LESSON PLAN Lesson #__2____

Format and Cooperating Teacher Feedback Form

Name: Kiki Lor Content Area: Reading

Date: 10/20/17 Grade Level:_3_

Standard:
Goals: CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the se-
quence of events
CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in
a text, distinguishing literal from nonliteral language.
Goal:
Students will learn about sequence of a story
Students will learn new vocabulary words and deepen their un-
derstanding of each word.

This is a 3rd grade classroom of 30 English speaking students.

Planning: Their reading levels range from Kindergarten through 3rd grade
and beyond. There are 3 IEP students in the classroom who will
most likely need assistance and monitoring to make sure they
comprehend the lesson. The behavior of the students in this are
are pretty well behaved and engaged.

Students will learn new vocabulary words, use them correctly in

Objective(s): a sentence, identify its synonym and antonym and be able to de-
fine the meaning of the words in various group activities as well
as filling in a vocabulary chart.

Students will read a story and match events in secuencial order

by creating a chart to sequence the story.
 The various types of assessments that will be used for this Unit
Assessment: Lesson plan are as follows:

Day 1: I will assess the students with a formative “pre-

assessment” on what they know so far about their vocabulary
words. This assessment will include pictures, phrases, and defi-
nitions with a corresponding letter that the students must match
with the vocabulary words on a half sheet. At the end, we will
trade off the slip with an elbow partner and correct one another
as we share the answers together. To assess for understanding of
comprehension of the text, I will be asking “think-a-loud” ques-
tions as we read the story. We will do a 5 to fist assessment on
the understanding of sequence.

Day 2: We will first play a game of clues where the students

(one) comes up and gives clues of the vocabulary word while the
others have to guess. This game will allow for a formative as-
sessment. The summative assessment that will be used to assess
“sequence” will be that of the students knowledge organize and
sequence pictures and phrases, by pasting them unto a pre-made
flap chart. If this is not finished by this day, time will be given
for them to finished the next day.

Day 3: We will start with a game of Jeopardy followed by a pa-

per and pencil test for the summative assessment of their vocab-
ulary.

Vocabulary matching: (pictures/word posters)

Materials Needed: Sequence: Pre-made flap chart + pictures from book
Vocabulary word test
Paper/Pencil
 Tuesday Oct 24, 2017
Procedures: Day 1: I will go over the focus wall again to lead way into the begin-
ning of the lesson. Then I will start by doing a (pre-assessment) of
matching the vocabulary with pictures/words/phrases posted around
the room so the kids will have to get up and move around. “Today we
will start by playing a matching game. Located on everyones desk is a
half sheet with all the vocabulary. Around the classroom I have posted
pictures for words with clues. Each piece of paper has a letter A-H, I
want you to walk around the room, not talking to anyone, and find the
word that matches the picture and write the letter next to it on your
half sheet. Can someone tell me what I want you all to do?” After like
10 minutes, have the students come back to their desk “trade your half
sheet with someone sitting next to you, take out a red marker or pen,
you are going to be teachers and correct someone else.” Then we will
go over it together. (this will be collected). Then I will read half of the
story (pg. 192-200). Before reading the story, ask the student “What do
you think this story is going to be about? Let’s make some predic-
tions?” Pg. 192- “Why do you think people admire Benjamin’s stamp
collection?” (His collection is special, it has famous people and tow-
ers.) Pg. 192- “Have any of you seen a stamp before? Are the sides
straight or are they curvy?” (answers will vary, mention that we will
look one up online later.) pg. 193- “Why do you think Benjamin won’t
give Max a stamp?” (he doesn’t want to take it apart or keep giving it
all away.) Pg. 195- stick your in hand in your book and close it, “what
do you think Max will collect? (students response “words.” “Well,
how do you know that or why do you think that?” Pg. 197- “What
kinds of words does Max collect first? What kinds of words does he
collect next?” (small words than Big ones after). Pg. 198- What does
Max’s “feel good” words show about him as a character?” (he likes
parks, baseball, dogs, and hugs.) Pg. 200 “Why do you think he wrote
the words from a dictionary onto slips of paper instead of cutting them
out?” (explain why students shouldn’t cut out books/textbooks.)
Stop reading at page 201. I will introduce “sequence” using an anchor
chart. Have student close their eyes and pretend they are making a
sandwich, have them walk you through the process together from “get-
ting bread, PB&J, to spreading it on bread, put together, cut, and eat.
Afterwards, remember to use fist to five to rate understanding of se-
quence. Then I will break the students up into their usual groups for
regular phonics, group reading, and vocabulary.
Wednesday Oct 25, 2017 (OBSERVATION DAY)
Day 2: (2 minutes) Again, I still start with the focus wall and lead way
into the vocabulary. (15 minutes)We will do a vocabulary warm-up. In
this warm-up, one student is chosen and gets a word. They have to de-
scribe it/give the other students clues on what the word is. (30minutes)
Then we will continue the story (pg. 202-205). Before reading ask the
questions “What do you think Max is going to do with all his word
collection?” As we read I will be asking think-a-loud questions such as
Pg. 202- “What happened to Max’s sentence when he changed the
words around? (it had a different story/ meaning.) Pg.204- How is
Max’s collection different from his brothers stamp and coin collec-
tion?” (he had words that he can make into something else like sen-
tences.) Pg. 205-“ What does Max say to impress his brothers when
they brag about how many stamps and coins they have?” ( he says he
just needs a few more words to make a story.) Pg. 205- “What does
Max plan to do once he has more words” (create a story). End reading
on page 205. We will refresh ourselves with “sequence” and talk about
our Peanut Butter and Jelly example. and then do an activity related to
the book. Students will individually sequence story using pictures and
pre-made sentences on their own to the section where we ended in the
book. We will finish the rest the next day after we finish reading the
story. Then have the students do their small groups again with phonics
and vocabulary.

Friday Oct. 26, 2017

Day 3: (10-15minutes) Have the students finish the sequencing flap
chart of the story and collect. (15-20 minutes) We will play the game
Jeopardy online review our vocabulary. We will split into two teams
(at random). Students will stand on each side of the room. Explain the
rules.
1. Pick on spokes person in your group. That person will be the only
person to talk and tell me the answer.
2. If anyone from the other team shouts out an answer when it’s not
their turn, they will lose 200 points.
3. How to play this game, you will pick a category and how much
money.
4. You have 30 seconds to answer. If your team doesn’t answer cor-
rect, the other team can steal and you will lose the points.
After playing the game for 15-20 minutes we will take a Vocabulary
Test. (15minutes)
Lastly, we will create “My collection” posters. In this activity we will
cut out words from the newspaper as well as write some words and
create a mini 3-4 sentences describing what it is we collect. We must
use at least 2 of our vocabulary words. After we have created our sen-
tences, we will draw a picture of our collection.
Explain how Max collects words, talk about what things some people
might collect and then talk about what some students collect. Show my
example and then tell the students what they will do. “Can you guys
guess what I collect? (Students respond) Today I brought in newspaper
for you to create a poster of what you collect. I have printed some of
the vocabulary words out too incase you couldn’t find them in the
newspaper. I want you to find words explaining what you collect. You
will write 3-4 sentences describing what you collect and why. I know
there might not be enough words, so for this activity I want you to use
at least 10 newspaper words and you can write out the rest. You must
use 2 vocabulary words. Then you will draw a picture of your collec-
tion.”
Lesson Self- Assessment

Name: Kiki
Lesson topic: Reading
Date: 10/27/2017
School/grade level/ number of students:Rodger St. Academy/3rd grade/28-30
Name of Cooperating Teacher: Carol Sura

Planning and preparation: Describe how your plan provided opportunities for active engage-
ment. How did you provide for the needs of diverse learners? Did you adjust your plan in any
way? Describe how and why if you did.

I think this unit lesson plan was very engaging and active. I allowed for students to get up and
walk around as well get up in front of the classroom. I think everyone was excited yet sad when
they didn’t get called on. I tried to differentiate most of the lesson accordingly to my learners. If I
could go back I’d probably take more time to differentiate more than I had and make it known
for my students. For example, for the sequence activity, I probably would of add some pic-
tures/words and have them do the missing ones. I did adjust my Unit plan, the last day. I went in
anticipated this and that but it didn’t work out accordingly. My CT emailed me the day before
and told me she totally forgot that there was a school dance and so things were being shifted and
she didn’t finish what I had anticipated for her to do before I got there. So what happened was,
my lesson plan was to play Jeopardy, take the vocabulary test, and then do the magazine activity.
What I ended up doing was finishing the end of the story, working on the last sequence activity,
and then play jeopardy for like 15 minutes and then taking the test. I was a bit overwhelmed be-
cause she emailed me so late and so I honestly didn’t know what to do or plan because all my
stuff for “tomorrow’s teaching” had been prepped. But I wasn’t scared, this sort of stuff hap-
pened all the time at work when lead teachers were absent and I had to put together something
quick. So I read over the section, wrote do comprehension questions, and planned for the vocab-
ulary. I figured if we had enough time we’d do the magazine activity, if not it really didn’t mat-
ter. In the end, it worked out GREAT!
Classroom environment: Evaluate the ways in which your encouraged student participation.
How did you elicit student responses? How did you engage them in responding to you and each
other? Evaluate your plan for individual, small group and/or whole class work. How effective
were these different organizational techniques for keeping students involved in your lesson?

The first day was a lot of group answer alouds. During reading I randomly called on students
who’s hands were raised. I think something I need to try is calling on students who don’t raise
their hands. I found that those who did raise their hands were the usual to answer each question
or raise their hand. On the second day I did pick from sticks that allowed for participation but
overall it was again at random for answering questions. I try to call on “new” hands but its usu-
ally just the same students. I think I do a great job at rotation from student to students and giving
them a short one on one time. I walk around the entire room and touch the shoulders of students
who are working effectively or giving them “good job” comments. I think what was hard for me
was “ms. kiki” here and there, I felt like I couldn’t be in two places at once. At one point I felt
stuck with one student who knew what to do but wanted me to watch and guide her and make
sure she was doing the correct thing.
Instruction: Evaluate your choices of instructional strategies. Did they have the effect you in-
tended? Were the needs of all learners met? What changes would you make if you repeated this
lesson?
I think something that I need to work on in this lesson is “modeling.” I think it would of made
more sense had I shown them what was expected and done one example together. Usually I’m
really on top of this but I think I went in having higher expectations for this group of students
that I should have modeled better. I think they were all very proud and excited of the outcome
once they finished. Again, I’d definitely model before having the students break out and do it
themselves because I think the CT and aide too were confused. The aide even suggested that
maybe next time, have a “key answer” for teachers to help students with.
Assessment: What assessment processes did you plan and how did they work? What did you
learn from listening to student responses, examining their work or listening to their interactions?
How well did your assessment procedures inform you about student attainment of your lesson’s
objectives?
For the first day I planned a pretest which definitely helped me because then I came back and
had to tweak my lesson plan and change a lot. It helped me identify the needs and areas that
needed work or more time spent on. I think something for this group that I could work on is par-
ticipation of those who are quiet or shy. I did a few turn and talks the first day but didn’t get to
call on those quiet ones. I kept calling on those who’s hands were raised. But me personally,
when I was a student I hated when the teacher would call on me… So I vowed to myself that I’d
never be that teacher; so it’s a bit conflicting for me. The overall summative test was actually a
got better than the pretest. Some of the students scored higher, some definitely took me by sur-
prised with their scores!
Professional responsibilities: What did you learn from your cooperating teacher’s feedback on
this lesson? How will you apply it to future lessons?
Something that I learned from my CT was to have other activities available for those who fin-
ished first. Which I kind of did, having them walk around and help those in need but she didn’t
like them walking around so in the end I didn’t work. She suggested something for them to do
while they waited. Which I feel like this is something I definitely need more work on is when I
have students who finish before others.

Reflection: What did you learn about student learning and assessing from this lesson? How will
it affect your planning for future teaching?

Something I learned about students learning is that you can’t always make assumptions about
student learning. You may think that they know something but whether they do or they don’t,
its always better to model and reteach it. I love pretest and I would like to continue that for
future use because I think it definitely tells me what I need to work on as a teacher to help
meet the needs of my students and expectations so they can achieve the learning objective
and be effective students.
 Cooperating Teacher Feedback: Lesson # _2,3,4_____Lesson date:

___________