C269 Task 1 WGU Lesson Plan- Prova Ciree La Fuente Martin PDF

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Download C269 Task 1 WGU Lesson Plan- Prova Ciree La Fuente Martin PDF

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LESSON PLAN TEMPLATE – 2020 GENERAL INFORMATION Lesson Title & Subject(s): ELA Literature Topic or Unit of Study: Determination: Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan Grade/Level: 1st Grade Instructional Setting: Lesson will be taught to a classroom of 20 students who will sit at circle time to start, move to sit in their individual desks and also form groups by moving desks into groups, at tables or on the floor. There will be a whiteboard in the classroom with book information on it. Including but not limited to the title (Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan), vocabulary words, student responsibilities and groups.

STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s): CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Lesson Objective(s): During circle students will quietly listen to the story, Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan (determining the theme of the book as deteremination). During the read aloud, students will choose vocabulary words (required to define the word determination) that they later define independently and compare in groups (this can be done in their reading theme journals). Students will discuss and agree on rules/roles that are to be carried out in groups and they will achieve, at minimum, a 15/18 points on the attached worksheets.

MATERIALS AND RESOURCES Instructional Materials: 20 copies of Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan 20 reading theme journal 20 copies of each worksheet (see attached worksheets) whiteboard/SmartBoard document camera and projector

Resources: 1. Jordan, D., Jordan, R., & Nelson, K. (2003). Salt in His Shoes. New York, NY: Aladdin Paperbacks- An imprint of Simon & Schuster Children’s Publishing Division. ISBN: 978-0689-83419-6 2. Lynette, R. (n.d.). PDF. 3. WGU Children’s Literature. (2020). Task 1 Lesson Plan Assessment Ideas Slide Deck [Google Slides]. https://docs.google.com/presentation/d/e/2PACX1vQH8B_gOORLMJO6uyYWxG5ZXLiXGKe-7zyhwdwhuCaTIkYCMSXxOBwdwCLfit83TwkhoAkHXn96voa/pub?start=false&loop=false&delayms=3000&slide=id.p

INSTRUCTIONAL PLAN Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Student Prerequisite Skills/Connections to Previous Learning: Before to beginning this lesson, students should have fundamental listening and speaking skills, be able to comprehend the text when read aloud to and while reading silently, and be able to work cohesively and appropriately in an independent work and group setting

2. Presentation Procedures for New Information and/or Modeling: Presentation Procedures for New Information: Step One: Teacher introduces the text: Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan Teacher: “Today we will reading Salt in His Shoes, a book about a young Michael Jordan, who is smaller than the other players, learns that determination and hard work are more important than size when playing the game of basketball. This book focuses on growth mindset because Michael shows that he is determined to become the best basketball player he can be, even though it is hard work. We will be working on vocabulary, determining a theme and giving evidence to prove choosen theme. We will be accomplishing these task through independent work in your rading theme journals and in small groups using graphic organizers.” Modeling: Steo Two: The teacher reads Salt in His Shoes aloud to the entire class. At the conclusion of the book, the teacher uses the white board to write down vocabulary words that the students choose. Once the students have finished their vocabulary in their reading theme journals, the teacher uses the document camera to display worksheet 1 onto the smartboard and helps students to use the book and answer question 1.

3. Guided Practice: As a whole class, the teacher and students share the definitions to the vocabulary words. Discussions about words and meanings will happen, concentrating on and thourouly discussing the vocabulary word determination. Once this portion of the lesson is complete, the teacher uses the document camera to display worksheet 1 onto the smartboard and helps students to use the book and answer question 1. In small groups, the students will complete worksheet 1. Once

completed, teacher will again use the document camera and as a whole group discuss answers that are correct.

4. Independent Student Practice: Students will be in small groups to complete the remainder of worksheet 1. Once completed and reviewed as a whole class, students will independently complete worksheet 2.

5. Culminating or Closing Procedure/Activity/Event: After the group and individual work has been completed students can turn in worksheets and draw a scene from the book, one of their choice until the rest of the class has completed their work. To complete the lesson, a class discussion summarizing what they learned about the

theme of determination from the book. And as an exit ticket, students will write down one way they can apply analyzing theme in a book when they read the next book for a future class and also give an example of a time that they showed determination in their life.

Instructional Strategy (or Strategies): Direct instruction: Teacher read book aloud and then modeled how to complete questions on worksheets. As well as the class discussion on vocabulary and the answers to worksheet 1. Interactive instruction: During guided practice the teacher and students worked together to desifer the best answers/definitions to worksheet 1 and vocabulary.

Differentiated Instruction Accommodations: Gifted/accelerated learners: 1. Using worksheets 1 and 2, students will be asked to write a paragraph or two about the theme, with supporting details from the book. 2. Students will be separated into various groups to better assist students who may need a little more support. ELL Students: 1. Replace writing with sketches 2. Teacher will spend extra time with ELL students to help them better understand the story and any background information needed. Also giving them extra help with independent assignments. 3. Giving ELL students extra time to complete independent assignments Students with learning disabilities: 1. Students are allowed to have the story read to them multiple times (if needed) 2. Teacher will one-on-one question the students and help to complete writing portion of assignments. 3. Modified assignments (as needed)

Use of Technology: I am able to use the SmartBoard and document camera with projector to display the worksheets, rubric and roles so that all students are able to see and follow along. I would use the smart board because I feel that the visual cues could benefit several students; I understand that not all students share the same learning style. My hope would be that the visuals would also help students follow along and stay together as a whole group.

Student Assessment/Rubrics: Formative (Informal) Assessment: during whole class instruction I will be able to to check students understanding of the theme determination in Salt in His Shoes, with open-ended questions and through class discussions. Formative (Formal) Assessment: I will know the learning objective has been met if, students are able to independently define vocabulary words (including but not limited to determination) and students will be able to discuss and agree on rules/roles that are to be carried out in groups and they will achieve, at minimum, a 15/18 points on the attached worksheets by way of attached rubric. Rubric Categories

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Preparedness

Prepared for class – Has materials and assignments completed well.

Mostly prepared for class – Has most materials and assignments.

Unprepared for class – Missing materials and/or assignments uncompleted.

Participation

Participates fairly. (Doesn’t take over or not talk)

Participates fairly most of the time. (Doesn’t take over or not talk)

Takes over or does not participate.

Listening Skills

Actively listens to others

Sometimes actively listening to others.

Does not use good listening skills.

Speaking Skills

Able to explain ideas with evidence from the text and explain how the evidence supports the idea.

Does not return to text for support of ideas unless directed.

Gives very short, superficial ideas with no text support.

Critical Thinking

Looks beyond and deeper, such as, to the characters motives or cause/effect events.

Is moving to the deeper ideas about characters and events.

Ideas about the text are very vague or general, ex. - it’s a good or bad story.

Completion Worksheet 2

Completed in fullshowing they have mastered how to give accurate evidence to support theme

Patially completeddemonstrating they have a good idea of how to support a theme with evidence from the book

Partially completed- has no understanding how to support theme with evidence

WGU Children’s Literature. (2020).

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