Instructional Lesson Plan

Grade Interns Name Class Size 22 Date / Time 2/19/13

Devon Markowitz Max Braverman Caitlin Patrick

Subject Reading

School Towson Elementary

Mentor Initials

I. Purpose of the Lesson What will the students learn? How does this learning fit within
broader unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? Standard (Use MD State Core Curriculum) RL1 Ask and answer questions about key details in a text. (SC, 1) Demonstrate understanding after reading, viewing or listening to a text to determine the main idea. Lesson Objective TSWBAT identify or retell the main idea of the story Bad Boys by Margie Palatini. Formative Assessment (planned for use in this lesson) Students will draw a picture of what they believe the main idea is, with a sentence to go along with it.

II. Instructional Decision-Making What knowledge of students influences my instructional

decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or build on students strengths? Knowledge of Learners Instructional Decisions based on this knowledge

Knowledge of Age-Level Characteristics

Small muscle coordination Need for approval and pleasing teachers Have students draw and write Teacher will walk around and give stars for encouragement to continue working

Knowledge of Academic Readiness (based on pre-assessment)

Short periods of interest, restless Eager to learn Give students stretch breaks between classroom transitions Show excitement and enthusiasm towards activity

Knowledge of Subgroup or Individual Needs (IEP accommodations, ELLs, G/T, other strengths/needs)
A has hearing problem. D has visual issues and S has an IEP, both of which require them to need extra time and directions repeated. Seat A near teacher so that student can hear story. D and S will be able to orally explain their drawings instead of write a sentence, and teacher will repeat directions to them after the story is read to the class. Teacher will create checklist for S and check with him during lesson to make sure he is on task. Notecards will be provided for the students to help them understand. Small group work at the end of the lesson will help T stay on task and comprehend. After reading the story to the class, the teacher will explain the lesson personally to S.

P and T are ESOL and need visual cues. T needs small group work to help her understand. S is ESOL and needs to be checked with before beginning lessons. She also works best in groups.

Knowledge of Interests and other Motivational Factors

Students like to hear folk tales and show interest in drawing pictures. Students will be read Bad Boys and draw a picture of what they see the main ideas to be.

Multicultural Considerations / Equity Measures Equality among students from all countries

Implications for this Lesson

Teacher will be sure to ask students from other countries about bad guy folk tales from their countries and how their cultures view bad guys.

Academic Language Demands

Scaffolds to support language development in this lesson

Students may not know meaning of words chuckle, dilemma, and cautioned.

Teacher will write these words and their meanings on the Promethean board, and the teacher will explain the meanings of these words during the story.

III. Instructional Procedures What instructional strategies and sequence will I use to
ensure that every child is a successful learner? Instructional Materials and Technologies 1. 2. 3. 4. 5. Book Bad Boys by Margie Palatini White construction paper Computers Pencils Word list (on Promethean Board)

Management Considerations (Procedures, Transitions, Materials, Behavior) Students will transition to and from reading area by table number. Once class is quiet and seated at desks, students will be asked to draw pictures of the main idea of the story. Students will receive points based on completion.

Instructional Sequence Planned Beginning

Warm-up Motivation Bridge

Approximate Time 5-10 minutes

Procedure 1. Ask students what they know about the wolves from the stories Little Red Riding Hood and Three Little Pigs 2. Students will come to the Promethean board and write down their ideas 3. Discuss bad guys with class 4. Ask what they know about main idea in stories and expand.

Development of the New Learning

(Clearly explain instructional activities in sequence.)

45-50 minutes

1. The teacher will call tables to the carpet based on whos prepared the quickest. 2. The teacher will introduce the book Bad Boys to the class. 3. The teacher will read the book aloud to the students, pausing during the story for questions and comments. 4. Teacher and students will discuss what they think the

(Think I Do, We Do, You Do or Modeling, Guided Practice, Independent Practice)

main idea of the story is. 5. Students will take a stretch break. 6. Students will return to seats and table leader will attain correct materials. (Students will sit down at a computer) 7. The teacher will demonstrate how to use Wordle and how to add pictures to the word cloud 8. Students will each draw a picture of what they believe is the main idea of the story. (Students will use Wordle to create a word cloud of what they believe are the main ideas of the story) 9. Once the word cloud is created, students will use clip art to select pictures to add to the word cloud that are related to the main idea 10. When finished drawing (creating Wordle), students will write one sentence explaining their drawings on main idea. 11. When complete, students will share work among their table groups. 1. Students that need assistance can only draw picture and orally explain their drawings on main idea. (Use less words in their Wordle or less pictures) 2. Students who finish early can write more than one sentence about the main idea.

Enrichment or Remediation
(As appropriate to lesson)

Planned Ending
(Closure)
Summary Homework

5 minutes

1. Students will be asked to name words and phrases that relate to the main idea of Bad Boys.