Claflin University School of Education

EDUC 450: Professional Clinical Practice Reflective Lesson Plan Model Name: Nakita Manigault Date: April 10, 2013

PART I: PLANNING

Title of Lesson

Print Sources: Which one is the right one? Is this lesson original idea? If not, from what source did I borrow this lesson? This lesson is my original idea.

Source

Subject Area (s) Grade Level Curriculum Standards

English Language Arts 4th Grade

Description and Background Information

4-6.2 Use print sources (for example dictionaries, encyclopedias, atlases, and thesauri) to access information. Describe the lessons activities and content. - To begin the lesson, we will complete a daily reading reinforcer on sources. Students will read the question on their own, and chose the correct answer. Students will have 3 minutes to read passage and complete the question. - After the daily reading reinforcer, we will talk about sources and the different types we used to find information. - Next, we will begin the Power Point presentation on reference sources focusing on dictionaries, encyclopedia, atlases and thesauri. During this time, students will read and review notes (printed slides from the presentation) and underline important details about the content. - During the presentation, I will guide the students through identifying the keywords used to identify the correct source to use to find information based on the research topic. - Next, Students will complete an independent practice activity on personification and hyperbole. Students will be given 15-30 minutes to complete the assignment and we will review the activity and it will be graded. - Lastly, for closure we will review reference sources. Students should be able to give keywords for each source

and tell what the source is used for. Lesson Objectives

What will students be able to do at the conclusion of this lesson?

Students will be able to use print sources (for example dictionaries, encyclopedias, atlases, and thesauri) to access information. If the entire class does not understand the content of the lesson, I will re-plan the lesson to ensure that it is very descriptive and explicit and reteach it during the next lesson. If a small group of students does not understand the content being taught, I will hold a small group session during independent practice to reteach the skills students do not understand. Additionally, if students still do not comprehend the objectives taught during the lesson, I will keep these students in during recess and activity if necessary, to reteach the skills and give further instruction. If students are having difficulties due to lower reading levels, I will help them by reading passages, questions and answer choices so that they can better understand the text. Students who have already mastered the concept will identify a research topic and the correct resource to use. For example, students could write what resource they would use to look up information on the winners of the last 5 super bowls games, or how the Panama Canal was made. Students who are ELLs will be given extra time to carefully read passages and respond to questions. These students will also have the opportunity to sit independently with me and I will help these students read and re-read any passage, question or answer choice they have difficulty with to ensure comprehension. Learning to use Reference sources is an important skill for students to learn because they need to know how to find different types of information from various sources. As students progress through school, they will need to know where to look for specific information. Also, Reference Sources is an important skill that will be assessed on the PASS exam. Comprehension of these skills during the lesson will ensure mastery on the PASS.

How will I vary these objectives for students who do not understand the material?

Varying Objectives for Individuals Needs

How will I vary these objectives for students who have already mastered the concept?

How will I vary these objectives for students who are presently learning English?

Why is it important for the students to learn this content?

Statement of Purpose

Materials and Resources

What materials and supplies are needed to help your students achieve the stated objectives? What will the teacher need?

Printouts of the slides for note taking Printouts of independent practice

Anticipatory Set

Smart Board Laptop Students will only need sharpened pencils prior to the lesson All activities will be handed out as needed. No other resources will be needed. There will be no speakers for this lesson.

What will the students need?

What other resources are needed? Will you use resource speakers?

What will you do to motivate the students and get their attention? What is the hook that will serve as a focus for the lessons activities?

To hook students into the lesson, I will ask them what materials we use to find information. I will also ask students if there is one material to find out information many different topics such as President Obamas re-election in 2012, how to spell the word reference, and a synonym for the word love.

Part II: IMPLEMENTATION

How will I find out what students already know about this topic?

Pre-assessment

During the anticipatory set, I ask students to tell me what types of materials we use to find information. I also ask students what types of resources we used to find specific information such as the spelling or syllabication of a word. Based on students responses, I will be able to gauge what students already know about reference sources. During the lesson, I will identify key words to help students to know which types of sources to use for specific research topics. I will pose scenarios to help students understand that we use specific types of sources. For example, if I were looking for an article on my favorite singer, I would use a Magazine. Together we will read PASS like questions and decide which resource we would use to find information. Together we will use real life scenarios, such as the recent Boston Marathon Bombings, and determine which types of resources we would use to find out information, such as the internet for up to date, minute by minute information, or the newspaper that will be printed the day after for more information on the bombing. If I were planning a trip to California, what resource would I use to have a successful trip? If I wanted to look up information on World War 1 and 2 what source would I use? If I needed to know how many people got married in the year 2006, what resource would I use?

What will I do to show students what is expected?

Teacher Modeling or Demonstration

What will we do together as they learn how to succeed at the new task?

Guided Practice

What questions will you ask to determine if students understand so far?

Checking for Understanding

If I wanted to watch a video report on the Boston marathon bombing, where would I go? Im writing a paper and I need to know how to spell uninterrupted. I also need synonym for the word. Which two sources will I use? During the guided practice students must always prove their work. Students must identify clues and supporting details that help them pick an answer choice.

What techniques or strategies will be used to determine if students understand so far?

Students should be able to respond to the questions I ask while I am checking for understanding. During the lesson, students received notes, keywords and real life examples to help them learn each type of resource and their use. If students can respond to my questions using their own words, or the keywords given to them during the lesson, they have learned and internalized the content. Students will complete a 15 question activity. The activity requires students to match resources to the correct definition. We will review each type of source used for research. We will discuss different real life events that we could research and the types of resources we would use to find information. I will give them examples such as the next presidential election coming in 2016 and finding information in the Almanac, or where we would find information on the War on Iraq. Students will complete a matching activity where they will have to match the resource to the correct definition. Students will be given 20-30 minutes to complete this activity. Students will also demonstrate what they have learned in this lesson in an upcoming assessment on Friday. Students will go home and study their notes reviewing what was learned in class. Students can go home and think of the different topics and the types of sources they could use to find information on that topic. Students can work with a partner in class to write different topics and sources. Students can switch papers with their partner, and try to correctly identify the information found in the resource, or the resource used to find specific information.

What will students do by themselves to show that they have internalized the knowledge?

Independent Practice

Closure

How will I conclude the lesson and relate it to future experiences? How will you wrap up the lesson to reinforce concepts taught during the lesson?

What will students do to demonstrate what they have learned?

Assessment (attach to lesson plan)

Extension Activities

What can students do at home or in the classroom to apply the knowledge or skills?

How could you use your colleagues or community agencies to improve student performance?

I could work the local high school students to put together a show. The show would consist of different things found in the reference sources we students in class. For example the students could act out the Civil War. Or the students could act out the best song for the year 2012. The 4th grade students would be responsible for identifying the correct source.

Technology

How will you use technology to assist students with learning the concepts? What technology will you use to enhance the delivery and comprehension of your content?

Technology will help present information to students in a very organized manner. Information is presented using Microsofts Power point software via laptop and Smart Board so that students can easily follow along without feeling confused. Presenting the contents of this lesson on the smart board also allows students who have trouble seeing smaller texts see the information clearly on the smart board. Learning how to use Reference Sources is a very important skill. In Math, students use the internet or the encyclopedia to research information on famous mathematicians like Archimedes. In Computer Lab, students can use the computer to search the internet to look at articles about the Boston Marathon Bombings or the recent updates about North Korea and their threats on the South Korea and the U.S. In Social Studies, students can look for information about the Great Depression in the encyclopedia. In music, students can use the almanac and look up the top selling album for the year 2012, and as a class listen to the album (if appropriate for school setting) and try to determine why it was the top selling album. In art, students can use an almanac to learn about the area their favorite artist is from, and create a piece of art based on the artists genre. In Physical education, students can use a magazine to learn about an athlete, and students can write a paper on that athlete using a dictionary to spell words correctly, and a thesaurus to find synonyms. In English language arts, students can use each of these resources to compose a research paper on a topic of their choice.

Connection Across the Curriculum

How will you connect this lesson with other content areas across the curriculum?

PART III: REFLECTION

Describe the strengths of your instructional techniques, strategies and classroom management.

Strengths

I felt as though this lesson went very well. Following Ms. Kennedys flow of instruction, I ask questions during the lesson to assess whether students are paying attention and focusing, as well as comprehending what is being taught. Students responded to the questions, and if answers were

incorrect I was able to redirect them or guide them to the correct answer. I was able to manage the classroom effectively and keep students on task. All of the students participated actively. Students responded to questions asked during the lesson, and students also asked questions when they were confused allowing me to clarify the details given. There were no weaknesses in this lesson. I was able to correctly check for understanding, and I managed my time to fit each section into the lesson. There were no weaknesses of student engagement. Overall, I would continue to plan my lessons to fit the time of the class period. I would also continue to properly check for comprehension, and I would also continue to provide and create appropriate lessons to assess comprehension. Revised 1-2012

Describe the strengths of student engagement.

Describe the weaknesses of your instructional techniques, strategies and classroom management.

Weaknesses

Describe the weaknesses of student engagement.

Suggestions for Improvement -

What would you change when teaching this lesson again?

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