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Practicum Student: Colby Bartro Date: Wednesday, January 15, 2014 Time of Lesson: 1:26pm - 2:16pm Length of Lesson:

50 Minutes

Subject: Study Skills Number of Learners: 8 Grade Level: 11-12

Curriculum Frameworks Content Area: English Language Arts and Literacy Grade Level: 11-12 Strand: Speaking and Listening Standard #1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011, page 63). Content Area: English Language Arts and Literacy Grade Level: 11-12 Strand: Writing Standard #4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011, page 58). 1. Purpose/Objective/Function a. As a result of this lesson, students will demonstrate a gained understanding of independently taking two column notes accurately from text. b. As a result of this lesson, students will continue to build on their knowledge of the active reading process and organizing information by practicing the active reading strategy of taking two column notes. This also builds on the students prior knowledge of organizing information and locating topic, main idea and details in a given text. 2. Pre-requisite skills/knowledge a. Students will have been introduced to what a topic, a main idea and supporting details are and how to find them in text. They will have also learned about two column notes the previous day including ideas such as: what are they, why we should use them and how to create them. These skills will be necessary for todays lesson which will allow students to independently practice the note taking skill. b. There have been multiple opportunities for the teacher to assess the students knowledge in preparation for this lesson when it comes to locating topic, main idea and details such as practice in class, quizzes and a section dedicated to this on the students midterm exam. These assessments have allowed the instructor to choose the appropriate reading level to practice the active reading strategy of taking two column notes for todays lesson.

3. Schedule, Pacing and Materials Schedule Intro Teacher explains the days agenda Collect HW (will assess while students work on independent notes) Pacing - 1 minute - 1 minute Materials - Agenda written on board - Printed examples

Review/Spiral Warm up: Each student will answer the question - 5 minutes on presented to them as a review of the foundations of yesterdays lesson and teacher will - 2 minutes record for accuracy. Have short discussion about active reading asking what the before reading activities were, leading into this during reading (two column notes) skill. Transition to new Concept Explain that during todays lesson, using a selection from David and Goliath, students will demonstrate their ability to independently take accurate two column notes. Assign each student their section and explain their notes will be taken on the shared Google Drive doc. The document has been shared prior to class. Give students time to take two column notes on their section in the Google document. Teacher will assess last nights HW while they work. Each student will discuss their two column notes to the class while teacher assesses for accuracy. Teacher will document if the student identifies the correct main idea and at least 2 supporting details as part of their two column notes - 1 minute - Pages from David and Goliath

- 5 minute

- projector and digital document

- 16 minutes - Shared Google document - Computer - 16 minutes - spreadsheet to document grades

Transition to Closure Explain that they will need the work completed in - 1 minute

class to complete the HW. Explain HW: Complete after reading by using two column notes as a study tool and note self evaluation.

- 2 minutes

- Self evaluation WS

4. IEP Goals/Objectives/Benchmarks #1 a. IEP Goal Verbatim: [Student] will learn and use reading comprehension and critical thinking skills and strategies, such as finding implied ideas, making inferences and predictions, and analyzing literary elements in a given text, to demonstrate ability beyond the current level of performance b. Rewrite: Student will learn and use reading comprehension skills and strategies such as taking two column notes from a given text in order to lead to successful text comprehension and retention. c. This IEP goal will inform instruction by allowing students to independently practice using the skill of taking two column notes to aid with reading comprehension and then use those notes for HW to review in order to retain as much information possible for a short comprehension quiz the following day. 5. IEP Goals/Objectives/Benchmarks #2 a. IEP Objective Verbatim: [Student] will continue to use study skills such as organizing his materials, applying learned skills to new material, asking clarifying questions, and using class materials as a resource to demonstrate ability beyond his current level of performance as demonstrated in class performance, work samples, informal class measures, as well as quarterly reports and end of year tests. b. Rewrite: Student will apply learned study skills, such as taking two column notes, to new reading material in order to demonstrate comprehension. c. This IEP goal will inform instruction by giving the opportunity to practice a skill learned on the previous day, taking two column notes, on new material during class, in order to demonstrate comprehension. 6. Specially - Designed Instruction a. Content - The content of the general curriculum will be modified through the provision of key concepts and the accompanying elimination of extraneous detail. Reading level for content information will be at [students] instructional level. Methodology - small group instruction, multi-modal approaches, thematic approaches, collaborative approaches, highly structured approach, spiral approach, multi-sensory approach and explicit teaching Performance Criteria - daily homework performance, teacher generated tests and quizzes, standardized tests, quarterly grades and narrative reports

b. The assistive technology that will be used in this lesson will be Google Drive and a projector used to create a visual on the whiteboard. c. Frequent feedback and praise will be given to students in order to keep them engaged in the lesson therefore more easily accessing the content. 7. Accommodations/Adaptations a. Provide graphic organizers/templates (digital) b. Provide frequent, genuine praise c. Provide opportunities to ask questions for clarification d. Explain the purpose for the task of activity e. Link instruction in new areas to familiar skills and material f. Break down information or tasks into discrete steps or sections 8. Possible Problems and Solutions a. Problem 1: Class does not get through the agenda in completion. b. Solution 1: Leave time at the beginning of Thursdays class to finish discussion of students two column notes and note self evaluation. c. Problem 2: Students do not have a computer to take two column notes on. d. Solution 2: Computers will be available to use in department heads office down the hall. e. Problem 3: Students are not demonstrating accurate two column note taking by locating main ideas and details from the text. f. Solution 3: Postpone Thursdays agenda and spend time reviewing T, MI and details and two column notes and try explaining the concepts another way. g. Problem 4: Lesson finished before class time ends. h. Solution 4: Two column note self evaluation can become part of the lesson instead of homework. 9. Lesson Closure a. To close the lesson, teacher will explain tonights homework, which is to use the two column notes as a study material for a short quiz tomorrow. This is the third step in the active reading process, after reading. They will also complete a worksheet where they will self evaluate their two column notes which will allow for self reflecting and metacognitive thinking. 10. Assessment Tool: Homework from the previous night Anticipated Achievement: Students will be able to identify 3 component they learned about two column notes from yesterdays lesson. (review) Link to purpose: This will show the teacher that the student gained a basic understanding of what two column notes are from yesterdays instruction, preparing them for todays lesson.

Tool: Warm up Anticipated Achievement: Students will accurately answer the question they are presented with as a review of yesterdays lesson on two column notes. Link to purpose: Students will demonstrate a gained understanding of what two column notes are by answering the question that came from yesterdays lesson, preparing, reviewing and activating prior knowledge to use while independently taking two column notes today. Tool: Displaying/Explaining two column notes Anticipated Achievement: Students will successfully take two column notes on their assigned section of the text. They will identify the main idea (even if implied) of their selection in the left column and provide at least 2 supporting details in the right column. Link to purpose: Student will demonstrate taking two column notes independently accurately. 11. Extension of the Lesson Homework: Complete after reading by using two column notes as a study tool for short quiz Thursday and complete and complete note self evaluation. Future: Students will continue to take two column notes throughout the school year in their Study Skills class and elsewhere in content classes.

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