-re -ractic+m 1 5 )esson !

emplate
Name: _______Daltrey Abney_____________ School: ____Winship Elementary_______ Date: _______12/6/11_________

Grade: _______5th________

Startin and Endin !ime: _2:25___ to _2:5"___

#$E%$&EW #' !(E )ESS#N #*erarchin Goal: How do you see this lesson fitting into the big picture of the students long-term learning? Student will use comprehension skills to build understanding of setting, characters, and vocabulary !" # $ Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text (e.g., a characters thoughts, words, or actions).

&nstr+ctional #b,ecti*e: %y the end of the lesson, &'( what concept, information, skill, or strategy will the student&s( learn and &)( how will they demonstrate that knowledge? S*%+, use background knowledge along with reading comprehension to fill out a setting worksheet and have a discussion about the characters !" # $ Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
(e.g., a characters thoughts, words, or actions).

!" # ' Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.

)an +a e #b,ecti*e': %y the end of the lesson, &'( what language, relating to the lesson and lesson content, will the student&s( know or learn, and &)( how will they demonstrate that knowledge? S*%+, identify the meaning of he words ac-uaintance venture associated and perused through a matching game

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-lease re.er to any read alo+d trainin materials /elementary01 academic lan +a e trainin materials /secondary01 or any other co+rse materials .or decisions re ardin 2hich tiers o. *ocab+lary to teach yo+r st+dent/s03 -lease note that these materials can help yo+ to de*elop 2ell4in.ormed plannin habits that support the effective teaching of language and lan +a e concepts to all st+dents3
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Assessment: *hat specific, tangible evidence will show that each student has met the two types of ob2ectives? Assessment of the instructional objective3 4nformal0on-going assessment will occur through stopping to ask student about details about the characters so far and to clarify the settings ,he chart they fill out will be an assessment of their ability to use background knowledge and e5amples from the book to describe characters and setting 6haracter descriptions should include both physical and personality attributes given in the te5t ,he also should include inferences made about the character based on their actions Setting descriptions should include time and a complete description of the place, &ie3 a rainy day in '788 in an old mansion with big windows, scary statues etc9( Assessment of the language objective3 4nformal assessment will occur throughout the story as vocabulary words present themselves in the te5t ,he teacher should ask the student again what the word means and what the sentence means ,he student will also match the words and their definitions on a worksheet at the conclusion of the lesson

6ontent: *hat are the specific details of the lessons content knowledge? ,he student will be reading The Bad Beginning, the first book in The Series of Unfortunate Events. ,o understand the basic concept of the book, students should be aware of what an unfortunate event is, and what it means to be an orphan +t this point in the book, the student should have read along with the first two chapters of the book as well so that they understand the conte5t of the third chapter

-%#6ED7%ES '#% !(E )ESS#N 4n this section, provide specific directions, e5planations, rationales, -uestions, potential vignettes0scenarios, strategies0methods, as well as step-by-step details that could allow someone else to effectively teach the lesson and meet the lesson ob2ectives #penin &:#-;: minutes 2(: How will you introduce the instructional ob2ective to the student&s(, pre-teach0 preview vocabulary, and prepare them to engage with the lesson content? %egin with introducing the new vocabulary ,hen e5plain the vocabulary card matching game &definitions with words( 6onclude the game when all the words have been matched <lay a second time if solidification is needed

Planning Tip: !o .acilitate the pacin o. yo+r lesson1 try to estimate /and then 2rite do2n0 the n+mber o. min+tes .or each section
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D+rin )esson &:'#: minutes(: How will you direct, guide, and0or facilitate the learning process to support the student&s( in working toward meeting the instructional ob2ectives? ); )= $/ $8 $> $7 8/ !eview what happened last and what she predicted last !emind her of the setting web that we practiced last week Whats your first impression about Count Olaf? Read description slowly so that she can catch details How does Count Olaf treat the children? How would you feel if you were treated this way? Acquaintance enture Associated !erused How would you describe the childrens mood now? How is that different from how they felt at the be"innin" of the chapter?

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6losin &:'/: minutes(: How will you bring closure to the lesson and, by doing so, review and determine what students have learned? Summari?e and predict @ill out settings worksheets A discuss

'&NA) DE!A&)S #' !(E )ESS#N

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6lassroom 8ana ement: 4f teaching a small group, how will you use classroom routines, support appropriate behavior, and0or handle behavioral issues? Bive one e5ample

8aterials: *hat are the materials that you will need to organi?e, prepare, and0or try-out before teaching the lesson? The Bad Beginning by "emony Snicket 6haracter, setting, and vocabulary worksheets and cards

'ollo24+p: How will you and0or your 6, reinforce the learning at a later time so that the student&s( continue to work toward the lessons overarching goal? 6ontinue reading the story to develop the characters and encourage the use of new vocabularies

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%E')E6!&NG #N !(E )ESS#N These questions and prompts are to be used to guide the post-lesson evaluation and critique of yourself. Remember to look at the syllabus prompt as !ell "i.e. regarding the #PA$%. 13 What did the st+dents learn9 What e*idence do & ha*e to s+pport this claim9 Did the st+dents: learnin di..er someho2 .rom 2hat & 2as e;pectin 9 E;plain3 23 (o2 do & <no2 that all o. the st+dents 2ere acti*ely en a ed in the lesson9 What mi ht & do to impro*e le*els o. en a ement in the .+t+re9 =3 What 2ere some o. the 2ays & modi.ied the lesson to address the needs o. *ario+s st+dents in the class9 -ro*ide speci.ic e;amples3 >3 Did & ha*e to modi.y my ori inal lesson plan by ma<in adaptations 2hile teachin 9 &. so1 e;plain3 53 What do & thin< 2ere the most and least e..ecti*e parts o. the lesson9 'or e;ample1 ho2 did the lesson materials and/or instr+ctional aids s+pport the lesson9 63 What do & see as my teachin stren ths in the lesson9 What areas o. my teachin need impro*ement or modi.ication9 ?3 Which parts o. the classroom mana ement 2ere the most and/or least e..ecti*e9 Why9 (o2 mi ht this lesson in.orm .+rther e;plorations o. classroom mana ement9 @3 What is my oal .or the ne;t lesson9 What is one 2ay that my 6! or s+per*isor can s+pport me in attainin the oal9

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!eflection

Cverall, 4 feel like this lesson was a success 4 was able to meet my entire ob2ective 4 feel, although 4 did have to make some ma2or ad2ustments Cne area 4 should have made an ad2ustment in, but did not was the number of vocabulary words 4 reviewed with my student at the beginning of the lesson Since it was my last lesson with her, 4 thought it would be a good idea to review all the words that we had learned thus far ,hat however, was far too many words ,he activity itself was successful and she was able to recall the words, their meanings, and use them herself ,he time it took to do this though was far too much ,he activity would have been much more useful had 4 pulled out the words 4 knew she struggled with, reviewed those in the same way, and then moved on Due the time that this activity took, 4 had to -uickly figure out what parts of my lesson 4 needed to cut out Since 4 couldnt read the book out of se-uence this did not leave many options 4 could have gotten through the chapter probably, had 4 not stopped to ask comprehension check -uestions, but 4 felt that these were far more important than rushing through the story 4 was also still able to perform my assessment by moving it from the end of the lesson to the middle of it 4t was actually much more effective this way, and 4 would suggest doing it like this even when the full time for the lesson is allotted 4t allowed her to fill out the chart while the information was still fresh in her mind She still had difficulty recalling details at this point, so doing it after more pages were read would have been a task that she was not e-uipped for and 4 would have had to re-read the passage Cn a similar note, when 4 did read the passage 4 should have let her know that she would have to fill out a chart and should be taking note of key details in the setting ,his would better teach her how to think of these things while

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reading, even when there is no chart to complete +lthough, there are definitely parts of this lesson that need to be ad2usted, 4 think that it was still beneficial and successful

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