UW-Platteville SoE Lesson Planning Template

Name: Sarah Thiel Lesson Title: Visualizing and Verbalizing: The Ice Slide Grade level(s)/Course: 4th grade Special Education Date taught: October 29th, 2013 GENERAL CONTEXT Textbook or Instructional Program referenced to guide your instruction (if any) Title: Visualizing and Verbalizing: Sentence by Sentence Publisher: Gander Publishing Date of Publication: 2004 District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction. I was asked to do a Visualizing and Verbalizing lesson with a student one on one. The special education teacher wanted the lesson done with validity and fidelity. Amount of time devoted each day or week in your classroom to the content or topic of your instruction. Visualizing and Verbalizing is done once a week. Describe how ability grouping or tracking (if any) affects your planning and teaching of this content. N/A List any other special features of your school or classroom that will affect the teaching of this lesson. I will work one- on- one with a female student with an IEP in a special education classroom.

INFORMATION ABOUT THE LESSON Standards and Grade Level Expectations (GLE) CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what

the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
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CCSS.ELA-Literacy.RF.4.4a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RF.4.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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UW-Platteville SoE Lesson Planning Template

Enduring Understanding and/or Essential Question Good readers have mental images of what they read and are able to picture it in their head. They are able to recall what happened. Objective(s): 1. The student will practice and develop imagery skills by recalling what she visualized after reading the passage and exploring it sentence by sentence. 2. The student will expand their vocabulary by matching words to the correct definition. 3. The student will practice and develop fluency by reading the passage. Academic Language related to the lesson Imagery, summary, main idea, higher level thinking Next time write vocabulary from the lesson that the student(s) will be learning. Prior Learning/Prior Thinking This student is familiar with Visualizing and Verbalizing packets because shes done them in the past. DOK Recall Skill/concept Strategic thinking Extended thinking

LESSON IMPLEMENTATION Procedures 1. Anticipatory Set (Review/Preview): I will review the expected behavior with the student. I want to encourage her to work hard to finish the entire packet. I want to remind her that she is capable of doing it. 2. Purpose Statement: Today, we are going to read The Ice Slide and explore it sentence by sentence. Next time, I could have a conversation with the student before continuing with the packet. This conversation will help build background knowledge and help the student recall information she already knows. 3. I will begin by reading the passage to the student. Then the student and I will read the passage together. Finally I will ask the student to read the passage on her own. 4. After reading the passage, we will review the necessary vocabulary. It might be helpful to review the vocabulary before reading the passage, so the student has a better understanding of what shes reading. 5. Then we will explore the passage sentence by sentence. We will answer the questions that correspond with each sentence.

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UW-Platteville SoE Lesson Planning Template

6. There is a section in the packet in which the student puts the events of the passage in order by placing a number next to the event. 7. Then there is a section in which the student matches an event from the passage to main idea, to detail, or to wrong. 8. The next section is the vocabulary match in which the student matches terms to their definitions. 9. The higher level thinking questions are at the end. They require more time, more effort from the student, and more teacher support. Closure: After the packet is complete, the student and I can read through the passage one more time. Next time I can review the packet with the student to ensure that she understands everything. Differentiation (Content, Process, Product) I will work one- on- one with the student and support her as needed.

Materials and Resources Visualizing and Verbalizing packet: The Ice Slide

Classroom Management/Democratic Practices Before the lesson, I will remind the student of what the expected behavior is. I will encourage her throughout the lesson and assist her as needed.

ASSESSMENT Formative Before the lesson During the lesson After the lesson Observation of the student Running Records Observation of the student Higher order thinking questions Running Record of the passage Summative

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