Day Two Lesson Plan

Component I:  Classroom Teaching Task A-1:  Teaching and Learning Context
Intern Name: Rachael Roberts                                                                                          Date: 6/1/13
Content Areas: Fluency, Comprehension and Expression	Grade Level(s): 1st	Daily average number of students taught 19
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.
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.
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

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:      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
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.  ELACC2RI4: Determine the meanings of words and phrases in a text relevant to a grade 2 topic or subject area. ELACC2RI6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. ELACC2RF4: Read with sufficient accuracy and fluency to support  comprehension. a. Read on-level text with purpose and understanding. c.       Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. d.      Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 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.
Lesson Objectives/ Learning Targets	Assessment	Instructional Strategy/Activity
Objective/target: Students will read with expressions.	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	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.
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.