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Instructional Lesson Plan

Interns Name
Lindsey Lemaster
Megan Murphy
Class Size
Date / Time

June 10
Language Arts
Rodgers Forge Elementary
Mentor Initials
Linda Miller
Susan Kleinsasser
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)
RL.4 Identify words or phrases in stories or poems that suggest feelings or appeal to the
L.1.5.d Distinguish between shades of meaning among verbs differing in manner (e.g.
look, peek, glance) and adjectives differing in intensity (e.g., large, gigantic) by defining or
choosing them or by acting out the meanings.
Lesson Objective
Students will identify words or phrases in the poem that suggest feelings or appeal to the
senses and use them in a journal entry to demonstrate comprehension.
Formative Assessment (planned for use in this lesson)
Ask students to predict what the text will be about. Ask what they know about vultures.
Have students turn and talk and then share with the class.

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 is developing and

The child is experiencing new and frequently
intense feelings. There is a deep need for
approval from adults/ peers. Sometimes it is
hard to control behavior.

The child is concerned with pleasing his/her
Struggling to become acceptable to the peer

Still depend very much on concrete

Students will have the opportunity
to exercise small muscle
coordination while writing sensory
words and completing a journal
assignment about vultures.
Students will be able to use the
promethean board to help sort
sensory words.

Teacher will use positive
reinforcement to reassure
students as they work. Students
will be rewarded points on an
Activinspire behavior chart for
excellent behavior.

Students will have opportunity to
socialize and share ideas in the
beginning as well as work
together in small groups to read
the poem and conduct the
science experiment.
Teacher will guide students
through the vulture stomach
experiment to provide a concrete
visual on how vultures digest
food. Teacher has students
predict what will happen to the
food digested by vulture on the
promethean by writing out
predictions as well as by sorting
vulture food.

Knowledge of Academic Readiness (based on

It has been observed that 5 out of 25 students have
a hard time putting their thoughts into words on

Teacher will be walking around room
during journals to offer additional
Knowledge of Subgroup or Individual Needs (IEP
accommodations, ELLs, G/T, other

Individual Needs
Kavon, Owen, and Connor have difficulty
staying on task and require extra support
during independent time.

Sakura, Koto, and Ziquing require extra
support during independent time.

While students are independently
working on journal assignment,
teacher will pull a small group to
the circle table to collaboratively
discuss what students have
learned about vultures.
Teacher will also provide
sentence starters for students.

Knowledge of Interests and other Motivational

Students at this age need encouragement,
ample praise, warmth, and great
patience from adults
Students like pom poms

Teacher will use positive
reinforcement to encourage
student learning through praise
and point system on the
promethean board.
Teacher will hand out individual
pom poms to students who are
working diligently and participating
in discussion

Multicultural Considerations / Equity Measures
Implications for this Lesson

The poem is about a Vulture. Some children may
not have the background knowledge about
vultures. Some students may have never seen or
We will be discussing vultures and
their characteristics. We will also be
discussing their senses.
heard about vultures before reading this poem.

Academic Language Demands Scaffolds to support language
development in this lesson
Hybrid Teacher will discuss each of these
Sensory words as the students get to them in
Preen the lesson.
The Teacher will have students sort sensory words to match with
the correct senses on the flipchart.

III. Instructional Procedures What instructional strategies and sequence will I use to ensure that
every child is a successful learner?
Instructional Materials and Technologies
Vulture View (Unit 4, Week 3, Anthology, pages 60-88, T191A-O)
Vulture View Sensory Word Search- Enlarge or display
White vinegar
Clear 9 oz. plastic cups (Attach picture of vulture to the outside of the cups)
Small paper cups (To prepare food for the vulture)
Red food coloring
Measuring utensils: cup, tablespoon, teaspoon
Baking soda - 1 teaspoon per cup/student
Ground up dry pasta noodles (to represent dead animal bones)
Vulture paper cut-outs
Paper towels (for clean-up, if needed)
Promethean board

Management Considerations (Procedures, Transitions, Materials, Behavior)
1. Students will be instructed to raise their hand when they are sharing ideas
in our group.
2. Teacher will enforce classroom rules during lesson. If student misbehaves
after given a warning they will be asked to leave the group discussion until
student can handle being back in the group discussion.
3. To maintain attention teacher will use the method of clap once if you are
listening, clap twice if you are listening, hands on your head if you are
4. Teacher will also distribute pom poms to children that are participating in
group discussion and working diligently throughout the lesson. Individual
points can be added to the behavior chart on Activinspire throughout the
lesson for positive behavior.
5. Teacher will use assertive discipline to promote and encourage appropriate
behavior and listening skills.



10-15 min Before Reading:
1. Introduce the selection, Vulture View.
2. Have students open their anthologies to
Vulture View (Unit 4, Week 3, Anthology,
pages 60-88)
3. Ask students to predict what the text will be
about. Ask what they know about vultures.
Have students turn and talk and then share
with the class.
4. Explain that the selection, Vulture View is a
hybrid text. Hybrid means a cross between
two things. This text provides factual
information (nonfiction) about vultures, but is
written as a poem.
5. What are the elements of a poem that we
have previously read and identified?
(rhyming words, repeated words and
phrases, words that begin with the same
sound, sound words)
6. Poets/authors also use words that suggest
feelings or appeal to the senses. These are
sensory words that create images/pictures
in our minds that we can see, touch, taste,
smell, and/or feel.
7. Teacher will provide examples of sensory
words before reading on the promethean
board for students to help sort.
8. Set the purpose for todays lesson, Today
we will read Vulture View to identify words
that appeal to our five senses.
Development of
New Learning
30-35 min.

During Reading:

Small Group
1. Students will be dismissed into two small
2. Explain that students will identify words
throughout the selection that appeal to their
senses and record them on the Sensory
Word Chart. Examples on the promethean
are provided.
3. The teacher will read the story aloud to
students as they follow along in their

After Reading:
4. After reading, teacher will ask
a. What was the authors/poets
purpose for writing this poem?
b. What factual information did the
author teach us/the readers about
5. Students will be directed to carpet to fill in
class Sensory Word Chart as a class?
Whole Group
6. Display and read the enlarged Vulture View
Sensory Word Chart.
7. Teacher will record sensory words that
students recall from the text

8. Summarize the learning by stating, Today we
read Vulture View. We identified and made
connections with the sensory words the author
used to describe the vultures
9. Distribute the resources and explain the directions
for completing the Independent and Applied
Learning task(s).
1. Teacher will explain, We are going to do an
experiment to better understand how
vultures stomachs work.
a. Did you know Their stomach juices are
so strong they can kill diseases?"

15-20 min.
b. A vultures stomach acids are strong
enough to even dissolve metal!
c. We will be creating some meals for our
own vultures stomachs and seeing what they
can dissolve!
2. Teacher pulls up flip chart for
students to make predictions about the
experiment. They can have a class
prediction as well as their own. There
maybe an activity of sorting the vulture
food as well.
1. Pour approximately 1/3 cup of vinegar into
clear plastic cup representing the vultures
2. In another cup, prepare the vultures meal:
Add a few pieces of noodles (to represent
a dead animals bones)
Add 2-3 drops of red food coloring to
represent blood (optional)
Place one teaspoon of baking soda in each
Add 2 tablespoons of water to cup
3. Have students pour the contents of the
cup (representing vultures meal) into the
plastic cup at the vultures mouth.
4. Observe how the vultures stomach acids
break down and digest the animal bones.
Enrichment or
(As appropriate
to lesson)
Students may take notes during the experiment.
Class compares the results to the class prediction
on the promethean board. Were the predictions
correct? What was similar or different? What senses
did you use to conduct the experiment?


10 min

As the class period comes to an end, the
students will be directed to place their
journals in their desks and their textbooks on
the shelf.
To close the lesson, after all materials have
been returned, the teacher will revisit the
lesson objective by holding a brief
discussion about the different things that
students have learned about vultures.