Assignment #1: Writing a Lesson Plan

Submitted By: AnDrea Michalsky

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell

Lesson Title: Writing a Lesson Plan Submitted By: AnDrea Michalsky Trophies Teacher Edition: Theme 2 T.Ed Pages: 208-217 Trophies Story: Nights of the Pufflings CCSS: RL.4.2

A. Summary of the Lesson Plan: Students will be able to identify the meaning of the word using context clues in the story. Students will the match their definitions and write them in their reading journal. This lesson should take about 30-45 minutes tom complete. B. Student Population: Grade Level: 4TH Grade

Skill Level: On-Level Groupings: Direct Instruction (whole group), read story to self (individual), and story
questions and write a summary (in partners.) C. Materials: Theme 2 Trophies Textbook, Night of the Pufflings pg 208-217 Pencil/paper

D. Objectives: Common Core State Standard RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Learning Targets Knowledge Targets: Students must know the theme is the central idea or underlying message of the text. Students must know the theme of a story is woven all the way through a story, drama, or poem. Students must know the characters actions, interactions, and motivations all reflect the theme of a story, drama, or poem. Students must know the theme is usually not stated directly in the text, but must be inferred from the details of the text. Students must know stories, dramas, and poems may or may not have more than one theme. Students must know a summary is a brief statement containing the main points of a text Reasoning Targets: Students must determine the theme/themes of the text using details from the text to support their thinking. Students must write a summary using detail from the text.
EDRL 442 - Fall 2013 Karen Powell- Instructor page 2

Lesson Title: Writing a Lesson Plan Submitted By: AnDrea Michalsky Trophies Teacher Edition: Theme 2 T.Ed Pages: 208-217 Trophies Story: Nights of the Pufflings CCSS: RL.4.2

Performance Targets: None Product Targets: None Vocabulary drama inference/infer summarize/summary theme Student-Friendly Learning Targets Student Knowledge Targets: I know the theme is the central idea or underlying message of the text. I know the theme of a story is woven all the way through a story, drama, or poem. I know the characters actions, interactions, and motivations all reflect the theme of a story, drama, or poem. I know that the theme is rarely stated in the text and I must use details from the text to help me infer the theme. I know stories, dramas, and poems may or may not have more than your one theme. I know that a summary is a brief statement containing the main points of a text Student Reasoning Targets: I can determine the theme of the text using key details to support my thinking. I can write summary using details from the text. Student Performance Targets: NA Student Product Targets: NA Student-Friendly Vocabulary I know drama means a serious narrative work or program for television, radio, or the cinema I know inference/infer means the act of reasoning from factual knowledge or evidence. I know that summarize/summary means brief and comprehensive; concise about the reading. I know that a theme means central topic a text. E. Procedure:

EDRL 442 - Fall 2013

Karen Powell- Instructor

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Lesson Title: Writing a Lesson Plan Submitted By: AnDrea Michalsky Trophies Teacher Edition: Theme 2 T.Ed Pages: 208-217 Trophies Story: Nights of the Pufflings CCSS: RL.4.2

1. Teacher will introduce what the standard is to the students and what they will be doing that day. 2. Teacher will tell the students to read Night of the Pufflings pgs. 208-217 by themselves. 3. Once the students are finished with the story, in partners they will answer the comprehension questions following the story. F. Closure: The students will then write a 3-5 paragraph summary on what the story was about. If time allows, students will come up in pairs and read their summaries out loud to the class. Teacher will wrap up by reviewing a summary is.

G. Assessment: Assessment Tool By using the Trophies textbook, the students are able to comprehend what a summary is by reading the selection. What Is Being Assessed? To see if the students are able to determine a theme of a story, drama, or poem from details in the text; summarize the text.

H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? The easiest part of this lesson to teach may be explaining to the students what is expected of them that day. By telling the students what they are learning and the standard to go with it, I think it will help them focus on what is important. Which part of the lesson do you think will be the most challenging to teach? The hardest part to teach to the students will be explaining what a summary is and what it consists of. Most students may be hearing this word for the first time and they will have no idea what it means. What lesson or concept should be taught prior to this lesson? The lesson that should be taught prior to this lesson is the ability to comprehend what the students are reading. If they are going to be writing and telling a summary based off what they just read, then they need to know how to comprehend a story. How will you follow up or extend this lesson?

EDRL 442 - Fall 2013

Karen Powell- Instructor

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Lesson Title: Writing a Lesson Plan Submitted By: AnDrea Michalsky Trophies Teacher Edition: Theme 2 T.Ed Pages: 208-217 Trophies Story: Nights of the Pufflings CCSS: RL.4.2

What I would do to follow up this lesson is to re-read the summaries that the students wrote or continue reading if not finished. Then have a review on what a summary is and maybe do another selection to summarize.

What will you do for students who dont grasp the concepts? For those that do not understand what to do they would be pulled into my lower group to read a similar but on their level selection. I will then help them write a 3 sentence summary by asking them what happen, who did it, where did it take place, etc. Which part of the lesson, if any, do you think might need to change? None When you were writing this lesson plan, what was the most difficult part? When I was writing this lesson plan, the hardest part was thinking of what the procedure was actually going to be, because its a summarize lesson. I had the standard part down and understood, but actually teaching this lesson is what is hard for me.

EDRL 442 - Fall 2013

Karen Powell- Instructor

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