Leah Findlay

1) Standards:

Standard #1: Learner Development recognizing physical implementations.

Standard #6 : Assessment using decision making skills

CCSD: Analyze the interactions between individuals, events, and ideas in a text.
Determine an author’s point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others.

Students will illustrate and apply what we read in Scat, and be able to present it to the class.

Auditory: Explaining to the class why students made their characters look the way they did.
Visual: Reading Scat
Kinesthetic: Illustrating what characters look like based off of descriptions in the book.

2) Materials:
Scat (book), paper, colored pencils, pencils and the Chapter 1 review sheet

3) Instruction Learning Process:

Do First: Go over new vocab from book Scat by Carl Hiaasen
Mini-lesson: Read chapter 1 of Scat
Guided Practice: Chapter 1 review questions
In Practice: Students will write their first impressions of Nick, Marta, and Mrs. Bunny Starch
and in groups, illustrate what these characters look like from descriptions in the book and
students imagination. Each group is going to share with the class their illustrations.
Exit Slip: Answer “Why does Nick keep checking his phone?” and turn it in before
leaving.

4) Resources:

Classroom, O. U. (2014, October 06). SCAT by Carl Hiaasen Literature Unit. Retrieved May 9,
2017, from https://www.teacherspayteachers.com/Product/SCAT-by-Carl-Hiaasen-Literature-
Unit-1485128

Hiaasen, C. (2012). Scat. New York: Yearling.

5) Reflection:

i. Some specific subject concepts and skills the student achieved for the identified grade
level is comprehension skills and focusing on imagery. Students have to comprehend
chapter one of Scat and search for imagery within the 3 main characters.

ii. The level of student engagement and active learning for the lesson strategies for the
instruction learning process are both active. Students are engaging with their groups and
going to the front of the class and talking. There is active learning because they are
searching in the book for imagery and interpreting it themselves.

iii. The strengths in my lesson plan are getting students to search in the book and determine
what is necessary, and getting them to work in groups. It is important that they have the
ability to come to a conclusion to what the characters look like and how their personalities
are. A weakness in my lesson plan was I feel my exit slip did not go along with everything
else that well, with this lesson plan specifically there is not a lot you can do in 5 minutes
to check individual learning for reading, next time I will write a more broad question.
iv. I practiced the INTASC standards in my lesson because students are getting learning
development skills. They are developing ideas and details towards characters, that will
later help them understand the plot of the story. Students are also using assessment skills
to make decisions and prioritize what is important.