Concordia University Chicago College of Education

Teacher Candidate: Allison Miller

Lesson Plan Design 2014 adapted for EDUC1070

Subject: Language Arts - Reading Central Focus: (Content of the lesson): Reading and understanding the book The Bear That Wasnt Grade Level(s): Kindergarten

Date: 4/21/2014 Course for which the Lesson is developed: Media & Technology-EDUC 1070 Classroom Teacher: Dr. Brandon Time allotted:15-20 min.

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective. SL.K.2 confirm understanding of text read aloudby asking and answering questions RL.K.2 with prompting and support, retell familiar stories, including key details RL.K.9 with prompting and support, compare and contrast the adventures and experiences of characters in familiar stories

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. Students will be able to: Listen attentively and understand the story Retell what a theme/storyline is Differentiate between the characters and their characteristics

Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) - Questions to ask: Do you remember reading a story together before? Formative: (Formal or Informal) - Questions to ask: What is going on in the story? What do you think the bear I going to do? Reflective: (Formal or Informal) - Questions to ask: What happened in the story? Why did the bear think he didnt exist? Summative: (Formal or Informal) Students will draw creative pictures involving all of the Characters and explain orally to the teacher the storyline of the book The Bear That Wasnt

List the Academic Language used in the Lesson. Include vocabulary, process terms, and syntax language. Characters Storyline

Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports. Auditory children will hear the story and explanation of Academic Language

Describe the Evidence that Students know and use

Academic Language appropriately: The students will orally explain their illustrations to the teacher to demonstrate their knowledge, their picture should be the storyline.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Theme

Lesson Plan Design 2014 adapted for EDUC1070

Graphic and tactile the drawing of pictures will require the children to illustrate the story and characters themselves

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment must be included here.) Hello children, do you remember reading a story together before? Well today we are going to read another story. This one is called The Bear That Wasnt, can you guess what the story is about? (student response) Yes, its about a bear, do you know much about bears? B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand): Today we are going to learn what the storyline or theme of a book is. You will discover the theme and storyline of this book (point to back) The Bear That Wasnt. We will also learn what the word character means as well as characteristicyou will be ab le tell me about the characters in the book we are going to read today. C. Instructional Sequence: (include technology this is a technology class) QR code activity during the lesson to help students learn vocabulary, have the children guess what a storyline/theme/character is and then show them by using a QR code D. Explain: What you know about the storyline/theme of books? Why is it important to identify and discover the theme/storyline? E. Extend/Expand/Elaborate: We are going to create pictures to show our new knowledge about the book we read. I want you to put everything you learned today in your pictures. Make sure that you include parts of the books storyline and all of the important characters and what makes those characters special or different from all the others. Put anything that you find important in the story so that you can explain your picture to me later. F. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?): The teacher (me) will ask questions pertaining to the story to monitor the childrens understanding of it. Also, I will call on students to tell me information about the story or the academic language learned during the lesson. Finally the picture and the oral report explaining the picture will give the information to assess the amount that each individual student has learned. G. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) The pictures can be worked on in groups. I will tell the students that they must find a partner who did not sit by them during the story. The purpose of having a partner will be to gain more ideas as to what to draw in the picture. H. Closure: Explain how the purpose of the Lesson is clearly restated by students & Evaluate (Objectives and Assessment include your summative assessment here) : Students will explain their pictures orally. The oral explanation should include different characters from the book and the picture should be a basis for the student to explain the storyline of the book. Questions at the end to ask to the whole group: Can anyone tell me what a storyline or theme is? What characters did you learn about in the book we read? What did those characters do? Was there something about them that made them special or different? What word did we learn today that has to do with the special things about a character?
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Instructional Materials: The book: The Bear That Wasnt Use of Technology: Ipad for the QR code activity to enforce academic language

Lesson Plan Design 2014 adapted for EDUC1070

Lesson Plan Details

Safety in the Physical Environment: No scary or disturbing images of bears will be shown during the lesson when bears are described, students will have designated seating places during the story time so that they do not bother each other, and the oral reports on the pictures will be done throughout the day to ensure that students are not rushed or intimidated.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.