Baldwin Wallace University Division of Education Lesson Planning Form I.

Major Topic: Rikki Tikki Tavi Date: 12/5/2013 Grade Level: 7 II. MATERIALS: Large Chart Paper Labeled Exposition, Rising Action, Climax, Falling Action, Resolution, Rikki Tikki Tavi Story out of Pearson Textbook, Coloring Utensils, Projector and Youtube Video Rikki Tikki Tavi, Cards to split students into two groups and then five groups, 2 Sets of Cards Labeled Exposition, Rising Action, Climax, Falling Action, Resolution III. CANDIDATE Resources: Pearson Textbook IV. STATE/Local Standards: CCSS.ELA-Literacy.W.7.6 IV. (a) National/State technology standards: N/A V. Objective(s): By the end of a 45-minute class, students will be able to summarize Rikki Tikki Tavi with their group members, and illustrate key events in the story. VI. Introduction: Strategy and Grouping Pattern Used/Group Size: Class (11 students), split classroom (2 groups of 5/6 students), and 5 groups (partner work-one group with 3 students) Transition/Focus Attention: To focus the students I will show a short YouTube Video of the Rikki Tikki Tavi Song from the story. While the students are watching the video, I will hand them two different cards. When the song is over I will have the students separate into two groups, based on the first number I give them. Motivation/Hook: I will have each of the students move into their groups based on the first cards. I will have each of the students talk to their groups to refresh their memories of the short story they read yesterday. I will also have five different cards for each group labeled the different parts of plot (Exposition, Rising Action, Climax, Falling Action, Resolution) they will put the cards in order of how the plot is supposed to go. Set Behavior Expectations: Students will be focused and stay quiet when appropriate. While in groups the students will stay on task. Set Purpose: The purpose of this lesson is for students to summarize a short story they read the previous day. They will be able to point out key parts of the story in each part of the plot. They will also show their knowledge of a specific part of the plot when they teach it to the other members of their bigger group because they will be teach it to their other group member. VII. Steps/Learning Activities/Differentiated Instruction: 1. Have students sit in their seats and start the YouTube video. While the YouTube video is playing, pass out different cards labeled 1 or 2. This will split students into their original groups. (2 minutes) 2. When the YouTube Video is complete, have students break up into their groups, and pass out cards labeled with the different parts of the plot and explain to the students that they will be putting the cards in order of the story. (5 minutes)

3. After the students have put the cards in order, tell them that they will now be splitting up into five groups to fill out the chart paper for each part of the story (Exposition, Rising Action, Climax, Falling Action, and Resolution). The students will use their textbooks as a reference. They will fill out the different chart paper with key aspects of the story pertaining to their specific plot part. (15 minutes) 4. When they have all of the key parts for their plot part written down, they will use the bottom of the chart paper to illustrate a scene of their plot part. (5 minutes) 5. After the students fill out the chart paper, they will go back to their seats. They will then present in their small groups to the rest of the class their chart paper. They will tell what they decided was key aspects of their plot part, and reveal their pictures. While the students are presenting, the other students will be sitting quietly and respectfully. (10 minutes) 6. When the students have all presented, they will each receive an exit slip to complete and turn in. (3 minutes) Differentiated Instruction: For the CD student in my classroom, I will make sure she is in the group of three, so she will be able to feed off of the other two students. I will also make sure to keep a close eye on her to make sure she is working with the other students. If she does not feel comfortable presenting, or speaking in front of the class, I will ask her different questions throughout the class so I know learning is going on. I will also change her exit slip so it is easier for her to complete. Closure: To close this lesson, I will play JADA with the students to keep their focus until the bell rings. (5 minutes) Assessment Activities: To assess the students, I will give the students an exit slip with three questions on it for them to answer. Transition: Students will play JADA until the bell rings, when the bell rings, they will pack up their things and go to their next class. VII. REFLECTION How do you know that learning took place? How does the data support your conclusion? I will know learning took place throughout the class when the students present their chart paper and when they turn in their exit slips. If the students do well on their exit slips, and can easily present their chart paper. What kind of adaptations did you make to accommodate individual differences? What other adaptations would be helpful to accommodate the needs of individual students? For the CD student in my classroom, I will make sure she is in the group of three, so she will be able to feed off of the other two students. I will also make sure to keep a close

eye on her to make sure she is working with the other students. If she does not feel comfortable presenting, or speaking in front of the class, I will ask her different questions throughout the class so I know learning is going on. I will also change her exit slip so it is easier for her to complete.

Other than the modifications discussed above, would you change any aspect of the plan or how you conducted the lesson? (E.g. introduction and transitions, sequence of activities, time management, questioning, etc.) Why or why not? What changes would you make? I would give less time for the group work for the students, this way we would be able to get to the presentations faster, and we could spend more time reviewing the whole story.

Signature of Cooperating Teacher: Miriam Engle (E-Signed) Date: December 5, 2013