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Lesson Plan Review Assignment

Purpose: To review two literacy lesson plans—one lesson participation and observation assignment completed
during CIED 312 Language and Communications in Multiple Contexts course and one elementary STEM lesson
studied in their CIED 313 Introduction to Assessment course. This lesson review lead to instructional
improvement goals for teaching in a STEM lesson taught collaboratively with class colleagues in CIED 303
Field Experience III school buildings. Goals will be assessed as part of the lesson plan commentary.
Directions:
1. In school group teams of 4-5, teacher candidates will plan and teach one STEM literacy lesson from the
Engineering is Elementary curriculum to one elementary school class after midterm. Study of the
Engineering is Elementary curriculum will occur in CIED 303 Introduction to Communication prior to
midterm. Prior to midterm candidates must also meet with a selected cooperating teacher in their
building to schedule the assessment and instruction needed to plan and teach a 45 minute STEM literacy
lesson from Engineering is Elementary, including an appropriate literacy standard, instructional
objective and materials. You and your colleagues will use one of the Common Core Standards for
English Language Arts and Literacy http://www.corestandards.org/ELA-Literacy/ for this STEM
literacy lesson, and you will need to formulate one lesson objective that:
a. Aligns with the grade appropriate learning standard
b. Utilizes a comprehension or composition strategy for learning and communicating
c. Includes instruction in related skills of reading foundations, speaking/listening, or language
summarized by the nine literacy areas studied in this course and included in the Common Core
State Standards for English Language Arts and Literacy.

Lessons must include objectives, strategies and assessment for each of the standards. Objectives must
include three parts: A Audience (who? student will…or I can...), B- Behavior (What? observable and
measurable literacy strategy and language function), C- Conditions (How? assessment tool description,
context description, criteria for assessment.

The behavior portion of an objective should reference the essential literacy strategy and language
function demand (edTPA terminology!) that will occur in the lesson. In primary literacy, the
language function refers to a verb that best describes how students will use language to communicate,
verbs such as identify, analyze, summarize, define, explain, conclude, justify, compare, sort are often
used by literacy educators to describe the cognitive level at which students are expected to
communicate. The essential literacy strategy refers to:
a. the comprehension strategy used to comprehend what is read (i.e. predict, visualize, summarize,
check back, or generate questions).
OR
b. the composition strategy used to compose what should be written (i.e. prewrite, draft, consult,
revise, edit, publish).

The chart below shows how the essential literacy strategy of a lesson partners with the language
demands of the lesson to describe learning behavior. Note how the behavior can be followed by a
description of learning conditions in the form of a “by statement” that includes the learning activity,
assessment tool, text discourse, text vocabulary, and text syntax.
Language Language Function Partnered with a Comprehension Strategy to Describe Reading
Behavior
Function

Define ...summarize characteristics, examples and non-examples of vocabulary word meanings to


define the vocabulary word...by [conditions including assessment tool, text discourse, text
syntax, and text vocabulary go here]

Analyze/ ...look back for details in informational texts about segregation laws to explain the unearned
Explain disadvantages these laws created...by [conditions including assessment tool, text discourse,
text syntax, and text vocabulary go here]

Create ...visualize characters interacting in a narrative text from different points of view to draw a
comic strip...by [conditions including assessment tool, text discourse, text syntax, and text
vocabulary go here]

A sample objective for a literacy lesson that meets these criteria is:
▪ I can [actor] recall actions (language function verb) of characters to summarize (comprehension
strategy) a story [behavior] by orally retelling (learning activity) how each goat in the narrative
(discourse/text structure) Three Billy Goats Gruff responded to a troll using general academic
vocabulary (vocabulary) in simple sentences (syntax) [context].

But...literacy objectives are typically summarized so that children, parents, administrators, and other
school stakeholders can understand them:
▪ I can [actor] recall actions of characters to summarize [behavior including comprehension or
composition strategy] a story [context].

However, for this assignment the lesson objective must be written in full. This practice will enable you
and your collaborative partners to fully envision expectations for the lesson you will teach.

2. Using the Literacy Lesson plan template provided below, generate a draft of your lesson plan together,
and share the draft with your selected cooperating teacher for feedback prior to instruction.

3. Each team member should teach one part of the lesson and observe other portions to provide feedback
for the other team members. In addition, each team member should work with colleagues to complete
prior literacy assessment of each individual in the class they will teach. This prior assessment can
include one or two of the assessment tools learned from study of the CIED 321 Primary Literacy
Assessment and Instruction textbooks. Finally, team members will work together to analyze the learning
of three (3) different focus students during the STEM lesson. This analysis should include close
observation of learning, collecting student work samples, assessing student work samples, and providing
written feedback to students about the work samples.
4. Each team member must also write individual instruction commentary in response to prompt questions
embedded in the commentary section of the Literacy Lesson Plan template. This commentary should
make claims about the group’s teaching and student learning, as well as individual literacy assessments
completed prior to the lesson. Evidence for these claims should include referencing specific examples
from student work samples, observations of the group’s teaching, results of other instructional feedback,
and/or the cooperating teacher’s comments. Responses to commentary prompts should also include
reasoning about the relevance of each claim. This reasoning is achieved by including CIED 321
textbook references that describe how a claim supported other instructional settings.

5. Each team member must post the following items into the CIED 321 Blackboard electronic dropbox as
one electronic file: 1. lesson plan completed with the team, 2. individual commentary, 3. instructional
materials, including assessment tools, used by the team, 4. assessment results with evaluation criteria
used by the team determine student knowledge prior to the lesson, 5. three (3) student work samples
collected by the team that include written feedback and a collective evaluation of the samples..

Template: Further instructions for completing this assignment may be found in the yellow highlighted
guidelines imbedded in the assignment templates below. Delete these guidelines prior to submission to
make this assignment your own.

STEM Literacy Lesson Plan Template for Review Assignment


Part 1: Lesson Overview

Teacher Candidate Cooperating Teacher/School/District Date Grade


Radeana, Nick, Josh, & Mrs. Goebel, Staunton Elementary 03/28/2019 2
Maggie

Lesson, Learning Segment and/or Unit Topic: Instruction Time: 2:00 PM - 2:50 PM
Technology, science, and literacy.

Classroom Context:
A majority of the students in this class are level with where they should be for their age. However,
there are a few students who are behind, and struggle more than the rest. There are a few students
with IEPs and some who lack the ability to focus for long periods of time. For these individual
students, we have to ensure we give them the attention that they need without singling them out, or
hurting the other students around them.

Part 2a: Common Core State Standard for ELA-Literacy


K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people
want to change to define a simple problem that can be solved through the
development of a new or improved object or tool.

CCSS.ELA- Write informative/explanatory texts in which they introduce a topic, use facts
LITERACY.W.22
and definitions to develop points, and provide a concluding statement or
section.

A. Second grade students will be active listeners.


B. Students are expected to participate in group discussion, form their own
opinions and conclusions, and follow directions as acting appropriately
with the material.
C. Students will be assessed by their oral responses during instruction, their
written responses on their large sticky paper, their written responses on
comparing and contrasting, as well as their active engagement
throughout the duration of the lesson.
Part 2b: Lesson Objectives
1. ABC Criteria
a. Second grade students will be active listeners.
b. Students are expected to participate in group discussion, form
their own opinions and conclusions, and follow directions as
acting appropriately with the material.
c. Students will be assessed by their oral responses during
instruction, their written responses on their large sticky paper,
their written responses on comparing and contrasting, as well as
their active engagement throughout the duration of the lesson.
Part 2c: Foundational Skills Related to Objectives
Students will be able to create opinions and conclusions through comparing and
contrasting various objects based upon physical characteristics.

Part 3a: Assessment Plan


Pre-assessment:
● Have students make observations and orally describe to their shoulder partners
characteristics of playdoh that they use on a typical basis.
Formative Assessment:
● Have one large sticky note per group with three questions, “What is technology”, “Examples
of technology”, and “Compare and contrast this example: Winter v. Summer”. Talk about
the three questions prior to the playdoh activity, then post-activity have each student answer
the three questions in their own colored marker.
● Post lesson - Bring the class back together into one group and discuss the activity as well as
the compare and contrast of the two different types of playdoh. Ask for one representative
from each group to share something that was similar and something that was different for
each type of playdoh. Discuss what things can make the playdoh better, which they prefer to
play with, and discuss the idea that playdoh is in fact a form of technology.
Summative Assessment:
● Post-lesson, students will be given samples of both their playdoh they created and store
bought. Students will be asked to touch, smell, and look at their samples and compare and
contrast the two on their given worksheet.
● Fist-five, how well do we understand what we’ve learned today.

List of Possible Misconceptions


● Lack of understanding knowledge about “Technology”
● Technology is an electronic device
● The various words used to describe the playdoh throughout the lesson may be misconceived
- descriptive words are still difficult for these students

Part 3b: Planned Supports THIS SECTION WILL NOT BE PART OF THE LESSON PLAN
REQUIRED FOR CIED 321!!!! It will be included in the lesson plans you write next semester in
CIED 311: Differentiated Instruction, as well as other methods courses. Planned supports
differentiate literacy instruction assessment plans and teaching-learning sequences for all learners.
They are also specified to meet the needs of students with Individualized Education Plans (IEPs);
plans based upon Section 504 of the Federal Rehabilitation Act of 1973 (504 Plans); plans for
English language learners (ELL Plans); and plans for other diverse learning needs that are tied to
lesson objectives.
Part 4: Identifying Language Demands
General academic words:
● Example - a thing characteristic of its kind or illustrating a general rule.
● Create / Created - bring (something) into existence.
● Improve - make or become better.
● Senses - a faculty by which the body perceives an external stimulus; one of the faculties of
sight, smell, hearing, taste, and touch.

Subject-Specific words:
● Technology - the application of scientific knowledge for practical purposes, especially in
industry.
● Observe - notice or perceive (something) and register it as being significant.
● Compare - estimate, measure, or note the similarity or dissimilarity between.
● Contrast - the state of being strikingly different from something else.
● Venn Diagram - a diagram representing sets pictorially as circles or closed curves within an
enclosing rectangle, common elements of the sets being represented by the areas of overlap
among the circles.

Text Structure:
● Comparison-contrast: Students completed our created worksheet that asked them to
compare/contrast the homemade play-doh with the store bought.

● Question-answer: We asked students to answer questions about the play-doh as they worked
with it.

● Description: We asked students to describe the characteristics of the play-doh. (Ex: rough,
soft, color, etc.)

Syntax Demands:
● The majority of our lesson dealt with simple sentences with one independent clause. This
came about as they describe their Play-doh. As we continued on with our lesson, students
started to create compound sentences with more than one subject when they were actually
comparing the homemade Play-doh with the store bought.

Part 5: Teaching/Learning Sequence


Elementary students should apply all literacy modalities during the lesson:
___ reading, _X_ writing, _X_ listening, _X_speaking, _X_viewing, ___ visually representing

Introduction:
We will begin in our small groups and discuss what the students believe to be technology and what
different examples they can think of for what technology is. From this simple opening discussion,
we will be able to gauge the students in our groups prior knowledge, experience, and their interest to
the topic of technology. After we are able to gauge what our groups think technology is, we can
move forward, give them the definition that technology is anything created to make life easier.
After giving them our definition and we expand on a few other technology examples such as a
straw, pencil, etc we will give them time to come up with more technologies they can think of this
time to match the new definition given to them.

Development:
- Whole group introduction to the new student teachers to the classroom.
- Broke off into predetermined groups by Rae and her cooperating teacher.
- In individual groups we each started with the big Post-It paper and had students give us their
definition of what technology is and then had them list examples of what they thought
technology was using their definition.

Closure:
Once the lesson is complete, students will understand the foundation of playdoh and how they can
create it easily at home. They will also gain a basic understanding of what technology is, what it is
used for, and provide examples of such. Students will also be able to view two objects, and pick out
obvious differences and similarities between the two.

Learning Extensions:
This lesson will provide the students with new insight, and hopefully gain their interest into the
various types of technology. After the lesson, students may find an interest in pointing out different
objects and determining whether or not they are a type of technology, and discussing similarities /
differences between two objects given. Students will be able to use this information in their
everyday lives, rather than just in school.
Part 6: Instructional Materials and Resources
Materials Used:
- Warm water
- Salt
- Flour
- Mixing bowls
- Large Post-It paper
- Pencils
- Venn Diagram Worksheets (We created)
- Store bought Play-Doh
Commentary

Literacy Lesson Plan and Commentary Scoring Guide: ____/50 points


GROUP ASSIGNMENT TOPIC: Points
Team Teaching Members:

Lesson Plan
1. The lesson overview, objectives, standards, strategies and assessment are directly related ______/20
to each other and match the developmental level of the students being taught. (5 points)
2. Formative and/or Summative Assessments, Planned Supports, and Language Demands
have descriptive titles, are described, and align with evaluation criteria (5 points)
3. Teaching/learning sequences included detailed steps of introduction, development,
assessment and closure. Strategy Instruction included modeling, realistic dialogue, and
expected specific teacher and student responses (5 points)
4. Six Traits of Writing (5 points) It is expected that your documents are revised and edited
to reflect all six traits. Organization: Correctly used template format and all elements
clearly identified. References were in APA format. Sentence Fluency: Procedure ideas
were clear and flowed from one to another. Writing was concise, precise and included
complex sentence structures. Voice: Written for educational audience. The teacher’s and
student voice was clearly evident. Word Choice and Academic Language: Used
specific academic language and explained terms and acronyms. Conventions: Correct
grammar, punctuation, capitalization and spelling

Assessment and Instruction Materials Appendix: List all instructional materials in lesson plan _____/5
with specific titles and APA references. Upload documents or images of all instructional
materials including teacher written/created materials, student work samples, and assessment
instruments. Upload electronic pictures two (2) student work samples with your written
feedback and/or notes from oral feedback Upload electronic pictures of miscue and
“comprehension question-response” analysis assessment tools you used.

INDIVIDUAL ASSIGNMENT: Teacher Candidate Commentary


Commentary ______/25
All elements of the commentary combined should include:
1. Analyze of learning prior to instruction (5)
2. Analyze of teaching effectiveness including achievement of improvement goals from
review of CIED 312 (Lesson Participation and Observation Assignment) and CIED 313
(Engineering is Elementary Curriculum) lessons (5)
3. Analyze 3 students’ learning of the lesson objective: (5)
Describe how you used formative and/or summative assessment to analyze students’
learning of objectives, students’ language use, feedback provided and student use of
feedback. Provide specific examples from student work samples and instruction.

4. Describe how assessment informed instruction and suggestions for future learning (5)
5. Six Traits of Writing (5) It is expected that all of your documentation is revised and
edited to reflect all six traits. Organization: Correctly used template format and all
elements clearly identified. References were in APA format. Sentence Fluency:
Commentary ideas were clear and flowed from one to another. Writing was concise and
precise that included complex sentence structures. Voice: Written for educational
audience. The teacher’s and student voice was clearly evident. Word Choice and
Academic Language: Used specific academic language and explained terms and
acronyms. Conventions: Correct grammar, punctuation, capitalization and spelling.

Total ____/50
Name: ________________________________________________

Topic: Topic:

Contrast Compare Contrast

1.