ED 315 LESSON PLAN #4 (linked with 5 and 6) Format and Cooperating Teacher Feedback Form Name: Molly Rozga

Date: March 17, 22, 24 2011 Content Area: English Language Arts Grade Level: 7th grade

Attach lesson plan and give this form to cooperating teacher for feedback before you teach your lesson.

Goal(s):

(Must state appropriate WI Model Academic Content Standard)

Wisconsin Model Academic Standards, English Language Arts A.8.1 - Use knowledge of the visual features of texts, such as headings and bold face print, and structures of texts, such as chronology and cause-andeffect, as aids to comprehension

Pre-assess:

(Pre-assess Prior Knowledge observations, instructional strategies, talk with cooperating teacher)

Compile a list on the board of why chronology is important, and what clues an author gives us for chronology.

Objective(s):

{Use the format (fill in the blanks): A student will be able to (Blooms verb) (Knowledge or skill). }

A student will be able to use a storys chronology to help them check for comprehension. A student will be able to sequence the events of a story in a cartoon comic strip.

Assessment:
Students will create a comic strip summarizing the story in chronological order.

Materials Needed:
Materials Needed by Teacher: o Marker board o Markers and erasers o Story of Young Arthur Materials Needed by Students: o Paper o Pen/Pencil o Literature Text book

Total time needed: Total time needed:

Up to 30 minutes

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Procedures: Procedures:
(Include time allotments) Introduction: One of the strategies that readers use is to put a story together chronologically. What do we know about chronology? <Focus attention to why it is important and clues from the author, 2 lists on board.> Steps for instruction (engagement, demonstration, participation, practice): Engagement (2 minutes): When we think about understanding a story using chronological order as our strategy, what do you think are some different ways to help you organize details? Demonstration (5 minutes): Lets take a look at a yellow hexagon. We are going to use that as our whole. Lets look at the other shapes that will fill the yellow hexagon. Now that we see how they work together when we change the size of the shape we are using as our whole. I am going to put two hexagons together to make one. Each hexagon is . Now, each trapezoid is . How many trapezoids do I need to make one half of the whole? Now, I am going to demonstrate how I can use these blocks to help me add fractions. Participation (5-7 minutes) Remember, my whole is 2 hexagons. Take one quick second to make sure you also have 2 hexagons as your whole. I want to add and 3/12. Lets use that pattern blocks to explore which block will represent 1/12 of the whole. <Work through the computation and then find a reduced fraction equivalent to the answer.> Practice (5-10 minutes): On the board, I will write additional problems. On your paper, write down each problem and how you solved it. If you are using the

pattern blocks, you can trace them to show your work. Questioning (Create 3-5 higher order thinking questions): Can you demonstrate how to find an equivalent fraction? Can you calculate the sum of two fractions? Were the blocks helpful in your understanding of fractions? Evaluate the use of this tool. Strategies for students requiring additional assistance: Students who require additional assistance would be noticed during table work, and I would be able to focus on assisting them during the practice. This lesson is geared toward students who have been having trouble these skills. Closure: Were the blocks helpful in your understanding of fractions? Evaluate the use of this tool.

Cooperating Teacher Feedback:

Cooperating Teacher Signature: