Homework Lance
Section 1: Lesson Preparation
Teacher Candidate Name:
Lalita Price
Grade Level:
K-2
Date:
August 5, 2020
Unit/Subject:
Language Arts. Reading Literature
Instructional Plan Title:
My Earth
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
The students will demonstrate their knowledge of the importance of protecting the earth and how they can do so. The students will be able to identify ways people damage the earth. The students will identify the main character[s] and the problem.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
This diversified classroom consists of 15 children of color: 60% African American and 40% Latinx. The majority of the students (65%) are girls. Three students reside in homes where English is not their innate language. The children reside in low-economic neighborhoods wherein 50% reside in single parent homes, 30% reside in multi-generational homes, and 20% reside in homes with both parents. Two students have an IEP: one classified with Attention Deficit Hyperactivity Disorder, the other classified with PI (mild perceptual impairment).
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
New Jersey Reading Literature Text
Key Ideas and Details
RI.K.1. With prompting and support, ask and answer questions about key details in a text.
RI.K.2. With prompting and support, identify the main topic and retell key details of a text.
RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text
Common Core
CCSS ELA-Literacy. RL.K.1;
CCSS ELA-Literacy. RL.K.2;
CCSS ELA-Literacy. RL.K.3
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
- Who is the audience
K-2 students
- What action verb will be measured during instruction/assessment
Read, listen and recall
- What tools or conditions are being used to meet the learning
Books, Ipads, e-readers
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
- Students will be able to retell the story and identify the main theme and characters.
- Students will be able to identify the five W’s: who, what, when, where, why and how to describe the story.
It is easier for early readers to learn to cite evidence, demonstrate the flow of a story and answer the five w’s using colorful picture books (Lambert).
Lambert, K. (n/d)Ways to scaffold finding text evidence. Education World. Retrieved from https://www.educationworld.com/ways- scaffold-finding-text-evidence
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
The Earth Book.
General academic vocabulary Content-related vocabulary
- Earth/planet energy
- conserve recycle
- resources reuse
reduce
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources
The Earth Book is also an audible reader.
Materials:
Construction paper
Crayons
Pipe cleaners
Child-safety scissors
The students will make an earth paper hat.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.
- I will initiate a song, “This is the way, we save the Earth, save the Earth” by asking the students to think of ways we can save the earth. This activity measures any pre-knowledge of the subject matter.
Time Needed
10 min.
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.
- I will use a Graphic Organizer to teach children reading skills enabling them to develop a deeper understanding of the text.
- I will model an example using the smartboard prior to the children’s work using the graphic organizer within their groups of three.
Explain how you will differentiate materials for each of the following groups:
- English language learners (ELL): I will ask students to do drawings or create a poster demonstrating their understanding of text. I might also conduct oral interviews when needed.
- Students with special needs: I will model a think-aloud strategy and use a story frame to help students visualize the story.
- Students with gifted abilities: I will model the Socratic method to introduce an in-depth analysis on author intent and story structure. The student will then buddy with a peer to discuss the story using the Socratic method. Ex. What little things can be done to make a big difference?
By using the Socratic method, students will be able to focus for an in-depth analysis using the book (The Earth Book) to stimulate conversations and to generate content-related questions requiring substantive responses (Canen).
Canen, C. (n/d/). How to use the Socratic method with elementary students.
Paradise Praises. Retrieved from: https://paradisepraises.com/socratic-method- elementary/
- Early finishers (those students who finish early and may need additional resources/support): Additional support will be provided by either teacher, teacher’s assistant or an e-reader using an iPad.
Time Needed
20 min.
Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.
- I will model the story using a finger puppet.
- I will use props to engage students with the story.
- I will then have the students collaborate in groups of threes to discuss characters and the theme using story vocabulary demonstrated earlier by the teacher.
Explain how you will differentiate activities for each of the following groups:
- English language learners (ELL): I will use teleprompters, comic books and/or graphic novels.
- Students with special needs: I will use iPads to effectively promote vocabulary building skills and use visual cues to simulate the lesson.
- Students with gifted abilities: I will have the students work in clusters and challenge them to write a story (or use drawings) similar to the Earth Daystory theme.
- Early finishers (those students who finish early and may need additional resources/support):
Time Needed
20-25 min.
Multiple Means of Expression
Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choicesto demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you willprovide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.Underlinethe names of any formative assessments.
Students will create a booklet reflecting ways the earth is protected in the Earth Book.
Explain how you will differentiate assessments for each of the following groups:
- English language learners (ELL):Students willeither write, draw or use a posterboard to demonstrate their knowledge of a reenactment of the story.
Students with special needs: Students will use story map to retell the story.
Story maps help students of different abilities organize information effectively (the five w’s) and identify elements of a story (reading rockets).
Story Map. Retrieved from: https://www.readingrockets.org/strategies/story_maps
- Students with gifted abilities: Students will choose a book of their interest and write the story describing their understanding of the actions of the main character[s] and the theme.
- Early finishers (those students who finish early and may need additional resources/support):Students will use story map to identify main characters, theme, and to write or draw details of the story. Students may also use the iPad reader to indicate their understanding of text.
Time Needed
15-20 min.
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.
Extension activity/homework: The Earth Book. Students are asked to create their own Go Green poster imagining ways to help the earth.
Time Needed
20-25 min.
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