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Claflin University School of Education

EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Nakita Manigault PART I: PLANNING Date: February 6, 2013

Title of Lesson

Source Subject Area (s) Grade Level

Main Idea Is this lesson original idea? If not, from what source did I borrow this lesson? This lesson is my original idea. English language Arts 4th Grade

Curriculum Standards

Description and Background Information

4-1.1 Analyze the details that support the expression of main idea in a given literary text. Describe the lessons activities and content. - To begin this lesson, students will complete a bell ringer on Main Idea. Students are to read the passage, located on the board (students are provided hard copies of the bell ringer so that they can read at their desks while I read from the smart board.) Students are given 5 minutes after I have read the entire passage to re-read the passage and select their answer, with the details shown to prove their response. After most of the class is done, we will review the passage and I will model how to eliminate the incorrect choices and how to find the details to support the correct answer. - Next I will complete the anticipatory set Whats in my Bag? This activity is used to give students the focus of the lesson. The items in the bag are all connected to each other but work together to create one thing, or the main idea. - After the anticipatory set, we will begin the Prezi presentation that will enable students to take notes (a transcript of the Prezi presentation is provided to each student.) While reading the notes from the white board, I will delineate what students should underline or star. Also, as I read the notes I have provided for the students, I will refer back to the anticipatory set asking students questions such as What were the supporting details in my activity? - During the presentation, there will be guided practice. Students will read and respond to two PASS like questions

on main idea. Students will be given time to read and identify the correct answer as well as identify the detail(s) the proved their answer. After most students have completed the questions, I will ask students to give me two choices that can be eliminated. (Modeling elimination is important for students because it is a necessary skill for PASS.) Once we have eliminated incorrect answers, I will ask one student for the correct answer and a detail to support it as well. If most of the students have correct answers, I will engage them in the class chant Im smart, I know it thats my fourth grade swag thats my fourth grade swag). After guided practice, the students will complete the independent practice activity Anne of Green Gables. In this activity, students will have to read a short passage and complete a graphic organizer with the main idea and 3 supporting details. Students will be assigned homework to be turned in the next day. The assignment is a table top main idea activity. Students will read a passage about plants and identify the main idea and four supporting details. Students have the option to cut out the pieces and create the table. For closure, students will read a short passage and write the main idea on a note card with a supporting detail and turn it in as their ticket to leave the classroom.

Lesson Objectives

What will students be able to do at the conclusion of this lesson? At the conclusion of this lesson, students will primarily be able to find the main idea of any given passage as well as supporting details. - Students should also be able to define main idea in their own words as well as delineate how to find the main idea in a text. How will I vary these objectives for students who do not understand the material? - If the entire class does not understand the content of the lesson, I will restart the lesson and be more descriptive in details about the purpose of main idea and how to find it in a text. If a few students do not understand the concept, I will have a small group session with them during independent practice to re-teach the concept. If students are having difficulties because of lower reading levels, I will help them by reading passages more than once, or helping them during independent practice by reading the passage, question, and answer choices so they can better comprehend the tasks at hand. How will I vary these objectives for students who have already mastered the concept? - Students who have mastered the concept and have already -

Varying Objectives for Individuals Needs

completed the assignment will be given their homework assignment early. This will enable them to begin reading over the activity and ask questions while they are still at school. How will I vary these objectives for students who are presently learning English? - Students who are ELLs will have the opportunity to sit independently with me to read the passage together. This will allow them to hear the words they have difficulties with and better comprehend the passage as well as the questions and answer choices. Why is it important for the students to learn this content? - It is important for students to be able to find the main idea of a passage because main idea is around us every day. Every passage, story, book, news paper article, and even movies and T.V. shows have main ideas. Students should be able to find the main idea by finding what the topic of discussion is. - Alternatively, learning about main idea is important because it is a skill that is necessary to show mastery on the PASS exam that is coming up in May. What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need? - Copies of the bell ringer, transcript of notes, independent practice activity and homework. - Index Cards - Items in bag procured from home (whisk, cake mix, dish, measuring cups spatula, bag) - Smart Board - Laptop What will the students need? - Prior to lesson students will only need sharpened pencils. - All activities will be handed out as needed. What other resources are needed? - No other resources are needed. Will you use resource speakers? - There will be no speakers used in this lesson. What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities? - For this lesson I used an activity called Whats in my bag? to hook the students into the lesson as well as determine how much they knew about main idea. During this activity I began by telling students that I have a bag with items that are directly related to one another. Each item served its own purpose, but they all worked together for one purpose. (In the bag I had items to bake a cake: a spatula, a whisk, and a box of cake mix, measuring spoons,

Statement of Purpose

Materials and Resources

Anticipatory Set

and a dish.) As I pulled each item out of the bag, I asked the students what it was, and what it was used for. (Cake mix was saved for last because it was the most obvious supporting detail.) Once I got to the cake mix, I asked students to tell me what the main idea was. I told the students that during the activity they identified the supporting details, and used them to identify the main idea. Part II: IMPLEMENTATION How will I find out what students already know about this topic? - Students completed a bell ringer on main idea. Students were to read the passage (located both on the smart board, and each student had a copy of the bell ringer on their desks) and identify the main idea. Once students were done, we reviewed the passage and worked together by eliminating answers to find the main idea. While doing so, we also identified supporting details to support the correct answer. What will I do to show students what is expected? - During the lesson I will model for students how to find the main idea and its supporting details. I will read passages out loud and think aloud the process of eliminating answers and finding the correct answer with the proper supporting details. What will we do together as they learn how to succeed at the new task? - We will read passages together and as a class decide what the main idea is and identify the details to support the main idea. - During this process, we will re-read the passage and important details to identify the main idea. We will also eliminate nonsense answers. What questions will you ask to determine if students understand so far? - Students will be asked during guided practice how to find the main idea. During the presentation, students were given 4 tips on how to find the main idea. If each of these tips is used, they can correctly find the main idea. - I will ask students Does the entire passage talk about answer choice A? What details support your answer? Where is the main idea usually found in a passage? What techniques or strategies will be used to determine if students understand so far? - If students have learned the concept they will be able answer these questions correctly. Students should be actively reading and finding the answer to the question. What will students do by themselves to show that they have internalized the knowledge? - Students will complete the activity Anne of Green Gables.


Teacher Modeling or Demonstration

Guided Practice

Checking for Understanding

Independent Practice


Assessment (attach to lesson plan) Extension Activities

Students will read the passage, and complete the graphic organizer by identifying the main idea and 3 supporting details. How will I conclude the lesson and relate it to future experiences? - I will ask students to tell me why learning how to identify main idea is important. Once I have heard all of the answers provided, I will tell students that main idea is everywhere. Main Idea is in Movies, T.V. Shows, and most importantly in books. Knowing how to identify the main idea in the real world and in school is important because it helps us understand the story, the movie, the T.V. show, and the book. How will you wrap up the lesson to reinforce concepts taught during the lesson? - Students will be given Index cards. They will read a short passage and use the skills taught in the lesson to identify the main idea. After they have found the main idea and identified a supporting detail, they can leave the classroom. What will students do to demonstrate what they have learned? - Students will complete the table top main idea assignment for homework. What can students do at home or in the classroom to apply the knowledge or skills? -Students can see where they can find main idea and its supporting details. Students can read the newspaper at home, watch T.V. to see if they can find the main purpose of their favorite T.V. Show, or watch the news to see what the purpose of the reporters message. Students can also use Study Island at home to complete practice activities to facilitate learning at home. How could you use your colleagues or community agencies to improve student performance?


Connection Across the Curriculum

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content? - Technology will help present information to students in a very organized manner. Information is presented on via laptop and Smart Board so that students can easily follow along without feeling confused. - I will use to present students with information on Main Idea. Prezi is similar to Microsofts PowerPoint software. I input my lesson information and present it to students. How will you connect this lesson with other content areas across the curriculum? - This lesson is slightly connected to Science content area. One passage students are required to read is about growing

seedlings. PART III: REFLECTION Describe the strengths of your instructional techniques, strategies and classroom management. - The lesson went very smoothly. I felt as though I planned an efficient lesson and overall it was very effective in teaching students the concept of Main Idea. During the lesson I questioned the students because it gave me an on the spot comprehension check and I was able to adjust and modify if I needed to. I was able to keep the students on task and I had primal use of my instructional time. Describe the strengths of student engagement. - Students were engaged with the lesson from the very beginning. I did not have to do any redirection during any part of the lesson. Students stayed on task and actively participated in the lesson and activities. Describe the weaknesses of your instructional techniques, strategies and classroom management. - A major weakness was the amount of time I spent on certain parts of the lesson. There is only 50 minutes allotted from the beginning to the end of the period. I planned the lesson to fit this time, but I ended up running out of time and I was not able to explain the homework assignment not close my lesson. - During the independent practice activity, I did not thoroughly explain the activity to the students. I read over the passage, but I should have read over the question and better detail the task. Describe the weaknesses of student engagement. - Students were fairly confused about the independent practice activity. They were still actively completing the assignment, but most of the students did not know exactly how to complete the assignment. What would you change when teaching this lesson again? - I would make sure I stay aware of the time frames for each section of the lesson. This will help me maximize my instructional time so that I give assistance in each section so that students can demonstrate what they have learned, and receive help if they need it. - I will also make sure I explain each assignment thoroughly so that students will be clear about what needs to be done. Revised 1-2012



Suggestions for Improvement