Small Group Lesson Plan

Teacher: Ms. Castro Grade: 2/3 Subject: Reading Date: April 9, 2012-April 13, 2012 LEVEL N Group Members: Ennuel, lianette, Rolando ,Aylihla ,Julian ,Jahnai (Group 1) Common Core State Standard/ IL Standard: ILAF. 3.2.3.04 :Identify setting (I,e.., place and time period Lesson Objective: (What will students learn and be able to do?)(Why are students learning this?) Students will learn what a setting in a story is and that includes period in time. Students will be able to state how the setting affects the story. Students will understand that setting can change and there can be several throughout the story. Students will learn how to they can identify the setting of the story since the author doesnt explicitly state it at the very beginning. (using character dialogue, pictures, etc.) Materials: The Corn Husk Doll My Very Own Room/Mi Propio Buartito, BrainPop Jr, Sticky Notes, Worksheet Teach/Model: (What will the teacher say and do?) (I do)

Jose:

Http://www.brainpopjr.com/readingandwriting/storyelements/setting/
Guided Practice: (What will students practice with support?) (We do) Worksheet: http://www.brainpopjr.com/readingandwriting/storyelements/setting/activity/ (Discuss/Expand)

Independent Practice: (What will the students work on independently?) (You do) Students will make use of sticky notes to mark the helpful features to identify the setting in a story (Brain Pop) Wrap-up/Review of Teaching Point: (Formative assessment/ How will you know the students achieved learning objective?) See Worksheet.

Name: ________________________________ Group: ________________________________

Date:_______________________________ Grade/Room:_________________________

FICTION The Corn Husk Doll Setting:

Setting What helped me figure it out? Why is it important? How was the story affected by the setting?

Small Group Lesson Plan

Teacher: Ms. Castro Grade: 2/3 Subject: Reading April 9, 2012- April 13, 2011 LEVEL M Group Members: Emily, Keishla, Jennifer, Clarissa B, Jaylin, Yamari (Group 2) Common Core State Standard/ IL Standard: ILAF.3.1.3.13 Identify probable outcomes or actions

Lesson Objective: (What will students learn and be able to do?)(Why are students learning this?) Students will learn be able to identify, understand, and explain the skills they lack according to the Reading Teacher Level Report (see above). Materials: Bedtime for Frances , sticky notes, My Very Own Room/ Mi Propio Cuartito, Brainpop website, worksheet Teach/Model: (What will the teacher say and do?) Introduce the book that theyll be reading. Here, briefly talk about how we can use how finding causes/effects and identifying the plot helps us come up with probable outcomes or actions. (I do)http://www.brainpopjr.com/readingandwriting/comprehension/causeandeffect/

Int I

http://www.brainpopjr.com/readingandwriting/storyelements/plot/
The video explains the following ideas: Introduction, characters (explain how their dialogue and actions affect how readers view them), setting, plot (explain explicit/ implicit ideas here), conflict. As this view is being played, I will pause the clip to explain and expand on the ideas I noted in the above parenthesis. Guided Practice: (What will students practice with support?) (We do)Using My very Own Room/ Mi propio cuartito we will go back and find/identify the cause and effects as well as the plot of the story.

Independent Practice for students: (What will the students work on independently?) (You do) They will go back and using sticky notes find/mark the cause and effects along with the plot of the story. Then they Will use these two features to come up with probable outcomes or actions as we go along (as we read through the book) Wrap-up/Review of Teaching Point: (Formative assessment/ How will you know the students achieved learning objective?) Ask students questions to check for understandinginformal assessment. Formative assessment will be the outcomes/actions that they came up with on their own. Make sure to restate what the purpose of this lesson was.

Small Group Lesson Plan

Teacher: Ms. Castro Grade: 2/3 Subject: Reading Date: April 9,2012- April 13, 2012 LEVEL V Group Members: Jaylen, Liliana, Ocarina, Clarissa M, Jocellyn, Vicky, (Group 3) Common Core State Standard/ IL Standard: ILAF. 3.1 ,3.23,or summarize the order of events in a story

Lesson Objective: (What will students learn and be able to do?)(Why are students learning this?) Students will learn be able to identify, understand, and explain the skills they lack according to the Reading Teacher Level Report (see above). Materials: Black Star ,Bright Dawn , sticky notes, My Very Own Room/Mi Propio Cuartito, Brainpop website, worksheet Teach/Model: (What will the teacher say and do?) Introduce the book that theyll be reading. Here, briefly talk about genres and the authors purpose for writing them. (I do)http://www.brainpopjr.com/readingandwriting/comprehension/causeandeffect/

Int

http://www.brainpopjr.com/readingandwriting/storyelements/plot/
The video explains the following ideas: Introduction, characters (explain how their dialogue and actions affect how readers view them), setting, plot (explain explicit/ implicit ideas here), conflict. As this view is being played, I will pause the clip to explain and expand on the ideas I noted in the above parenthesis. Guided Practice: (What will students practice with support?) ( (We do)Using My Very Own Room we will discuss one of the stories weve read as a class and find all of the features this particular group need help on. (Student List: Suggested Learning Objectives under FICTION) Independent Practice for students: (What will the students work on independently?) (You do) Taking in consideration the students reading levels (moderate) and the fact that they are reading a long chapter book, they will use sticky notes to mark where they found the skill/idea they are working on. As you observed above, each student has an area they need to work on or develop and so I will have them find and analyze them as they read the book. Wrap-up/Review of Teaching Point: (Formative assessment/ How will you know the students achieved learning objective?)They will be keeping a journal focusing ONLY on their suggested learning objective for fiction.

Small Group Lesson Plan

Teacher: Ms. Castro Grade: 2/3 Subject: Reading April 9, 2012- April 12, 2012 LEVEL 0 Group Members: Rokia, Julian, Mario ,Jalissa ,James ,Dezmon (Group 4)

Common Core State Standard/ IL Standard: ILAF 3.2,3.07 : Determine what characters are like by what they say or do ,by how the author or illustrator portrays them

Lesson Objective: (What will students learn and be able to do?)(Why are students learning this?) Students will learn how to distinguish the main ideas and supporting details using supporting details so they can get a more concrete understanding of the text they are reading. Students will learn how dissect characters actions and what they say to determine how they are being portrayed in the story. This should help students understand main ideas, supporting details and motifs in the story. Students will be able to identify the setting and how this affects the direction the story takes. Materials: A Million FishMore or Less, My Very Own Room w/notes, sticky notes, worksheet Teach/Model: (What will the teacher say and do?) (I do) Taking in consideration that I want students to apply these skills on their own but yet have prior exposure on how to do it, I will model for them how to do it using My Very Own Room which is a book theyve been to as a class. Since have already read it, I will explicitly go over what the main idea and supporting details were. I will also go over the setting and how it affected the direction of the story. Lastly , I will take a character and go over their particular actions/dialogue to determine how they were portrayed by the author within the story. Guided Practice: (What will students practice with support?) (We do) We will read the book together and be on the look for the features described in the objectives. On a dry -erase board I will write down these features so they know that these are the features we are to focus on as we read the book. Students will be given sticky notes, so as we read they mark when they find the main idea/supporting details, setting, and important characters actions/dialogue. As a group we will read 8 pages so they know how they are to look for these things. The goal is to have students stop after each page read to practice looking for these reading skills/features that they are lacking. Independent Practice for students: (What will the students work on independently?) (You do) Students will now finish reading the book on their own and as they do so they are to be looking for main ideas/support details, setting, and characters actions/dialogue. As in Guided Practice, they are to make note of them using sticky notes so I know they are picking up the desired skills. Wrap-up/Review of Teaching Point: (Formative assessment/ How will you know the students achieved learning objective?) Students will be given a worksheet where they are to identify the main ideas/supporting details, the setting, and characters actions/dialogue that helps the reader see how they are being portrayed. Students are to use the notes they took on the book with the use of the sticky notes. The assessment will comprise of this worksheet as well as the notes taken throughout the book by each student.

Name: ________________________________ Group: ________________________________

Date:_______________________________ Grade/Room:_________________________

FICTION A Million FishMore or Less Main Idea/Supporting Details:

______________

Setting: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Characters: (expand)

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Small Group Lesson Plan

Teacher: Ms. Castro Grade: 2/3 Subject: Reading (Group 5) Date: April 9, 2012- April 13, 2012 LEVEL L Group Members: Yadivel, Jose ,Jesus ,Corey Kavon ,Alexa

Common Core State Standard/ IL Standard: ILAF Determine the meaning of an unknown word using knowledge of common prefixes, suffixes, and word Roots (see Roots and Affixes List) (e.g., use knowledge of the prefix dis-to determine the meaning of disrespect). Lesson Objective: (What will students learn and be able to do?)(Why are students learning this?) Students will learn be able to figure out the meaning of unknown words by using surrounding text, suffixes, prefixes and other aids. Materials: Spiders, Brainpop website, sticky notes, worksheet , My Very Own Room Teach/Model: (What will the teacher say and do?) (I do)

VOCABULARY: www.brainpop.com/english/studyandreadingskills/readingskills/preview.weml

This video goes over some important reading skills that readers must have in order to understand what they are reading. It explains in detail how they can use roots, suffixes, and prefixes to decipher the meaning of unknown words.

ROOTS, PREFIXES and SUFFIXES: http://www.brainpop.com/english/grammar/rootsprefixesandsuffixes/preview.weml

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Guided Practice: (What will students practice with support?) (We do) We will use the My Very Own Room to find new/unknown words to us and then as a group try to figure out What they mean using the techniques we just learned through the Brainpop videos.

Independent Practice for students: (What will the students work on independently?) (You do) They now attempt to find new/unknown words on their own then decipher their meaning using the new techniques Learned Wrap-up/Review of Teaching Point: (Formative assessment/ How will you know the students achieved learning objective?) Students are to fill out a worksheet using the book and their sticky notes.

Name: ________________________________ Group: ________________________________

Date:_______________________________ Grade/Room:_________________________

FICTION Spiders Main Idea/Supporting Details: What is the difference between the main idea and supporting details? In your own words explain. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Vocabulary New/Unknown Do you see any Roots, What do you think the Words Suffixes or Prefixes in new word means? the new word? Write them down.

Definition of the new word

Small Group Lesson Plan

Teacher: Ms. Castro Grade: 2/3 Subject: Math Date: April 9, 2012- April 13, 2012 Group Members: Yadivel ,Jesus ,Yamari ,James .Rolando ,Emily ,Corey Common Core State Standard/ IL Standard: ILAF. 3.7.3.03 Solve problems involving the perimeter of a polygon with given side lengths or a given non-standard unit. (e.g., paperclips)

Jahna

Lesson Objective: (What will students learn and be able to do?)(Why are students learning this?) Students will define what perimeter mean S Students will be able to take the perimeter of basic shapes Students will eventually be able to take the perimeter of more complex shapes such as polygosn. Students will be able to take the perimeter of a shape in different units (paperclips)

Materials: Brainpop website( geometry), SmartBoard presentations( Coordinate Geometry), worksheets Teach/Model: (What will the teacher say and do?) (I do) http://www.brainpop.com/math/geometryandmeasurement/geometry/preview.weml

Al

ht .

http://www.brainpopjr.com/math/measurement/perimeter/preview.weml

Guided Practice: (What will students practice with support?)(We do) Students will practice taking the perimeter of shapes via worksheets and interactive websites (online math games. Instant feedback)

Independent Practice for students: (What will the students work on independently?) Students will finish two worksheets on their own: One on taking the perimeter of basic shapes and then polygons.

Small Group Lesson Plan

Teacher: Ms. Castro Group Members: Grade: 2/3 Subject: Math Date: April 9, 2012-April 12, 2012 Ennuel , Yalissa,Jahnai,Lianette,Keishla,Alexa

Jahn

Common Core State Standard/ IL Standard: ILAF.3.6.3.03 Recognize a fraction represented with a pictorial model Lesson Objective: (What will students learn and be able to do?)(Why are students learning this?) Students will able to recognize what a fraction looks like in numeral form as well as pictorial form (thus integrating them). Materials: Brainpop website, SmartBoard presentations(patterns/sequencing), worksheets Teach/Model: (What will the teacher say and do?) (I do) http://www.brainpopjr.com/math/fractions/basicpartsofawhole/preview.weml

Al There is obviously other videos that we can go through in a a week-span along with the use of manipulatives to eliminate m misconceptions. Independent Practice for students: (What will the students work on independently?) Students will finish two worksheets on their own: Both worksheets will have shapes and they must write the numericalFractional value. (One worksheet will be given at the beginning to see where they stand and one at the end to check for mastery of the concept)

Date_______________________

DATA REVIEW SHEET

FULTON NETWORK

TEACHER NAME

GRADE

SUBJECT/FOCUS

DATA

WHAT DOES THE DATA SAY? (PLACE THE NUMBER OF STUDENTS IN EACH CATEGORY) EXCEEDS MEETS BELOW WARNING

Group 1

Group 2

Group 3

Group 4

Group 5

WHAT LEARNING OBJECTIVE WILL EACH SMALL GROUP FOCUS ON?

HOW WILL STUDENT PROGRESS BE ASSESSED?

IDENTIFY STUDENTS FOR SMALL GROUPS (5-7 students per group)

GUIDING QUESTIONS WHEN FORMING SMALL GROUPS WHAT ARE STUDENTS MASTERING? WHY ARE THEY MASTERING THESE OBJECTIVES?

WHAT OBJECTIVES ARE STUDENTS NOT MASTERING?

WHY ARE STUDENTS NOT MASTERING THESE OBJECTIVES?