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Teacher Candidate: Amber Jordan Lesson # __3___ Subject/Grade: English Language Arts/Second Date and Time of Lesson: Thursday, November 7, 2013 10:45 am Learning Objective: Students will successfully ask and answer questions about an informational text to understand the key details. Alignment with Standards: Common Core ELA Standards: CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. South Carolina Visual Arts Standards: VA2-3.2 Select and use subject matter, symbols, and ideas to communicate meaning through his or her artworks. VA2-4.1 Identify and discuss specific works of visual art as belonging to a particular time, culture, and place. Developmental Appropriateness or Cross-curricular connections: Learning objectives are appropriate for development because they state exactly what the students should know after given a lesson on the standards. Prerequisite knowledge is important for students to be able to understand the lesson being taught. Prerequisite knowledge gives students knowledge that they can build off of. In this lesson, students will use information from the text to ask and answer questions based off the key details in the text. These objectives ensure that students are able to analyze and understand the lesson being taught based off of students needs and grade levels. This objective will give practice with understanding key details in a story and being able to recall information. Students will need to know this throughout their school career, so it is important for students to learn it. Assessment(s) of the Objectives: Lesson Objective(s) Students will successfully ask and answer questions about an informational text to understand the key details. Assessment(s) of the Objective(s) Pre-Assessment- Students will be asked a series of questions to engage thinking about Thanksgiving and Pilgrims. For example, Where did the pilgrims originally live before moving to America? During AssessmentStudents will interact and Use of Formative Assessment The assessment will allow me to see if students understood the text. I can see if there needs to be extra practice asking and answering questions using question words and the informational text. The data will allow

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engage in the lesson by answering questions such as who, what, when, where, why, and how. Students will also create their own pilgrim to display outside the room based off their view of a pilgrim. Post-Assessment- Students will complete a question and answer sheet to recall key details that were in the story.

me to know if we can move forward to something new or still need to learn about informational text.

Accommodations: For my speech therapy students, I will give them assistance if they need me to read a word. These students will be placed near me, so I can give instruction where needed and answer questions when needed. For my ESOL students, I will assign a buddy to work with and sit beside the students. The extended resource student is not usually in the classroom, she is mostly out of the classroom. If she is in the classroom while we have this lesson, I will make sure she is given direct instruction from me. I will explain to her if she has any questions or needs help to raise her hand, and I will be sure to help her as soon as possible. Early finishers will have the opportunity to write about their Thanksgiving Day with their family if they celebrate the holiday. If not, they can write about what new things they learned from listening to the text. Slower paced learners will have time to finish their activity during their free time or during small group time. Materials: Copy of lesson plan for cooperating teacher The Pilgrims and Me by Judy Donnelly Paper plates Crayons Markers Scissors Glue Construction paper of different colors Pencils Question worksheets The Big Q Question Paper What Students Learned Through Our Lesson Paper Sticky Notes Smart Board

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Procedures: 1. Before the day of the lesson, students will be assessed on what they already know about pilgrims and Thanksgiving. Students will be asked to jot down the information on a piece of paper to turn in. A few questions will be asked to get students thinking. These questions will consist of, Where did the pilgrims live before coming to America? What did the Pilgrims travel on to come to America?, When they reached land, were there any other people? Students can write anything they know about the two topics to turn in. These will not be graded but simply read to see what students know and do not know. 2. Students will be called to the meeting rug for a whole group lesson. Students will be instructed to sit quietly, listen, and be ready to learn. 3. To begin the lesson, I will start a discussion by asking if anyone knows what holiday we celebrate in November. Students should respond by saying, Thanksgiving. I will then ask several different students if they celebrate Thanksgiving and if they do, what their family does on Thanksgiving Day. We will also discuss what students know about Pilgrims. I will write our ideas on the smart board. This will engage the students in the lesson. 4. We will review who, what, where, when, why, and how question words to help students think of different questions they may have during our reading. We will look at the big Q to help us remember what these are. 5. Next, I will read different pages out of the book, The Pilgrims and Me by Judy Donnelly. This book can be read to second graders, but it is a bit lengthy. I have read the book and picked different pages to read so that students can learn about pilgrims and the holiday, Thanksgiving. Throughout the book, I will stop to ask questions to keep students engaged. Such questions will be using the question words, who, what, where, when, why, and how. 6. After reading the book, The Pilgrims and Me by Judy Donnelly, we will discuss the book and answer some of the questions. 7. Students will then return back to their desk quietly and orderly, to start their individual activities. 8. Each student will receive a Question worksheet to complete about the book. The worksheet will consist of answering who, what, where, when, why, and how. I will show them examples of how to fill out the worksheet. 9. After completing the worksheet students will create their own pilgrim. They will use a paper plate, construction paper, crayons, markers, glue, and scissors to create their pilgrim. I will have mine premade in order for students to see an example. Students can create them any way they can as long as it symbolizes a pilgrim. 10. After each student has completed their pilgrim, we will attach the Question worksheet onto the pilgrim to help us remember what our book was about. 11. I will then give each student a sticky note to write one thing they have learned through this lesson. There will be a big piece of paper for students to stick the sticky notes onto when they have finished. We will then go around the room and each student will share one thing they have learned through our lesson and text. This will wrap up our lesson about informational text. 12. The pilgrims will be displayed in the classroom or outside the room on the wall.

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Activity Analysis: Creating a Pilgrim Activity Creating a pilgrim activity is to engage students in what we are learning about. This is a fun way to get students thinking about the book we read and to explore what it was all about. Students will remember that the book was mainly about pilgrims and their voyage to America. Students can also connect pilgrims to Thanksgiving, since Thanksgiving came about from Pilgrims. Students will enjoy talking about Thanksgiving and how they celebrate it and sharing this with the class. This will be a hands-on activity for students to use their own creativity to express their ideas and feelings about pilgrims. Questions Worksheet Although, this is a very boring activity, this will be a way for me to assess students on what they learned through reading the informational text and the lesson. This will assess students on if they understood what the book was about and if they listened well enough to answer questions. This activity gives students practice with the question words, who, what, where, when, why, and how. Students will begin to use these questions words in the years to come and it is a necessity for second graders to be able to identify these questions throughout any reading they may read. **Although, these two activities do not use technology, we will use the smart board at the beginning of the lesson. Neither of these two activities would need technology considering students will be creating pilgrims using art materials and the worksheet is simply writing in the blanks. References: Donelly, J. (2002). The pilgrims and me. New York, NY: Grosset & Dunlap

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Who: What: When: Where: Why: How: