WVSU LESSON PLAN FORMAT

Teacher Candidate: Jessica Blake Date: March 6, 2013 School: Bridgeview Elementary Center Grade/Subject: 4th Reading

Lesson Topic: Dolphin Nonfiction Text Structures

INSTRUCTIONAL OBJECTIVES/STUDENT OUTCOMES

Students will be able to distinguish between the overall structure of nonfiction text by deciding whether the text is comparison, problem/solution, sequence, description, or cause/effect, then create graphic organizers to support their decision. Students will demonstrate ethical behaviors while working and communicating in cooperative groups.

WV CSO’S

ELA.4.R.C2.5 describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in an informational text or part of an informational text. (CCSS RI.4.5)

ELA.4.W.C10.1

produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in objectives in Text Types and Purposes.) (CCSS W.4.4)

21C.O.3-4.2.LS.1

Student engages, with teacher assistance, in a critical thinking process that synthesizes knowledge and ideas.

21C.O.3-4.3.LS.4

Student appreciates, accepts and works cooperatively with others, in both academic and social contexts, shares responsibility for continued improvement of the academic performance and climate of the school, and exhibits ethical behavior while working alone or communicating with others.

ACEI STANARDS

1.0 Development, Learning, and Motivation

2.1 Reading, Writing, and Oral Language

3.4 Active engagement in learning

3.5 Communication to foster collaboration

4.0 Assessment

ISTE STANARDS

1 Facilitate and Inspire Student Learning and Creativity

2 Design and Develop Digital Age Learning Experiences and Assessments

MANAGEMENT FRAMEWORK

Overall Time: 60 minutes Time Frame:

5 minutes Sponge Activity: Venn Diagram on Whales & Fish 7 minutes Review the signal words for description, comparison, cause/effect,

problem/solution, and sequence. 10 minutes Individually students will decide which text structure goes with each

paragraph 5 minutes Review answers chosen 25 minutes Carousel activity 8 minutes Review activity, clean-up, and collect students’ work

STRATEGIES

Group work Individual seat work Discussion Physical activity Carousel Visual Graphic organizers Guided Instruction

DIFFERENTIATED INSTRUCTION/ADAPTATIONS/INTERVENTIONS

Learning Differences: For students who are struggling to complete the lesson I can limit the number of graphic organizers they must complete.

Sensory Differences: I will allow extra time and individualized instruction for students with sensory differences. If needed the student can be moved closer to SmartBoard.

Attention Differences: I will construct the lesson with steps that will be taken one at a time. The lesson will move quickly from activity to another to keep interest.

Behavioral Differences: I will give reinforcement during the lesson regarding correct behavior and structure.

Motivational Differences: I will create the lesson using various motivational strategies, reaching students with motivational differences. This lesson consists of both individual and group exercises.

Ability Differences: I will design the lesson so that students with ability differences will be able to participate in the activity. Students with ability differences will only be expected to complete 3 out of the 5 organizers.

Physical Differences: I will adapt the lesson format for students with physical differences by making sure each station is accessible to students with physical differences.

Cultural Differences: I will use examples from real-world cultural situations when creating the lesson.

Communication Differences: Through use of the visuals I will aid students with communication differences. I will assist students with questions and vocabulary words throughout the lesson.

Enrichment: I will allow students who have completed their work to use the computers, read quietly to themselves, or study their spelling words.

Multiple Intelligence (check all that apply):_X_Verbal/Linguistic_X_Spatial___Logical Mathematical_X_Bodily/Kinesthetic___Musical

_X_Naturalistic_X_Interpersonal_X_Intrapersonal___Existential___Others (explain)

PROCEDURES

Introduction/Lesson Set

Sponge Activity: Students will read the given paragraph, then compare and contrast Whales and Fish with a Venn Diagram.

Review/Discuss Venn diagram.

Body & Transitions

Pass out and review the context clues for description (factual statements), comparison (both, on the other hand, smaller…), cause/effect (because, therefore), problem/solution (problem stated/as a result…), and sequence (first, then, next, finally).

Pass out note cards. Individually, students will read paragraphs about dolphins, underlining the signal words

and clues that helped them determine each text structure. Then, students will write the corresponding text structure with the correct numbered paragraph on a note card.

Students will trade note cards with another student at their table. Review signal words that have been underlined. Then go over answers chosen and have

students make corrections, if needed, with a different color pencil. Students will be put into 4 groups of 4 and 1 group of 5 with a random grouping tool. There will be 5 stations (comparison, problem/solution, sequence, description, and

cause/effect). At each station students will be creating graphic organizers with the dolphin paragraph that corresponds to the text structure of that station. Students will spend 5 minutes at each station before moving as a group to the next station going clockwise.

By the end of this activity students will have created 5 different graphic organizers that support which text structure belongs with each nonfiction text provided.

Closure

Students will return to their seats. Graphic organizers will be collected. Summarize the lesson by going over the correct answers to the graphic organizers (with

student input). Clean-up stations

ASSESSMENT

Diagnostic:Sponge Activity: assess prior knowledge of text structure using compare/contrast

with a Venn diagram. Students will compare/contrast whales and fish.

Formative:Students will read paragraphs about dolphins, underlining the signal words and

clues that helped them determine each text structure. Then, students will write the corresponding text structure with the correct numbered paragraph on a note card.

Summative: Carousel Activity: In small groups, each student will complete graphic organizers

supporting the text structure with the nonfiction text provided. Graphic organizers will be graded with a rubric for proper placement and cooperation.

MATERIALS

SmartBoardElmoPencils/colored pencil

Graphic Organizers (see attached)Note cards

Informational Dolphin Cards and Text Structured Cards (see attached) Sponge Activity: Venn Diagram (see attached)

Random grouping toolScoring Rubric

Scholastics Text Structure (see attached)

EXTENDED ACTIVITES

If a student finishes early: If a student finishes early and I have reviewed their work for neatness and

accuracy, then they may use the computers, read quietly to themselves, or study their spelling words.

If the lesson finishes early:If the lesson looks like it will finish early I will place the graphic organizers on the

SmartBoard to be filled in by the class for review.

If technology fails/not accessible: If technology fails or is not accessible I will use the dry erase board to draw the

activities on the board. Instead of using the random group generator I could pull sticks to group students.

POST-TEACHING

Reflection:

The introduction to text structures and graphic organizers went well. Students were engaged and responding to my questions. Graphic organizer was a new term for the class, so I believe having the Venn diagram in the sponge activity was a good concrete example of one. I believe that my strategies were appropriate for this age group because I had a mixture of individual, group, and whole class discussion within the lesson, so it touched basis with students at all different levels. One thing I should have done prior to the group activity was explain my expectations of how groups should work together because student transitions from one station to the next were too loud; I took for granted that the students would treat their group activity the way they would if their teacher had assigned it to them. I went over the amount of time intended for this lesson.

In the future this should be a two day lesson because I was trying to do too much for just one lesson or one day; I was unable to review the completed graphic organizers, like I had hoped to do. The lesson sequence worked out as well as my space arrangements for groups and materials (I already had the papers student would need stationed at their tables). The pace of this lesson was lively, moving from one part to the next quickly. I walked around the front of the room during the first part of the lesson and during the group activities I walked around to each group, asking questions and taking notes on individual students.

One strength I had during the deliverance of the lesson was calling my students by name. . I should have prepared one sentence examples on the same topic about text structures to review with the class, because when I was explaining each text structures I provided examples that I had not thought about prior to the lesson and one of my examples may have been one students did not understand, because I used the word hydroplane (I saw a few confused expressions, so I had to explain the term before I could move on). Now that I have completed my instruction next time I would include an additional activity in the planning process for groups who finished their organizer before it was time to rotate to a new station (this being true for the description and comparison organizers because it did not take students as long to complete them as it did the other three).

DATA-BASED DECISION MAKING

Arrange

ment o

f concep

ts

Content

On Task

Working w

ith Other

Follo

ws Dire

ctions0

2

4

6

8

10

12

Text Structure: Graphic Organizers

DistinguishedAccomplishedEmerginigUnsatisfactory

Cause/Effect Comparsion Sequence Problem/Solution Description0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Text Structures

Correct Response

Based on data gathered from the assessments in my lesson, students were able to distinguish different texture structures. I should have spent a little more time on problem/solution because students were naming it cause/effect. Also to increase cooperation I should have set grouping guidelines before the

activity began. I should have also stressed that students should have no misspellings on their papers because the paragraphs with the words spelled correctly were there in front of them.

Lesson Plan Reflection #2

Candidate: Jessica BlakeName of School: Bridgeview Elementary CenterPrincipal: Mrs. StraderTeacher: Mrs. GieseyGrade/Content: 4th/ReadingDate: March 10, 2013

PlanningThe procedures and assessment pieces in planning my lesson were most helpful for my

instruction. Once I decided how I would assess my students based the objective for the lesson I was able to develop procedures to keep the instruction running smoothly. I planned and implements ways to challenge higher order thinking skills of my students by taking the lesson to the next level, having students fill out graphic organizers to show their understanding of text structures. Now that I have completed my instruction next time I would include an additional activity in the planning process for groups who finished their organizer before it was time to rotate to a new station (this being true for the description and comparison organizers because it did not take students as long to complete them as it did the other three). WV CSOs were the foundation of my lesson plan. I reviewed the CSOs and chose the ones I would like to cover, creating my lesson around what students are expected to learn according to the state standards.

Implementation The introduction to text structures and graphic organizers went well. Students were engaged and responding to my questions. Graphic organizer was a new term for the class, so I believe having the Venn diagram in the sponge activity was a good concrete example of one. I believe that my strategies were appropriate for this age group because I had a mixture of individual, group, and whole class discussion within the lesson, so it touched basis with students at all different levels. One thing I should have done prior to the group activity was explain my expectations of how groups should work together because student transitions from one station to the next were too loud; I took for granted that the students would treat their group activity the way they would if their teacher had assigned it to them. I went over the amount of time intended for this lesson. In the future this should be a two day lesson because I was trying to do too much for just one lesson or one day; I was unable to review the completed graphic organizers, like I had hoped to do. The lesson sequence worked out as well as my space arrangements for groups and materials (I already had the papers student would need stationed at their tables). The pace of this lesson was lively, moving from one part to the next quickly. I walked around the front of the room during the first part of the lesson and during the group

activities I walked around to each group, asking questions and taking notes on individual students.

Clarity of presentationMy voice, pronunciation, use of Standard language, volume, means of expression and

gestures were appropriate and engaging. I believe my voice projected well, and all students could hear and understand me. One strength I had during the deliverance of the lesson was calling my students by name. I studied students’ names so I was able to call on them when they raised their hands or when I felt like a student needed to be pulled back into the lesson. I should have prepared one sentence examples on the same topic about text structures to review with the class, because when I was explaining each text structures I provided examples that I had not thought about prior to the lesson and one of my examples may have been one students did not understand, because I used the word hydroplane (I saw a few confused expressions, so I had to explain the term before I could move on).

Attention to individual differencesMy choice of strategies accommodated individual differences and learning styles

because I had a mixture of individual, group, and whole class discussion within the lesson. I provided a variety means of delivery and engagement with the learning materials in the following ways: visuals- graphic organizers, oral- students responding to posed questions, auditory- discussion, kinesthetic- rotating stations, and tactile- notecards and student work. I dealt with inclusion students by reading the passages aloud, before asking students to respond on paper. Inclusion students were a part of groups just as everyone else and they responded in a positive manner to this activity for they were engaged and participating. I should have include an additional activity or worksheet for groups who finished their organizer before it was time to rotate to a new station (this being true for the description and comparison organizers because it did not take students as long to complete them as it did the other three).

Student responseDuring the lesson my students were eager to answer questions asked. All students were

raising their hands wanting to share their answers with the class when we reviewed the underlined signal words and answers to the individual activity of this lesson. When I walked around the room during the group activity students were getting along well, discussing what they thought should be placed in which part of the organizer. I had a couple of students in different groups that I had to remind this was a group activity and they need to stay with the group. One of these students had a dominate attitude not wanting other group members input, so I had to remind this group that everyone should take turns sharing the paragraph and discussing why they have chosen the response they had. The other student I am referring to is a student who is quiet and does not like a group setting. This student was not participating in the group discussion or responses. The student was just doing the work alone while the rest of the group interacted with one another. I had to remind the student that this is a group activity and that he should be actively engaged with the groups’ discussion.

Planning and Implementing Higher Order Thinking SkillsI provided opportunities for analyzing through the use of underlining signal words and

having students decided which text structures matched to each paragraph to help students create new insights on how to recognize the different structures. Through the use of graphic organizers, students took their findings further and broke down each paragraph to better understand the formation of each text structure. As form of self-assessment, when I walked around to different groups I asked students to tell me what they were putting in each section of their organizer, then questioned why, if there answers were incorrect I repeated it back to them and asked if that made sense and allowed them to figure out the correct answer. However, most students were able to complete the organizers without much guidance.

When introducing text structures I related the concept for the purpose of what the author is trying to tell us. I then told them that graphic organizers could be used to help students brainstorm their thoughts to create their own story. When thinking about writing a story you, as the student, should be thinking about the purpose of your writing or story; learning text structure will help you do this. Students were faced with opportunities to consider ethical implications when placed in groups to complete an activity. Students were expected to participate and be cooperative in during this portion of the lesson. If available, I could have had students use their technological skills for completing the graphic organizers on a computer, instead of the paper versions; however, I feel that it was a good learning experience for students to fill out the organizers as with paper and pencil because often times this is how brainstorming is constructed.

AssessmentI planned my lesson around the forms of assessments and CSOs that needed to be met.

As a diagnostic tool I used a common form of text structures, comparison, in the form of a Venn diagram to review students’ prior knowledge of not only of comparison, but also the use of a graphic organizer. The formative assessment was complete after students determined which text structure belonged to the corresponding paragraph. As a class we reviewed the words that should have been underlined as signal words and students were called on to tell the class which text structure they had chosen for each paragraph. As the summative assessment for this lesson I observed students in their group settings to complete the graphic organizers that corresponded with each text structure, and took notes on their cooperation and time management skills. Once graphic organizers were collected I also checked them for accuracy and completed a rubric for each student.

Based on data gathered from the assessments in my lesson, students were able to distinguish different texture structures. I should have spent a little more time on problem/solution because students were naming it cause/effect. Also to increase cooperation I should have set grouping guidelines before the activity began. I should have also stressed that students should have no misspellings on their papers because the paragraphs with the words spelled correctly were there in front of them. During my lesson I walked around to let students know they were doing a good job. I also had to remind a couple of groups to stay on task and work collaboratively. Overall, I feel that my lesson was effective and students learned what I wanted them to learn.

Special addition: Areas needing improvement

Two areas I need to improve on for my next lesson are the following:

1) I need to set guidelines/expectations for group activities and transitions, especially because my students will be conducting a science experiment. I chose this area of improvement because the transitions from one station to the next were too loud and I felt out of control. I also feel that group expectations are important for better cooperation and understanding. I took for granted that students would behave in groups the way they do for their teacher, but I was incorrect.

2) For my next lesson, I need to keep in mind the timing I set for each section of my lesson and ask if it is realistic, so I do not run out of time towards the end. In this lesson I was unable to review the completed graphic organizers with the class. I believe I may make my science lesson a two day lesson because 1) there is a lot of information to learn and 2) the experiment that I have planned for the students takes too much time to be crammed into a one day lesson.

Cause and Effect

Dolphins are intelligent animals. Because dolphins are smart and playful, they are often the stars of shows at aquariums. After being trained, they can perform

complex tricks.

Comparison

Dolphins and porpoises are both marine mammals. Porpoises are usually smaller

and have a triangular shaped fin while dolphins are larger and have a curved fin.

Porpoises are usually shy creatures. On the other hand, dolphins are usually very social.

Sequence

When a dolphin is born, it is nursed by its mother, drinking the mother’s milk. Then,

the dolphin learns skills from its mother until it is about six years old. Finally, the dolphin is old enough to be on its own.

Problem/Solution

Overfishing in some parts of the world leads to the starvation of many dolphins. When fishermen catch a lot of fish, there is less

prey for dolphins. As a result, dolphins are dying. If fishermen catch less fish, dolphins

will have more prey available.

Description

Dolphins are mammals that live in the ocean. Characteristics include playfulness,

intelligence, and general friendliness. Dolphins are carnivores, eating mostly fish

and squid.

Nonfiction Text Structures On a notecard put your name and number on the top. Number 1-5 down the card. Read each

paragraph below. Match the text structure with the correct paragraph. Record your answers on your

notecard. Text Structures to choose from are: Comparison, Problem/Solution, Sequence, Description, and Cause/Effect.

1. Dolphins are intelligent animals. Because dolphins are smart and playful, they are often the stars of shows at aquariums. After being trained, they can perform complex tricks.

2. Dolphins and porpoises are both marine mammals. Porpoises are usually smaller and have a triangular shaped fin while dolphins are larger and have a curved fin. Porpoises are usually shy creatures. On the other hand, dolphins are usually very social.

3. When a dolphin is born, it is nursed by its mother, drinking the mother’s milk. Then, the dolphin learns skills from its mother until it is about six years old. Finally, the dolphin is old enough to be on its own.

4. Overfishing in some parts of the world leads to the starvation of many dolphins. When fishermen catch a lot of fish, there is less prey for dolphins. As a result, dolphins are dying. If fishermen catch less fish, dolphins will have more prey available.

5. Dolphins are mammals that live in the ocean. Characteristics include playfulness, intelligence, and general friendliness. Dolphins are carnivores, eating mostly fish and squid.

Name_____________________________ Date____________________

Category Distinguished 4 Accomplished 3 Emerging 2 Unsatisfactory 1Arrangement of Concepts

Main concept easily identified; sub-concepts branch appropriately from main idea. *For all 5 organizers

Main concept easily identified; most sub-concepts branch from main idea. *At least 4 organizers

Main concept identified; some sub-concepts branch from main idea. *At least 3 organizers

Main concept not clearly identified; sub-concepts don’t consistently branch from main idea. *Less than 3 organizers

Content Reflects essential information; is logically arranged; no misspellings or grammatical errors. *For all 5 organizers

Reflects most of the essential information; is generally logically arranged; fewer than 3 misspellings or grammatical errors. *At least 4 organizers

Reflects some of the essential information; is somewhat logically arranged; fewer than 5 misspellings or grammatical errors. *At least 3 organizers

Contains extraneous information; is not logically arranged; contains numerous spelling and grammatical errors. *Less than 3 organizers

Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Follows Directions Listens carefully and performs all tasks as instructed.

Listens and performs most tasks effectively as instructed.

Work shows some effort to follow directions.

Work shows very little effort to follow directions and perform tasks as instructed.

Text Structure: Graphic Organizers Rubric

Total__________________________