Assignment #3: Collaborative Planning

Submitted By: LaQuisha Johnson & Breanna Cape EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell

Lesson Title: Wrapping it Up Trophies Teacher Edition: Lead the Way-Theme 4 Trophies Story: The Case of Pablos Nose

Submitted By: LaQuisha Johnson T.Ed Pages: 431, A65-68 CCSS: L.4.4a, RF.4.4a, RL.4.3, W.4.3

A. Summary of the Lesson Plan: This is lesson 5 of 5 for the Case of Pablos Nose. Students will be assessed on what they have learned all week. B. Student Population:

Grade Level: 4th Grade Skill Level: All Levels Groupings: Whole group (discussion), individual (assessment)
C. Materials:

End of Selection-Test, A65-A68 (1 copy per student) Pencils Journals

D. Objectives: Common Core State Standard (Day 1) L.4.4a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase (Day 2) RF.4.4a- Read on-level text with purpose and understanding. (Day 3) RL.4.3- Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions). (Day 4) W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Learning Targets (Day 1) Reasoning Targets: Students must determine the meaning of a word or phrase from context clues when reading and listening. (Day 2) Performance Targets: Students must tell or explain about what they read. (Day 3) Knowledge Targets: Students must know an event can be described based on the characters, action, impact on other events, and location within the chronological sequence of a story or drama. (Day 3)Reasoning Targets: Students must describe an event, drawing on specific details in the text regarding the action and sequence of the story. (Day 4) Reasoning Targets: Students must sequence narrative events in a logical order.

EDRL 442 - Fall 2013

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Lesson Title: Wrapping it Up Trophies Teacher Edition: Lead the Way-Theme 4 Trophies Story: The Case of Pablos Nose

Submitted By: LaQuisha Johnson T.Ed Pages: 431, A65-68 CCSS: L.4.4a, RF.4.4a, RL.4.3, W.4.3

Vocabulary context example understanding characters event solution interaction narrative definition purpose setting problem important drama physical attribute sequence

Student-Friendly Learning Targets Student Reasoning Targets: I can determine the meaning of a word or phrase from context clues when reading and listening. Student Performance Targets: I can tell or explain about what I read. Student Knowledge Targets: I know an event can be described based on the characters, action, impact on other events, and the location within the timeline of a story or drama. Student Reasoning Targets: I can describe an event using specific details from the text regarding the action and sequence of the story. Student Reasoning Targets: I can sequence a narrative event in a logical order.

Student-Friendly Vocabulary context example understanding characters event solution interaction narrative definition purpose setting problem important drama physical attribute sequence
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EDRL 442 - Fall 2013

Lesson Title: Wrapping it Up Trophies Teacher Edition: Lead the Way-Theme 4 Trophies Story: The Case of Pablos Nose

Submitted By: LaQuisha Johnson T.Ed Pages: 431, A65-68 CCSS: L.4.4a, RF.4.4a, RL.4.3, W.4.3

E. Procedure: 1. Students answer the Question of the Day in their journals. Question What is something you learned in this unit? What is something you liked or disliked about this unit? 2. Students will keep their journals, to share at the end of class. 3. Students will be given their test. 4. Students are to complete test individually. When students are done with their test, they are to turn them in. F. Closure: Have a couple students share from their journal. Review key ideas and points of the unit. Have students voice comments or concerns. G. Assessment: Assessment Tool Students will complete a formal assessment, the type of assessment given is a test. What Is Being Assessed? All of the skills students acquired throughout the week are being assessed: determining the meaning of words, giving summaries, identifying sequences, giving and describing key points of a story. H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? I think this lesson will be fairly easy because students are recalling background knowledge to complete a test. Which part of the lesson do you think will be the most challenging to teach? I do not think any parts of this lesson will be challenging. What lesson or concept should be taught prior to this lesson? How to determine the meaning of words, giving summaries, identifying sequences, giving and describing key points of a story should all be taught before this lesson.

How will you follow up or extend this lesson? This is the last lesson of this unit, however, students can and hopefully will retain the standards learned, so that when we explore other parts of the curriculum, they will be able to make a connection and help themselves learn the new information by connecting it with what they already know. What will you do for students who dont grasp the concepts?
EDRL 442 - Fall 2013 Page 4

Lesson Title: Wrapping it Up Trophies Teacher Edition: Lead the Way-Theme 4 Trophies Story: The Case of Pablos Nose

Submitted By: LaQuisha Johnson T.Ed Pages: 431, A65-68 CCSS: L.4.4a, RF.4.4a, RL.4.3, W.4.3

I will try to pinpoint exactly what it is they do not understand, and explain it to themhave them review all the material they completed for the week. Which part of the lesson, if any, do you think might need to change? I might change having a warm up, I think talking about the question after the assessment is done could possibly work without writing it down beforehand. When you were writing this lesson plan, what was the most difficult part? I did not want to make this lesson too much. It is the wrap up of the unit, so it looks more tedious than it really is. I am not sure if rewriting all of the standards were necessary, so I wrote them anyways.

EDRL 442 - Fall 2013

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