Practicum Student: Colby Bartro Date: Wednesday, December 4, 2013 Time of Lesson: 1:26pm - 2:16pm Length of Lesson: 50 Minutes

Subject: Study Skills Number of Learners: 7 Grade Level: 11-12

Curriculum Frameworks Content Area: English Language Arts and Literacy Grade Level: 11-12 Strand: Speaking and Listening Standard #1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. (Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011, page 63). Content Area: English Language Arts and Literacy Grade Level: 11-12 Strand: Writing Standard #4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Massachusetts Curriculum Framework for English Language Arts and Literacy, March 2011, page 58). 1. Purpose/Objective/Function a. As a result of this lesson, students will demonstrate a gained understanding of independently identifying the main idea of a given written work. b. As a result of this lesson, students will continue to gain an understanding of identifying the topic and main idea in written passages, such as readings from a text book. Students will continue to develop skills and strategies to organize information, using the active reading process, leading to the ultimate goal of comprehension and retention. 2. Pre-requisite skills/knowledge a. Students will have been introduced to what a topic, a main idea and supporting details are. They will know where a topic, main idea and details tend to be located in a written work, if not inferred, what they typically look like (number of words or sentences) and they will also know a question they can ask themselves when looking for the topic, main idea or details in the passage. These skills will be necessary for todays lesson. b. In yesterdays class, the lesson provided multiple opportunities for students to practice identifying the topic and main ideas in written work. The teacher will have been able to assess the students success and acquisition of knowledge and skill by the accuracy of examples practiced and discussed in class. Previous lessons have also informed the instruction by serving as assessments to what environment best fosters learning. Therefor, students will be working in small groups and then the class will return to the larger group to discuss the material together. This has been successful in past

lessons such as the multiple intelligence sort activity. 3. Schedule, Pacing and Materials Schedule Intro Warm up: Students must decide if their slip of paper is an example/characteristic of a topic, main idea or detail. Teacher will collect HW as slips of paper are handed out for assessment. Group will discuss answers for warm up. Teacher explains the days agenda Pacing - 2 minutes Materials - Printed examples

- 3 minutes - 1 minute - Agenda written on board

Review/Spiral - 3 minutes Students will use warm up to review the foundations of what a topic, main idea and detail are. For example, what they tend to look like and a question that can be asked to find them in writing and examples of each. Transition to new Concept - 1 minute Explain that todays lesson, using the given article, will help to practice finding main ideas and also give time management skills when it comes to studying for upcoming midterm exams. Divide the class in half with spoons. Hand out 25 Ways to Get the Most out of Now Activity. Read directions as a class. Model the first one together as an example and allow questions to be asked. Have groups complete their half of the activity: individually they will find main ideas of each section and then they will compare their answers with the group. As a class, compile all the main ideas on a document projected on the board. Students will - 1 minute - 1 minute - 2 minutes - 5 minutes - 18 minutes - 25 Ways to Get the Most out of Now Activity with worksheets

- 8 minutes

- projector and digital document

also have a copy of this document. Transition to Closure Explain that they will need the work completed in - 2 minute class to complete the HW. Explain HW/Read directions of 25 Ways to get the Most out of Now continuation activty. - 3 minutes - 25 Ways to get the Most out of Now continuation activity

4. IEP Goals/Objectives/Benchmarks #1 a. IEP Goal Verbatim: [Student] will learn and use reading comprehension and critical thinking skills and strategies, such as finding implied ideas, making inferences and predictions, and analyzing literary elements in a given text, to demonstrate ability beyond the current level of performance b. Rewrite: Student will learn and use reading comprehension skills and strategies such as identifying the topic, main idea and supporting details (organization of information) in a given text in order to lead to successful text comprehension on all assessed class activities. c. This IEP goal will inform instruction by focusing only on key reading comprehension concepts and skills with the elimination of extraneous detail. 5. IEP Goals/Objectives/Benchmarks #2 a. IEP Objective Verbatim: [Student] will continue to use study skills such as organizing his materials, applying learned skills to new material, asking clarifying questions, and using class materials as a resource to demonstrate ability beyond his current level of performance as demonstrated in class performance, work samples, informal class measures, as well as quarterly reports and end of year tests. b. Rewrite: Student will apply learned study skills, such as identifying topic, main idea and details (organization of information), to new written material in order to demonstrate comprehension on all assessed class activities. c. This IEP goal will inform instruction by implementing the following accommodation: direct, explicit instruction of study skills. 6. Specially - Designed Instruction a. Content - The content of the general curriculum will be modified through the provision of key concepts and the accompanying elimination of extraneous detail. Reading level for content information will be at [students] instructional level. Methodology - small group instruction, multi-modal approaches, thematic approaches, collaborative approaches, teacher modeling, highly structured approach, spiral approach, multi-sensory approach and explicit teaching Performance Criteria - daily homework performance, teacher generated tests and quizzes, standardized tests, quarterly grades and narrative reports

b. The assistive technology that will be used in this lesson will be a teacher generated worksheet that will help student organize and record data during activities to increase their functional capability. There will also be a projector used to create a visual on the whiteboard. c. Frequent feedback and praise will be given to students in order to keep them engaged in the lesson therefore more easily accessing the content. 7. Accommodations/Adaptations a. Provide graphic organizers/templates b. Provide frequent, genuine praise c. Provide opportunities to ask questions for clarification d. Explain the purpose for the task of activity e. Link instruction in new areas to familiar skills and material f. Break down information or tasks into discrete steps or sections 8. Possible Problems and Solutions a. Problem 1: Teacher is running ahead. b. Solution 1: If teacher is running ahead of time, students may begin homework at the end of class. c. Problem 2: Class time finished before lesson. d. Solution 2: If class time ends without completing the lesson, teacher assign HW without having compiled the entire list of main ideas. Students will need to complete the homework with only the main ideas they found. e. Problem 3: Student was absent day before. f. Solution 3: Other students will summarize what yesterdays lesson included. 9. Lesson Closure a. To close the lesson, teacher will explain tonights homework, which is 25 Ways to get the most out of now continuation activity and allow time for clarifying questions to be asked. The teacher will also inform students that they will need the work done in class to complete the assignment for the night. 10. Assessment Tool: Warm up Anticipated Achievement: Students will accurately label each piece of paper as relating to topic, main idea or supporting details. Link to purpose: Students will demonstrate that they can identify the definition, typical location and a question they can ask when trying to find a topic, main idea and detail. This knowledge should translate into accurately identifying the main idea in written work. Tool: Homework from the previous night Anticipated Achievement: After reading each selected articles from USA Today, students should be able to identify the topic, main idea and 4 supporting details from the article.

Link to purpose: This will show the teacher that students can successfully identify the main idea in reading material. Tool: Compiling the list of 25 Ways main ideas as a class. Anticipated Achievement: Students will successfully find the main idea of each of the 25 Ways to get the most out of Now. Link to purpose: Student will demonstrate that with their background knowledge of topic, main ideas and details, they can successfully locate the main idea, explicit or inferred, in written work. 11. Extension of the Lesson Homework: 25 Ways to Get the Most out of Now continuation activity will allow the students to build off of the main ideas they found in class by identifying supporting details to the main ideas found in class. Future: Knowing what a topic, main idea and detail is and how to find them in written work will allow students to learn and accurately utilize strategies to aid in the organization of information such as: summarizing, taking 2-column notes, margin notes, highlighting, etc. Without the foundational understanding of what a topic, main idea and detail are, students will not be able to locate them in text when utilizing active reading strategies.