ࡱ> `b_@ "jbjb thhpJl88Lz!"7!9!9!9!9!9!9!,v# %e!e!FFFFp7!F@\7!FF _7$z!z!Kl&Fl&F Ed 462/464 LESSON PLAN INSTRUCTIONAL UNIT TEACHER Raven FlowersGRADE 6SUBJECT Reading MATERIALS Pearson Literature Grade 6 Powerpoint Presentation Worksheets Pencils Reading TECHNOLOGY Powerpoint Smart-Board EQUIPMENT N/A STANDARDS AND OBJECTIVES ACADEMIC OBJECTIVE Students will be able to: Read grade-level-text Compare and Contrast using personification . ELA CONTENT STANDARD Reading Comprehension Analyze text that uses the compare-and-contrast organizational pattern. 1.0 Listening and Speaking Strategies 1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention. LITERACY STRATEGY/IES USED guided Reading, guided practice, vocabulary list distribution/practice, TITLE/AUTHOR OF TEXT He Lion, Bruh Bear, and Bruh Rabbit By: Virginia HamiltonCOMMON CORE STANDARDS Reading Standards for Literature Grade 6 Key Ideas and Details 3. Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range.  ADAPTATIONS FOR LEARNERS FOCUS STUDENT #1 ELL Through the use of peer models, group work, and shared reading. RATIONALE Focus student #1 is a student who has been identified as an Intermediate ELL. This student will benefit by having the class work collectively as well as in pairs on the assigned activities. By completing shared reading, this student will be able to follow along, and hear the words aloud as he sees them on the paper, which will help with his overall comprehension. FOCUS STUDENT #2 Identified behavior problems Through the use of power-point presentations, worksheets, guided practice, and animated reading. RATIONALE Focus student #2 is a student who has been identified as having behavior issues in the classroom. He struggles with sitting sitting and remaining quiet throughout testing, and quiet reading. By allowing students to work collectively, as well as with a peer, this student will be able to release energy in a productive as opposed to reductive way.  METHOD OF ASSESSMENT Teacher will pose an introductory question to the class to gain a sense of their understanding of what community and involvement means to the class. Teacher will informally assess how students are able to express word meanings and definitions in their own words based on inference. Through shared reading and student participation, teacher will be able to monitor students who are following along by asking questions during instruction. Once reading is complete, teacher will assess students overall comprehension of text and vocabulary through guided practice worksheets TEXT FEATURES Heading Title Bold Lettering Colorful Letters Highlighted Vocabulary Pictures Animated writing Personification VOCABULARY/ACADEMIC LANGUAGE Vocabulary: Lair Cordial Scrawny Olden Thicket Peaceable Identifying Personification Purpose for Reading Analyze cause and effect Compare and Contrast Drawing Conclusions  LESSON PLAN INTO (ORIENTATION) Teacher will pose question It makes sense to involve a wise member of the community in a problem when __________. Teacher will allow time for students to think about this question. While students are thinking of a response, teacher begins to pass out vocabulary words with definitions on them related to the reading. Teacher models an example of when it is wise to involve a member of the community. EXAMPLE: Classroom bullying having to involve a teacher or counselor to mediate a problem. Teacher will briefly give a short review lesson on how to identify compare and contrast in a reading. (powerpoint) THROUGH (GUIDED PRACTICE) Teacher will break students into small groups of four. Teacher will begin the reading using an animated voice. Teacher will read the first 3 paragraphs to the class. Once teacher finishes her reading, the groups of four will cooperatively complete the remainder of the reading, He Lion, Bruh Bear, and Bruh Rabbit. While students are reading, teacher will walk around class, listening to students read, helping with vocabulary. Once the small groups have completed the reading, teacher will move to the next slide- the graphic organizer: Collectively, students and teacher will complete a graphic organizer to compare and contrast the human qualities with the animal qualities: Characters Name: Animal Qualities: Human Qualities: BEYOND (INDEPENDENT PRACTICE) Reading is complete For critical thinking, teacher will ask students while still in their small groups, to answer the following questions in writing: (Teacher will ask students to pull out a sheet of paper) Which character do you think is most amusing? Why? In 3 sentences, describe He Lion before and after he meets Man. Compare and Contrast question Can you think of a time where you needed the advice of someone wiser? Compare your situation to that of He Lion. Why might a lion be used in a folk talk to represent someone with a high opinion of himself? Students will be given an opportunity to share their responses out loud.  Recap: Indicate where in the lesson the activities include opportunities for the following (Write either Into, Through, or Beyond) Through, & Beyond 1. Speaking, Listening, Reading, Writing Into, Through, & Beyond 2. Providing low affective filters or low risk situations Into 3. Building schemata or background knowledge Into & Through 4. Appropriate contextualization support Into, Through, & Beyond 5. PEP (purpose, engagement, prediction) Reflection Please reflect: Why did you choose this particular activity or strategy? (How does it help improve literacy development?) The master teacher that I am completing my fieldwork with allowed me to pull a narrative from the Pearson Literature book. Currently, my class is reviewing for their STAR testing, so the teacher was open to me completing something that would help them with their STAR tests. Ive reviewed a few of the STAR Review tests, and I saw there were a few questions on the reading comprehension sections that asked for students to inference while reading, identify the cause and effect, as well as compare and contrast. How did these activities/strategies effective in supporting the lesson objective? Each of the activities created in the lesson plan assists with reading comprehension. I think by introducing a question to the students related to the reading allows them to begin their thinking before the reading. Once they have completed the reading, students will scan back over the reading to help answer questions, so in a sense, they are re-reading the text. By doing so, they will have a solid understanding of cause/effect, as well as compare/contrast What do you think went well in the lesson? Why? What would you change or do differently if you were to teach this lesson again?  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