Teacher Candidate:
Dylan Alexander
Subject
Grade Level: 3rd
Mentor: Ben Donaldson
Central Focus
Describe the important understandings and core concepts that you want students to develop over the course of the learning segment/lesson. What are they going to learn?
The sequence of events
Standard:
Using the TEKS as guidance, what standard(s) do you want your students to master?) https://tea.texas.gov/curriculum/teks/
Deconstructing/
Unpacking the Standard(s)
Determine key verbs:
Identify and underline key verbs within the standard and/or element(s).
Identify concepts and skills students will need to know, understand, and be able to do to reach proficiency.
TEKS: ELA.3.8C Analyze plot elements, including the sequence of events, the conflict, and the resolution.
Objective:
Targets must be aligned to the TEKS and with the assessment(s); targets should be stated as measurable in student friendly language. What will students be able to do? Use “I can” statements . You cannot change the verb or content. ***Reminder - Verb alignment present in standard, objective and assessment***
I can analyze plot elements including a sequence of events, the conflict, and the resolution.
Sub-Objectives:
How will you connect to past learning? What key vocabulary and/or academic language needs to be reviewed or introduced?
If applicable: What images will you use for key vocabulary? What sentence starters might be helpful?
Connection to past learning (previous TEKS)
Key Vocabulary/Academic Vocabulary to include in the lesson: Sequencing, First, Before, Afterward, Next, After, Eventually, Then, The next day, finally.
ELPS, if applicable: (Put NA if Not Applicable)
Include #s, letters and full-verbiage https://ipsi.utexas.edu/EST/files/standards/ELPS/ELPS.pdf
ELPS
Language Objective based on ELPS: (TSWBAT…), If applicable (Put NA if Not Applicable)
Use the format: “ I can…”
I can …
Assessments:
How will you summatively and formatively assess student mastery? For formative assessment, just generally describe what you will be doing. Specific questions will be included later in the lesson plan. What are your plans for adjusting the pacing of the unit for struggling learners?
Summative Assessment:
Formative Assessment:
Plan for adjusting pacing for struggling learners
NOTE: The summative assessment might not be a part of this lesson..
Summative (Formal) Assessment: Read the story independently. The question that follows will have the students place the events in order from which they happened in the story.
Formative (Informal)l Assessment: Do you know what sequencing is? If so, elaborate? Why is it important to place events in the correct order?
Plan for Adjusting Pacing
Materials/Technology/Resources needed for the lesson:
Describe the materials, technology, and resources needed for the lesson
Materials: Notebook/Pencil, Sticky Notes
Technology: Laptop, Whiteboard,
Other Resources: Interactive Cinderella Plot Elements
Managing Student Behavior Can’t teach them if you can’t reach them!
When and how will you establish rules for learning and behavior during the lesson?
What will it look and sound like if students are engaged vs. compliant in the lesson?
How will you allow for movement, transitions or brain breaks to capitalize on engagement and performance
Behavior Expectations for the Lesson: Students are to choose the choice of sitting whether on the carpet or at their desk, or someone at the table where the printer is located.
Students are to remain silent during instruction unless given the opportunity to speak.
How engagement will look and sound
Engagement will look and sound like students communicating with one another and to me. During some part of the lesson, the students will talk and turn to their shoulder partner or to the group and share.
Plan for movement, transitions, or brain breaks, if applicable: Students will be allowed to move to their preferred choice of sitting during the I do/We do session.
Opening (describe activity):
Opening:
Estimated time to complete’:_______
Structure (whole class, collaborative, individual, etc): _______
Focus/Anticipatory Set/Hook/Activate Thinking
Estimated time to complete:_______
Structure (whole class, collaborative, individual, etc): _______
Opening: What will students be doing immediately after the bell rings to kickstart class? (bell ringers, do nows, seat work)
Hook: What will you do to get students excited about learning? Why is this information relevant? How will you motivate students to learn this material in the set and throughout the lesson? Think about how this activity is aligned to the standards and objectives. Use knowledge of students’ prior learning, personal, cultural, and/or community assets to “hook” them.
Opening, if applicable: The students will be coming back from lunch. Before we begin our lesson we always come together in a circle for community building time. Community building time is where we come together to share something we want to celebrate or we take the time to wish wellness on ourselves and others.
Pre-Assessment: Before I begin with the hook I will assess my students by showing a slide with 4 steps. The students will label the steps using First, Next, Last, and Then. This will determine if the students understand the concept of sequential order or need clarification.
Hook: To get my students excited about the learning sequence of events I will begin asking the students questions about their daily routines and are they in order.
I Do/Content Input (modeling): During this part of the lesson, the teacher will model the strategy or skill that students will learn. What content knowledge are you teaching students based on your own understanding? You are literally thinking aloud. Should include both Tier 1 (examples) and Tier 2 (think aloud)
I Do: Remind students that good readers pay attention to events of a story that impact the story’s plot. These events happen in a particular order. When we think about the main event we sequence them or put them in logical order. Model for students using an example that they can relate to like making a PB&J sandwich. Chart the example using a graphic organizer. It is important to mention that we are only sequencing important events. Allow students to turn and talk to their partners and sequence an event they did or will do in their day in order. After 5 minutes the students will share out if they would like.
Differentiation for ‘I do”:
Grouping of students: What opportunities do students have to work independently or together? How are these groups designed to increase mastery of objective? NOTE: You may or may not have groups during the I Do part of the Lesson)
Differentiation - Enrichment and Remediation: What opportunities do students need to strengthen their understanding of the strategy or skill presented?
Accommodations and Modifications: What accommodations and modifications do you have to make for ELL, SPED, 504, and struggling students? How will these accommodations and modifications support mastery of the objective?
Grouping of students, if applicable: Students will have preferred seating during this part of the lesson. Students will work together to share their daily routine and to take notes.
Differentiation: Enrichment and Remediation: N/A
Accommodations and Modifications:
Questioning “I Do”: What type of questions can you ask students to overcome their mistakes? What misconceptions do you anticipate students might have? (Using Bloom’s Taxonomy or Costa’s Levels of Thinking, plan some questions you will ask student)
How will you make sure that you are calling on volunteers, non-volunteers, and a balance of students based on ability and sex?
Questions: Do you know what sequencing is? If so, elaborate? Why is it important to place events in the correct order?
Plan for calling on students: Students who raise their hands who would like to be called upon will have a chance to answer. For those who don’t have their hand raised, I’ll need to make sure that they are following along and can at least give me a response. Thumbs up/Thumbs down
‘We Do’ (Guided Practice – Describe Activity)
Estimated time to complete ‘We Do’’:_______
Structure (whole class, collaborative, individual, etc): ______
Differentiation (Enrichment and remediation): Tailoring instruction to meet individual needs; differentiating the content, process, and/or product. Consider cultural diversity, gifted, etc.
Accommodation(s)- A change that helps a student overcome or work around the disability:
Modification(s)- A change in what is being taught or what is expected from the student:
Remember, an accommodation is not lowering expectations or teaching below grade level content/objectives.
We Do (Guided Practice): During this part of the lesson, the teacher and students are thinking aloud together.
We Do: The students will watch an interactive video of Cinderella. Throughout the video the students will be handed sticky notes and their task is to take note of any event that they consider important. On the whiteboard I will model the numbers of events that happened (1-8) in sequential order. Together as a group I will ask the students to raise their hands of which number does the event belong to and why. Finally, our last task of the We Do is to play a sequencing kahoot with shared partners.
Differentiation “We Do”:
Grouping of students: What opportunities do students have to work independently or together? How are these groups designed to increase mastery of objective?
Differentiation - Enrichment and Remediation: What opportunities do students need to strengthen their understanding of the strategy or skill presented?
Accommodations and Modifications: What accommodations and modifications do you have to make for ELL, SPED, 504, and struggling students? How will these accommodations and modifications support mastery of the objective?
Grouping of students: Students will work together to write all events that they think on the sticky note.
Differentiation: N/A
Accommodations and Modifications: N/A
Questioning “We Do”: What type of questions can you ask students to overcome their mistakes? What misconceptions do you anticipate students might have? (Using Bloom’s Taxonomy or Costa’s Levels of Thinking, plan some questions you will ask student)
How will you make sure that you are calling on volunteers, non-volunteers, and a balance of students based on ability and sex?
Questions: What happened first? What happened next? What happened after? Then what happened? What happened last?
Plan for calling on students: All students will and must participate during this part of the lesson.
Academic Feedback “We Do”: What type of support or academic feedback do they need to overcome such challenges? How do you plan to reteach if students are not mastering content?
Plan at least 2-3 academic feedback stems that are aligned to the learning goal so that they can easily identify students who are meeting those goals.
Academic Feedback Stems: Excellent job on (positive)
Think about (needs to improve)
How does (questions I have)
‘You Do’ (Independent Practice/Assessment of Skill – Describe the Activity)
Estimated time to complete ‘We Do’’:_______
Structure (whole class, collaborative, individual, etc): ______
Differentiation (Enrichment and remediation): Tailoring instruction to meet individual needs; differentiating the content, process, and/or product. Consider cultural diversity, gifted, etc.
Accommodation(s)- (A change that helps a student overcome or work around the disability):
Modification(s)- (A change in what is being taught or what is expected from the student):
Remember, an accommodation is not lowering expectations or teaching below grade level content/objectives.
You Do (Independent Practice): During this part of the lesson, the teacher will monitor students’ understanding through independent practice.
You Do: The students will be working independently however, I will read them a story. Within this story are some events. The students will be handed a sticky note. On that sticky note they will answer a question that assesses their skill of putting the events in sequential order. There are a total of 4 events. On the sticky note all they will have to do is number 1,2,3,4, or 3,2,1,4. Once complete the students and myself will go over the question together.
Differentiation “You Do”:
What instructional strategies and planned supports will you employ to meet the needs of each student in order for each student to demonstrate learning and move towards mastery regarding the learning target(s)?
Grouping of students: What opportunities do students have to work independently or together? How are these groups designed to increase mastery of objectives?
Differentiation - Enrichment and Remediation: What opportunities do students need to strengthen their understanding of the strategy or skill presented?
Accommodations and Modifications: What accommodations and modifications do you have to make for ELL, SPED, 504, and struggling students? How will these accommodations and modifications support mastery of the objective?
Grouping of students: Students will be in their assigned groups working independently.
Differentiation - Enrichment and Remediation:
Accommodations and Modifications: Extra time/Oral Admin
Questioning “You Do”: What type of questions can you ask students to overcome their mistakes? What misconceptions do you anticipate students might have? (Using Bloom’s Taxonomy or Costa’s Levels of Thinking, plan some questions you will ask student)
How will you make sure that you are calling on volunteers, non-volunteers, and a balance of students based on ability and sex?
Questions: N/A
Describe your plan for calling on students: N/A
Academic Feedback “You Do”: What type of support or academic feedback do they need to overcome such challenges? How do you plan to reteach if students are not mastering content?
Plan at least 2-3 academic feedback stems that are aligned to the learning goal so that they can easily identify students who are meeting those goals.
Academic feedback stems: The strongest part of your work is (positive)
Think about (Needs to improve)
How does (Questions I have)
Closing - Check for Understanding (Describe the activity): How will the lesson end and bridge to learning for the future? What do you want to reiterate to students? Based on the pacing of the lesson and feedback from students, did they master the objective? Make sure to revisit objectives.
Write your Closure using the Planning a Discussion Framework:
Launch Frame
Opening statement and question to get the discussion started (Example, “We have been learning how to add fractions in this activity. What was an important key in adding the fractions that helped you? What have we been learning about today?”)
Eliciting, Orienting Questions to ask During the Discussion
What eliciting, probing, and orienting questions will you ask during the discussion?
Conclusion Frame
Closing statement about what they learned in the lesson and what they will be working on next. (Example - “We have been adding fractions in this activity - In our next activity, we are going to continue this work…. or Tomorrow, we will begin subtracting fractions.)
Launch Frame: So today we’ve learned about the importance of sequence of events. Who can tell me what sequencing within a story is?
Eliciting, Orienting Questions: Why is the sequence of events important? What are ways to place the events in order? What are keywords you should highlight or take note of when you are reading?
Conclusion Frame: So today I’ve taught you all about the importance of sequencing events in a story. Next time we will work on Conflict and Resolution and how they apply within a story!