Middle Level Lesson Plan Template (Direct Instruction) Teacher(s): Subject/Grade Level: Haley Zitkus 7th Grade Reading

*Very detailed lesson plan due to video not uploading* Objectives: (What will students know and be able to do at the end of this lesson?) Topic/Unit of Study: The Last Leaf story

SW be able to obtain a grade of 85% or higher after correcting and reviewing the test-corrections. SW achieve this goal by discussing and reviewing individual questions in a group setting as well as class-wide setting. SW be able to practice and utilize summarizing skills, context clues, and recognize common grammatical errors. SW use these skills by participating in a game that works such as: groups of 4 sit together, TW read off question from unit test and students will have 2 min. to review answers and hold up correct choice. TW then tally up answers on board and review Q/As with class by class-wide discussion.
TEKS (Content): 19 (A) (ii) (vii); 25 (a)(b)(c); 28 (a) ELPS (Language): 74.4 (B) (c:1) (C:4) (C:5) Academic Vocabulary: (What terms are
fundamental for understanding this lesson? How will you introduce them?) Context clues,

summarizing, peer-reflection. SW us context clues and summarize to answer every Q through peer-reflection, they will discuss best fit and then explain with class.
Assessment/Rubrics: (Must relate to lesson objective. What will students do to demonstrate what they have learned? How will you know students have
achieved the stated objective?) SW answer/discuss questions and answer choices amongst group and then with class-wide discussion.

TW observe Student participation/discussion to best assess if students are learning concepts and reviewing mistakes. TW know students achieved learning by obtaining an 85% or higher on corrections while also participating in the educational conversation. SW not only obtain an 85% or higher but also will know content and be evaluated

Opening: (state objectives, connect to previous learning, and make relevant to real life) obj: SW obtain a grade of 85% higher. SW be able to

comprehend and summarize the story, Last Leaf SW utilize past material (i.e.) word book/dictionary to define unfamiliar wor ds. SW use context clues to obtain correct answers. SW be expected to hold discussions over said topic, and participate in activity game to boost student involvement. This will ignite student engagement. Every student will be expected to participate.

Middle Level Lesson Plan Template (Direct Instruction) Teacher will: write down I will, we will statement Student will: participate in group activities to discuss and

on the TV board. TW discuss expectations of students and briefly discuss rules and behavior expected for activity. In groups of 4, you will discuss the Q & A one by one, I will read through the question first and allow a few minutes for discussion before asking to see each tables answer. One person from each table will hold up color coded answer sheet. A=red B=blue C=yellow D=green. TW then ask class if they understand rules and expectations. TW group students in a way that allows students with special needs or whom are less social be paired with those who are leaders and outgoing to help peer mentor each other.

review the short story, Last Leaf. SW incorporate text and Qs to lead and take part in classroom discussion. They will use context clues and will be expected to participate and share in discussion. SW show me how they corrected each question and what tools they used to find the correct meaning of each question.

Co-Teaching Strategy/Differentiation (Identify which co-teaching model, if any, will be used. How will you differentiate the instruction for
students who have special needs? How will you help these students meet or exceed the standards?) (1 teach 1 observe) TW primarily lead

activity w/ little influence from Mrs. Bednarz. She will be videotaping me and occasionally helping with students whom need more 1 on 1 assistance. TW have knowledge of students and group students in a way that allows for a productive learning environment. TW group students in a way that allows for peer assistance and help.
Check for Understanding/Formative Assessment: TW monitor who is participating in each group as well as who is doing

most of the talking. TW monitor who is obtaining correct answers and explain to those that arent, how and why we got it. I will then go back and grade assignment. TW ask questions while walking around to monitor student comprehension.

(What we will do together as they learn how to success at the new task/understandin g?)

Guided Practice

Teacher will: give positive feedback while circulating

Student will: participate in class discussion and reflect on

the room and leading class discussion while listening to students opinions and answers.

other students concepts. We will all work as a team to understand and discover the correct answers to ultimately achieve a score of 85% or higher on reading test as well as get content knowledge down.

Middle Level Lesson Plan Template (Direct Instruction) Co-Teaching Strategy/Differentiation: Student teacher will be primary instructor while MT helps students one on one

while I am assisting other students. We both will be walking around assessing and evaluating students individually and in a whole class situation.
Check for Understanding/Formative Assessment (What will I ask to see if students understand so far? What do I expect to see/hear?)

(What will students do on their own to internalize the knowledge?)

TW will monitor/observe individual discussions amongst groups to best formulate correct answer. SW participate in classroom led discussion and small group work that will give me adequate observation to identify key comprehensive skills and to analyze what we still need work on. Teacher will: walk around and assess that EVERY Student will: discuss with groups and add input to best find the child is participating and understanding the right answer for each question. EVERY student will participate content. TW give 1 on 1 time with individual and be involved. SW lead classroom wide discussions as well students who are struggling as well as make sure as participating in the game part by holding up their answer each student has participated in the activity. picks.
Co-Teaching Strategy/Differentiation TW walk around constantly talking and addressing students in their groups as well

Closing: (What will students be able to say/do to show they have learned? Describe how you will engage students in restating or reviewing the

purpose and the learning of the lesson.) SWBAT use comprehension skills as well as context clues and educational discussion to obtain an 85% or higher on test corrections and to best find grammatical errors and use inferences to summarize paragraphs and to put two and two together to obtain correct answers. After every question and answer TW review why it is we obtained that answer as well as call on students to explain and summarize each question/answer set. Students will be engaged by the gamefeel while getting a great educational content based lesson.
Materials and Resources: (What do you need to teach this lesson? Where will you acquire these resources?) over head board, voice amplifier, TV

Independent Practice

as 1 on 1. MT will also do the same. We will make sure those with special needs get the help they need to obtain objectives and retain the content. TW give students whom have special needs a copy of the text to have in a discrete way, as to not allow other students to see, just to insure no discussion on why he/she gets the text. (I will do this for the dyslexic children because those are my only special needs students this period.) Check for Understanding/Formative Assessment: TW ask students while walking around individually what their input is and how they got it. I will also walk around just to listen and observe group discussion to make sure it is on topic and on the right path.

Middle Level Lesson Plan Template (Direct Instruction)

screen, lit book, dictionary, unit test, game pieces, Mrs. Bednarz lessons. I acquired these resources by talking to my MT and they were all in hand in the classroom.
Citation of Source: (Where did you get the idea for this lesson? Give credit to teachers, print resources, or internet sites that inspired/informed your plan.)

Mrs. Bednarz created the lesson plan while adding my input. She created the concept of the game and discussed with myself how to incorporate it to the Unit test with meaningful content based instruction.
Reflective Comments: (After teaching the lesson, return to this part of the lesson plan and add your own reflections. Remember to cite specific TAP
indicators in your reflection.) What went well? What did not go well? What do you need to change before teaching this lesson again?

The game itself went very well. It was a great way to incorporate student involvement while really giving them the tools to understand and comprehend the materials on the unit test. It was also a great way for the students to inhibit metacognition while incorporating discussion and rhetoric amongst peers. What didnt go well was the fact that my confidence was lacking, due to nervousness so it was difficult for me to manage student behavior and obtain that superior position. I also think I need to speak more clearly and that goes along with confidence, which will come in time, practice, and experience. I would change the time allowed for each group to discuss each individual question, 2 minutes seemed too long and I would put it back to 1 minute and that will allow for more classroom discussion instead of small group discussion after the correct answer is stated. I was glad I was able to help the special needs kids in a way that was private and personal. It was great to also pair up the groups by who would be a great leader and help out those who may need the extra help and push, because my eyes couldnt be everywhere so that peer help was awesome. I very much so enjoyed this activity and it was a great way to get to know the students and learn great content! Technology integration: I used the overhead to make emphasis on the story, The Last Leaf. I also used the voice projector necklace that amplifies my voice so that I dont have to yell. I put my we will, I will statement on the TV screen on the front corner wall. S.P.I.C.E.: SOCIAL (one group in particular was VERY social and hard to manage behavior.) I had to primarily stand near that table

Middle Level Lesson Plan Template (Direct Instruction)

and circulate it more than other groups. PHYSICAL: this class of 7th graders vast immensely in size & shapes. The maturation of each student differs vastly. I noticed physical and mental maturation such as height, voices, and maturity levels. Intellectual: the students were very excited to put their opinions and inferences out there and were excited for the feedback. It was cool to watch them so confidently speak and hole educational conversations. CHARACTER: Towards me, the students were respectful and participated, and they held educational mature conversations with each other, however, before & after the lessons I see/hear the jokes and making fun of each others clothes or appearance so its difficult to watch, I just corrected them and in my mind understand this is a time for social gains and social life is far more important at this age than anything. EMOTIONAL: in this class a lot of the girls get very emotional easily and shy away from talking out loud due to man feedback that the other students may add on. I didnt really notice much of that during the lesson, but in 7th grade, the emotions run heavily.