Day Three Lesson Plan

Component I:  Classroom Teaching Task A-1:  Teaching and Learning Context
Intern Name: Lauren Vender                                                                                          Date: June 1, 2013
Content Areas: Language Arts	Grade Level(s):  8th	Daily average number of students taught: 95
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.
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.
Critical Student Characteristics or Attributes  Using appropriate student achievement and demographic data,  identify and describe the characteristics of your students that will require differentiated instruction to meet their diverse needs. (In developing your response, you may need to examine characteristics such as differences in culture, language, and learning styles as well as differences in developmental levels and achievement levels.) N/A Based on the diversities you’ve described in a above develop a profile for three specific students in your class(es) that you teach during your school day.  See KTIP Completed Tasks Examples for a sample. 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

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.
Component I: Classroom Teaching
Task A-2:  Lesson Plan
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
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.
	Assessment	Instructional Strategy/Activity
Objective/target: Students will demonstrate reading fluency by reading with expression.	Assessment description: Performance of readers’ theatre script. (See attached scoring guide/rubric) Assessment Accommodations: Extra preparation time and scaffolded instruction	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
Objective/target: Students will identify the meaning of unfamiliar words.	Assessment description: Performance of readers’ theatre script with minimal miscues. Assessment Accommodations: Extended rehearsal time and scaffolded instruction	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
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.”