College of Mount St.

Joseph Date: September 25, 2013

Division of !u"ation
#esson $lan for %argete! an!&or 'ntensive 'nstru"tion

Cir"le (ne: #esson $lan # 1 2 3 4
MSJ Stu!ent: DaShon!a #. 'sham
Date for tea"hing lesson: ("tober 3, 2013 MSJ Course: SD 533 ''
College Supervisor: )en!* #e*es
Mentor %ea"her: mil* #u"ius S"hool: Sharonville lementar*
Sub+e"t: ,ea!ing -ra!e: .th
Che"/ (ne: 0 %argete! #esson 'ntensive #esson
Stu!ents to be in"lu!e! in this lesson: Shaun!ae ,o*les, 1le0is Solis23ernan!e4,
5athan (rti4, JC 6ealer, an! Daniel $ere4
Stu!ent Categor*: Cir"le (ne: MM or M'
Common Core State Stan!ar!7s8:
Stran!7s8 or Domain: CCSS.ELA-Literacy.L.4.1, CCSS.ELA-Literacy.L.4.1f
%opi" or Cluster: Demonstrate "omman! of the "onventions of Stan!ar!
nglish grammar an! usage 9hen 9riting or spea/ing.
Stan!ar! or Content Statements 7)hat stu!ents shoul! be able to !o as a
result of the lesson8: $ro!u"e "omplete senten"es, re"ogni4ing an!
"orre"ting inappropriate fragments an! run2ons.:
'$ -oal7s8: Stu!ents 9ill 9rite senten"es 9ith "orre"t senten"e stru"ture an!
grammar 9ith ;5< a""ura"* in 3 out of . trials b* the en! of the 2
n!
=uarter 20132
201. s"hool2*ear.
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1
'$ (b+e"tive7s8: Stu!ents 9ill 9rite a simple senten"e 9ith a simple sub+e"t an!
pre!i"ate in 3 out if . trials b* the en! of the se"on! =uarter of the 20132201.
s"hool *ear.
Data Driven 'nstru"tion: 7Describe the data that informed you that a targeted or
intensive instruction is nee!e! for the "hil! or "hil!ren i!entifie! in this lesson8.
%he targete! fourth gra!e stu!ents are in a 2.223.1, gra!e level rea!ing group.
%hese stu!ents struggle 9ith /no9ing ho9 to i!entif* the "orre"t "larif*ing
strateg* for 9or!s, /no9ing the "orre"t !efinition of a vo"abular* 9or! an! ho9
to use these 9or!s in meaningful senten"es. %he baseline is 0< for one stu!ent,
less than 50< for t9o stu!ents an! 52< for t9o stu!ents in a""ura"* for 9riting
meaningful senten"es. 1ll of these stu!ents have baseline of less than 50< for
9riting senten"es 9ith "orre"t senten"e stru"ture an! grammar.
#anguage Consi!erations: %hree of the five stu!ents are nglish #anguage
#earners. %ea"her 9ill ensure she is spea/ing "learl*, "larif*ing strategies
throughout the lesson an! "onstantl* assessing that stu!ent>s un!erstan!ing of
the "ontent. (ne of the stu!ents> is re=uire! to have a s"ribe. Ms. 'sham or Ms.
#u"ius 9ill s"ribe the meaningful senten"e for this stu!ent 7J.C. 6ealer8.
#earning %arget
5ote 1: This target should be reflectie of
!E"s #oal a$d %b&ecties, data, a$d
la$guage co$sideratio$.
5ote 2' (hat do you )a$t stude$ts to
*$o) a$d be able to do+ (hat is the
i$te$ded lear$i$g+
1ssessment of #earning %arget
5ote 1: !$dicate ty,e of -easure a$d
attach the -easure a$d.or rubric to this
lesso$ ,la$.
5ote 2' (hat )ill the stude$t $eed to do i$
order to deter-i$e that they hae -et the
lear$i$g target+
Shaun!ae, 1le0is, JC, 5athan an!
Daniel 9ill "orre"tl* !efine their 9ee/l*
vo"abular* 9or!s an! use one of the
vo"abular* 9or!s to 9rite a meaningful
senten"e.
Ms. 'sham 9ill use a rubri" for this
lesson to assess meaningful senten"es.
Stu!ents 9ill be s"ore! base! on a ;0,
?0, @0 or 100 s"ale. Stu!ents 9ill also
"omplete a small boo/let 9riting the
!efinition of the vo"abular* 9or! to
assist 9ith their meaningful senten"es.
Ae* Bo"abular*: 9oo!en, tra!e!, present, prepare, en+o*, usuall*, lovel* an!
feather*
#esson (vervie9 /!$clude eide$ce methodology a$d strategies you )ill use0:
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Metho!olog* is Dire"t 'nstru"tion an! strategies use! are s"affol!ing, "larif*ing,
an! thin/2pair2share
#esson Ceatures
$reparation
D Ada,tatio$ of
Co$te$t
D 1odificatio$
of Co$te$t
D Li$*s to ,rior
*$o)ledge
D Li$*s to ,ast
lear$i$g
D Strategies
!$cluded
S"affol!ing
D 1odeli$g
D #uided
"ractice
D !$de,e$de$t
"ractice
D
Co-,rehe$sible
!$,ut
-roup (ptions
D S-all grou,s
or ,art$ers
%$e' %$e
1ppli"ation
D 2a$ds-o$
D 1ea$i$gful
D Li$*ed to
lear$i$g target
D "ro-otes
E$gage-e$t
Instructional Plan (Indicate here exactly what the teacher and students will say and do)
Time:
(Increment of
times for
each portion
of the lesson)
5 minutes
10 minutes
Lesson Sequence
Introduction: Ms. Isham will introduce the goal of todays lesson to students
which is to correctly define their vocabulary words and use one to write in a
meaningful sentence. Ms. Isham will robe students to as! them what a
meaningful sentence loo!s li!e. "hat is in a meaningful sentence# The
$who% $what% $where% $when% $how and $why%. Ms. Isham will as! the
students about the story &'randa (ohns )anes* they have read in Success
for +ll &S,+* as bac!ground !nowledge for the lesson. This is an e-tension
from the first lesson taught on Setember ./th with less scaffolding of the
vocabulary words. Students are required to write the definitions this time
versus having the definitions rinted on the last lesson. In addition0 the
meaningful sentences will be scored by a rubric versus formative
assessment.
)omrehensible Instruction:
Modeling: Ms. Isham will as! students to ta!e out their list of vocabulary
words &1-tra coies will be rovided for students who do not have their list
from the last lesson*. +s a whole grou we will read through the vocabulary
words loo!ing at the visual0 discuss the best clarifying strategy to say the
words &list of strategies will be rovided to ach student*0 read the definition
and meaningful sentence. ,or e-amle0 the first word is wooden. "e will
loo! at the visual of wood0 discuss the best strategy to use chun!ing wood 2
en3 wooden0 then we will read the definition $made of wood0 hard% and the
meaningful sentence: The wooden mon!ey was carved out of a ine tree.
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10 minutes
10 minutes
10 minutes
This will be done for each of the 4 vocabulary words.
'uided Practice: 5uring this time students will be in airs li!e lesson 6. In
each air0 one student will have the first 7 vocabulary word and the other
student the last 7 vocabulary words. Students will qui8 each other seeing if
they can say the vocabulary word0 definition and meaningful sentence of
their 7 words. ,or e-amle0 9athan and Shaundae is a air: Shaundae will
be resonsible for the first four words and 9athan the last four words.
9athan will as! Shaundae the definition of the first four words: wooden0
traded0 and resent and reare. ;e will inform Shaundae if she is giving
the correct vocabulary word0 definition and meaningful sentence.
Indeendent Practice: Students will ma!e their own boo!let using the
ictures to write the definitions for all 4 vocabulary words. This is the
e-tension of the lesson with less scaffolding. Ms. Isham will chec! each
students boo!let and rovide feedbac! while wal!ing throughout the
classroom. Students will be reminded of their S,+ goal to correctly define at
least < of their words correctly. Students who do not identify at least < of the
words correctly will receive further suort in S,+ class. In addition0
interventions will be rovided for further instruction. Interventions such as
challenging the students to use vocabulary all day long allow time for
retelling or restating of words0 allow time for discussion throughout the
lesson0 etc: Students were tested on 'randa (ohns )anes Monday0
Setember =>
th
and were not successful on the vocabulary ortion. The
reason was not following the directions of using each word once. Students
continue to need assistance with writing correct sentences that are
meaningful as defined by the attached rubric.
)losure: +s an e-it sli0 for the last minutes of class each student will choose
one of the vocabulary words to write in a meaningful sentence. The hoe is
the reetition of the vocabulary word will assist with using the words in a
meaningful sentence. Students will be given a wor!sheet to guide them in
writing a meaningful sentence with the correct structure. Ms. Isham will
model via the smart board how to use one of the vocabulary words to write
a meaningful sentence. Ms. Isham will rovide feedbac! on their sentences
today if time allows or the ne-t day. If time allows0 students will share their
meaningful sentences with the class. Students will be encouraged to ma!e a
mind movie and use their strategies learned when writing their sentences
and avoid run?on sentences. 1LL students limited 1nglish Proficiency is
ta!en into consideration. The goal of this lesson is for students to !now their
vocabulary for the story and !now how to incororate these words into
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meaningful sentences.
,esour"es: (List resources/materials/technology equipment will you use to teach the content?
What preparations are necessary?)
Visual vocabulary worksheet
Vocabulary book maker pictures
Meaninful sentence worksheet
pencils
smart board (to display worksheets and model while teachin)
!he preparations necessary were copyin the photos for the picture booklet" vocabulary words
and meaninful sentence worksheets for each student# !he worksheets were also emailed to
display via the smart board#
,efle"tion on #esson %aught:
a. Were identified learning targets met? What data supports your answer?
3es, the lear$i$g targets )ere -et. The data to su,,ort the lear$i$g targets is
each stude$t -ai$tai$ed their scores o$ ocabulary a$d i-,roed o$ -ea$i$gful
se$te$ces. !$ this lesso$ stude$ts receied 456s o$ their -ea$i$gful se$te$ces
because they )ere able to )rite a se$te$ce a$d i$clude at least o$e detail.
b. Were the teaching methods/strategies selected aligned with accomplishing
the learning targets? How do you know?
3es, the teachi$g -ethods.strategies )ere alig$ed because all are researched
based a$d alig$ed )ith the Success for All ,rogra-s. Stude$ts are ery fa-iliar
)ith these ,rocedures used for the lesso$ that are also used i$ S7A. They do
ery )ell )or*i$g )ith their ,eers a$d i$ this s-all grou, of 8. Stude$t6s scores
i-,roed for ocabulary a$d -ea$i$gful se$te$ces.
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c. What positive behavior supports were in place? Were they effective?
The ,ositie behaior su,,orts i$ ,lace )ere t)o teachers, 1s. Lucius a$d 1s.
!sha- to assist stude$ts. Stude$ts are i$ a s-all grou, of 8 )hich allo)s -ore
su,,ort. Stude$ts also receied ,eer su,,ort shari$g their ocabulary
*$o)ledge. Stude$ts had -a$y isual aids to assist )ith defi$i$g their )ords.
Stude$ts )ere able to co-,lete -ea$i$gful se$te$ces usi$g a ,robe labeli$g
each ,art of the se$te$ce. Stude$ts receied 9i*i$g :uc*s for co-,leti$g tas*.
d. Were all the students engaged in the lesson? If not, what will you do to
teach the epected behaviors?
3es, all stude$ts )ere e$gaged throughout the lesso$. This is a s-all grou, a$d
)he$ a stude$t is $ot e$gaged, 1s. !sha- first )ill fi$d out )hy. The$ assist the
stude$t )ith their $eed or re-i$d the- of the ,rocedures.
e. What will you do to transition the child/children back to the core
curriculum?
Stude$ts are i$ their selected readi$g grou, for o$e ;uarter. After the first ;uarter
is co-,leted o$ %ctober 24th, they )ill be assessed to deter-i$e their curre$t
readi$g leel. The ho,es are for each stude$t to -oe to the $e<t leel of readi$g
i$structio$.
f. How will this reflection guide future instruction?
This reflectio$ )ill co$ti$ue to allo) -e to ,roide targeted lesso$s a$d
i$tere$tio$s for stude$ts based o$ their readi$g leel. !$ ,articular, the data fro-
classroo- scores a$d cycle assess-e$ts are used to ,roide targeted
i$structio$.
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