the incorrect way to perform as a group. This is very important for students to truly know what is expected of them.
Step 7: Revisit the words that are highlighted and have each person read out loud their highlighted words. Discuss again why these words need to be emphasized and read with expression.
Step 8: Now it is time to practice the play as a class. Have students line up in order of their lines and make sure every child has their script in front of them. The teacher will listen and interject when it is not flowing or someone is not prepared for their lines. Rehearse the play until the students read through it smoothly at least twice.
Step 9: Collect scripts. An additional script will be sent home with each student for additional practice. Review content covered in today’s lesson.
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Day One Lesson Plan
Component I: Classroom Teaching
Task A-1: Teaching and Learning Context
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Intern Name: Casey Unger
Date: 6/1/13
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Content Areas:
Fluency, Comprehension and Expression
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Grade Level(s):
2nd
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Daily average number of students taught
18
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School Instructional Goals
Analyze major school instructional goals, and briefly describe your anticipated contribution. Work with your resource teacher, colleagues, principal, or other school personnel to help identify these goals.
In the 2012-2013 school year the school wide goal is to make a difference and be "difference makers." In order for the school district to begin to make a difference the teachers aligned the curriculum. District wide, each grade level aligned the currciulum and made a pacing guide for each six weeks. We have district wide "I can" statements and assessments that each school will use. Throughout this year, the teachers are to meet and help improve the alignment of the curriculum. Making the pacing guide has been very benefial and a learning experience.
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Resources/Assistance
Develop (conduct) an inventory of available resources and assistance. (Possible examples: technology, parent involvement, supplies, and human resources available to you.)
According to the school report card, Stanton Elementary has 1,882 hours of parent volunteers. Each classroom has four computers for students use and one for teachers use. All teachers have a document camera, tv, and sound systems that include hands free microphone and hands free mic for teachers. All teachers maintain teacher websites that informs parents and students of upcoming events and educational materials to work with at home. Students and teachers have access to: school computer lab, internet, laptops, laptop carts, portable Smartboards and digital cameras. Parents are very involved at Stanton Elementary. Last year, 473 parents attended at least one teacher conference . Number of parents who have voted for SBDM members is 21 and 15 have served on this committee.
Describe how you will utilize resources to implement school and instructional goals.
I utilize available resources on a daily bases. Students have the opportunity to use computers daily during Fast ForWord (reading program aligned with standards). I use the sound system on a daily bases because it projects my voice for the student and it keeps them focused. Students enjoy the use of the microphone and all students listen to each other speaking. The document camera is used daily as well and used to model work and the computer and projector is used for Discovery Education videos and other great resources on the computer. These resources will help implement my instructional goals, while helping teach the common core standards.
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Critical Student Characteristics or Attributes
N/A
N/A
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Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction.
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Component I: Classroom Teaching
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Task A-2: Lesson Plan
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Intern Name: Casey Unger Date: 6/1/13 Cycle:
# of Students: 18 Age/Grade Level: 6/K Content Area: Comprehension/Fluency/Expression
Unit Title: Readers Theatre Lesson Title: Day 1: Expressions
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Lesson Alignment to Unit
Objective:
Students will read with expressions.
a) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
b) Describe students’ prior knowledge or focus of the previous learning.
Students have prior knowledge of reading fluently and using expressions. They know when to use expressions but this lesson will focus on certain words.
c) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
A summative assessment will be done on day three when students perform for an audience.
d) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit.
This lesson will require differentiated instruction. For each part pair one or two (preferably) good readers. Make sure to have strong readers for the Narrator and any other major characters with lots of speaking parts. The weaker readers will then be able to better read aloud if they have someone strong to read along with them.
e) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge):
Pre-assessment could be STAR reading assessment or any type of reading oral assessment to determine the students level of reading.
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Lesson Objectives/
Learning Targets
|
Assessment
|
Instructional Strategy/Activity
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Students will read with expressions.
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Assessment description:
The students will highlight words to use expression when reading.
Assessment Accommodations:
N/A
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Strategy/Activity:
Students will be assigned parts, reading through their parts and then deciding which words will need emphasized with expressions. They will highlight the words the group agrees upon.
Activity Adaptations:
When monitoring students if they are not understanding or correctly highlighting words, give them another color highlighter to start again.
Media/technologies/resources:
Document camera, computer, and sound system.
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Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.)
Step 1: Introduce the lesson by explaining reader’s theatre. “This will be a three day process and we will learn to read more fluently, have expression, comprehend the text better and perform for an audience. Today’s “I can” statement will be I can decide what words need more emphasize and read those words with expression.” Provide example of sentences that and have students decide which words need emphasized. Example: I fell into a hot pot!
Step 2: Hand out scripts and activate prior knowledge of the story. (Free scripted can be found online)
Step 3: Read the script with the students. Discuss the plot, setting, and characters. Make sure the students know the role of each character.
Step 4 Assign parts: For each part pair one or two (preferably) good readers. Make sure to have strong readers for the Narrator and any other major characters with lots of speaking parts. The weaker readers will then be able to better read aloud if they have someone strong to read along with them.
Step 5: Model with student’s one line on how to read it together (this will be the main focus for day two however this needs to be discussed today).
Step 6: Separate groups in the room so they can only hear each other in their group. They will practice just their lines.
Step 7: Have each group reread their parts and decide what words need to be emphasized with expression. Highlight on only one copy that words that all group members agree upon.
Step 8: For steps 6-8 the teacher will be walking around the room to make sure they are on task and highlighting words that should be emphasized. If students have highlighted too many words or incorrect words give them another highlighter color to start over.
Step 9: Collect scripts for assessment on the words they decided to emphasize. Review content covered in today’s lesson.
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