Students will be able to retell major details of a text, throughout the reading of the text. Students will use a graphic organizer to help them organize major details. Student A has a tendency to be disrespectful, so it will be important that she understands this is still a formal education setting.
Students will be able to retell major details of a text, throughout the reading of the text. Students will use a graphic organizer to help them organize major details. Student A has a tendency to be disrespectful, so it will be important that she understands this is still a formal education setting.
Students will be able to retell major details of a text, throughout the reading of the text. Students will use a graphic organizer to help them organize major details. Student A has a tendency to be disrespectful, so it will be important that she understands this is still a formal education setting.
Label your file: LastName DI Lesson [insert number] Differentiating Language Arts Instruction Lesson Plan # 1 Your Name: Sophia Salani
Grade Level: 5
Date of Lesson: April 14Focus Students Pseudonyms: Theresa,
Vivian Target Area: Comprehension STAIR Hypothesis Being Addressed: Student ATheresa lacks the ability to recall major details in a story possibly due to her lack of attention to the text. Theresa often omits major words while reading aloud and minor details in the retelling of a text and therefore is unable to formulate the overall plot of a text, as a result of the missing information. Student B Vivian lacks the ability to communicate her understanding of the text possibly due to her lack of vocabulary to retell the story, possibly resulting from the lack of story grammar. Common Core State Standard: CCSS.ELA-LITERACY.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Lesson Objective(s): Students will be able to retell major details of a text, throughout the reading of the text Dinosaurs Before Dark. Students will utilize story grammar (characters, setting, plot, etc.) in order to retell the story, including the main idea. Materials (note: list a technology-based instructional tool and/or multi-media text for at least one of your two lessons and provide a rationale for how this tool is appropriate for working toward your instructional objectives and what you know about your focus students new literacies): Students will use a graphic organizer to help them organize major details in the text in this first lesson.
LESSON OUTLINE (use bullets)
Introduction (participation norms, develop motivation and interest, set purpose) -Participation NormsFor both student A and student B, the participation norms will need to be reviewed. Student A has a tendency to be disrespectful, so it will be important that she understands this is still a formal education setting. -Motivation These students greatly enjoy both the outdoors and adventure texts. Students have also been learning about explorers, and will be able to activate their prior knowledge to better understand the text. -Set Purpose I will state to the students that the objective is to improve our comprehension. By using the graphic organizer, students will have a new tool in order to help improve their comprehension and set them up for the second lesson. Instruction (explicit instruction, modeling, guided practice) -Explicit instruction Explicit instruction will involve the explanation of the graphic organizer, and how the students should utilize these tools in order to enhance their comprehension. - Modeling I will read a brief story and model how I would focus my comprehension in the first lesson, by using the graphic organizer. After the short text, I will summarize the text using story grammar and develop my own graphic organizer in order to help students summarize the text. -Guided Practice Throughout the usage of the website, students will be monitored to make sure that they are practicing correctly. Conclusion The conclusion will be to discuss and reflect on what we learned and how it will help us in the future. Students will be asked to discuss how they may use the graphic organizers in the future, and how they could use them in other areas of school. Students will also be asked to summarize the text and support their ideas using details, as stated in the objective. Ongoing Assessment (how will you know your students made progress toward the learning objectives): -Give students the tools to make their own graphic organizers in the future, and make sure they are paying attention to major details in
the text. Allow students to reflect on how they may use these tools in the future.