Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Marvaye Payton Subject/Grade: 4th

Lesson # 1 Date and Time of Lesson: 3/20/14

Learning Objective: After reading the required text, students will be able to support the passages key ideas and employ their own ideas and understanding through discussion with 85% accuracy. Alignment with Standards: CCSS.ELA-LITERACY.SL.4.1.D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. EEDA Standard(s) Teacher candidate will incorporate core academic subjects for high school graduation including but not limited to English, mathematics, science, and social studies. SSCA Element(s) While learning, students above all are expected to follow the Golden Rule Treat those they way you would want to be treated. All students are expected to answer and ask many que stions. Male students are expected to be more active than female students, but not too active that will cause some females to feel intimidated. All students are also expected to be patient while other students are working or may need assistance or extra time. Students will also follow the classroom rules when it comes to asking and answering questions. Everyone is expect to raise their hand when asking or answering a question; unless stated there should not be any blurting out answers. When disagreeing with fellow students about the math students must be able to give and take criticism in a mature way. Students must be able to have prior knowledge about the sport of American Football and the injury, like
concussions, that can take place while participating in the sport.

Developmental Appropriateness or Cross-curricular connections:

Before the lesson, students should know about the American sport of Football and the injury, like concussions, that can take place while participating in the sport. They should also know how to communicate collaboratively with their classmates while respecting their classmates opinions whether they agree or disagree. Students should know how to find the main/key ideas of passages and other text. Also, students should learn/know how to agree and disagree with classmates, through the process of debating. Students will learn how to value others opinion. Students also should learn how to find the key ideas in a passage.

Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)

What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) Before I teach my lesson, I will grab my students attention by asking my students if they have watched the news and heard about the 10 year old child that played football and was hit too hard by another player from a different team and received a head concussion? I will also ask Use of Formative Assessment (TWS section 7) For a formative assessment, I mostly likely administer the assessment the following day. The next day, I will ask students to write a short essay that has five sentences in each paragraph and must have complete sentence

After reading the required text, students will be able to support the passages key ideas and employ their own ideas and understanding through discussion with 85% accuracy.

Lander University Teacher Education Lesson Plan Template students to share with their partners what they think a concussion was and if they think that football should not be allowed to be played my kids under the age of 13. While students are talking to their partners, I will be walking around listening to the students conversations, seeing if they are on the right track or not. During the lesson, I will ask my students to read a bit of a text along with me (whole group/ shared reading). After they have read, I will ask students to find the key points/ideas. Then I will ask them to see if they would agree and disagree and then debate with another student with an opposite view using some of they key ideas they used. Because I know this activity will take up majority of time, for the post assessment, I will just use the information I gathered while watching them discussing with their partner and the information I observed with them debating with their partner from the opposing side. explaining what a concussion and with use of main ides employ whether or not they believe children under the age of 10 should be allowed to participate in football. After reading their essays, I will have enough information gather to know if they understood the information and gained some new knowledge about concussions, key ideas, and debating. If majority of students did well on the essay I will move on but if not I will have to find another activity to do so they can make sure they know it. I can also use this information for the following years based off this I will know where I need to rethink, add/take out information, or pick another topic to do it.

Rev. 2013

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
For my students higher level students I will purposely pair them up with other higher thinking students; allowing them both to debate better by asking same level question. I will do the same for the base and below base students. For all levels I will ask them level appropriate probing questions to take their debate deeper. For students that cannot see I will allow them to move to the front of the class to see the Smart Board. For my child with autism, I will already have the main ideas available to them. Does that make sense? (semantic cues) What would make sense based on what has happened so far in the story? Does that sound right? (syntactic cues) OR Which sounds better ____ or _____? (syntactic cues) If this word was _____ (word the child said) what sound would come at the beginning? (grapho-phonemic cues) OR This word starts with ___, what word can you think of that starts with ____ and would make sense in the sentence? Then, have the student reread the sentence to cross-check to make sure it makes sense, sounds right, and looks right. If students enjoyed this text, they may also enjoy __________. If students are having difficulty with _____(whatever they were teaching that day) based on the assessment that I gave, I will ______________.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Materials: Smart Board, pencil, news article, and paper Procedures: Motivation, grouping, instructional Strategies (steps in the lesson) to include questioning techniques and
lesson closure Grouping: This will be a whole group Interactive Read Aloud. At designated points in the text, students will turn and talk with a partner. That partner will be whom each student is suppose to be interactively communicating with for this lesson. 1. Groups are as follows: Mike & Kai, Marrisa & Carlos, Brooke &Tate, Robert & Anthony, Peter & Lara Davis, Turly & Marshall, Kentrell & Sahylee, Allyson & Resse, Noah & Lilly, Cade & Chris, Wade and Zander, Chase, Victoria, & Xzarion. They will also have two teams, the teams will be split up by either being against students playing football due to the amount of concussions increasing or they will be for students playing football even though a child could get a concussion.

Motivation: Discuss with your classmates if you believe that students should be able to play football even though they can receive concussion or discuss with them if you believe that students should not be able to play football due to the amount of head concussion students receive while play. Make sure you give example to why you believe what you believe.

Instructional Strategies: Connection: We all know that we have been preparing for the PASS test that you will be taking next week, and you know that the test is on an array of topics. We have been talking about reading a passage/narrative/essay and how you can find important information, using your GOOD READERS STRATEGIES, which supports your claim when writing a response. All year, I have been telling you guys how we must follow certain steps when being good researchers/ readers. Steps like: read the title, read the headers, underline/ highlight, pick out key word, highlight words they dont know, ask questions about things they dont know etc. Teaching: 2. Today class, we are going to be reading an article called Football and Concussions. 3. Has anyone heard on the news about the 10-year-old student that received a concussion while playing football?? I will pass out the articles to each students, each student will have one of their own to follow along with me. 4. Before reading, I will ask students to pick a side either they will be against students playing football due to the amount of concussions increasing or they will be for students playing football even though a child could get a concussion. I wont them to decide which side they want to be on before they read the story because I want them to be able to pull points from either side. I may even assign a side to students because I know their strengths and weaknesses.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

5. After students have picked whatever side they want to be on, I will then project the article on the Smart Board for students to see. 6. Then as a class together we will read aloud the article. I will follow them along with my finger at the beginning of every new line. 7. I want you all to read this article while reading; I want you to use GOOD READERS STRATEGIES. I will give them all enough time for them to read the article. While they reading, I will float around the room to see if they are using GOOD READERS STRATEGIES. If they are not, I will ask them to stop reading and use them. 8. After we have read the article as a class and they have read it themselves, I will then allow them to get in their teams and discuss what they have read. While discussing I will have them prepare their ideas collectively and get them in order in which they will debate back and forth with members form the other team. 9. After each group of students have gotten their ideas together they will all line up in two lines, the lines will be separated whether or not if they were for or against the topic. 10. While in these two lines, each student one by one will step forward and address one person from the opposing team. When doing this, they student will verbally state one thing they found will researching that supports their teams stand. 11. This will continue until the last person has gone. When doing this I will be looking and listening for the students to say certain things like: The article states/stated I found in the article. 12. After everyone has gone, I will then call them back whole group to the carpet to discuss what they have learned.

Activity Analysis:
I can use their actual debate they performed in class as an activity analysis. While debating back and forth between the two teams they all will get a chance to discuss their opinions. In order to discuss/debate, the student will have had to read the article to find the key ideas. I will be using the Smart Board. For my student with autism, I will talk with his teaching aid before to let them know what to expect form this lesson.

I could also have the students write a persuasive essay about the topic as another activity analysis. This will also allow me a chance to see how they will perform on the PASS writing test.

In order to write a persuasive essay, the students will have had to read the article to find the key ideas. Communication will be used when I am reading and grading their essays. After reading/grading there essays I can communicate with them on what they need to improve on or if they did not need to do any improving before they take the PASS test. For my student with autism, I will talk with his teaching aid before to let them know what to expect form this lesson. For my ESL students, I can allow small group when communicating about their essay. Here I can give them pointers for what not to do and what to do.

References:
All ideas came from Marvaye Payton