ECE-220-ELA Lesson Plan PDF

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Download ECE-220-ELA Lesson Plan PDF

Description

Grade 1 English Language Arts Lesson Plan Teacher Candidate Name:

Angelina Torres

Grade Level:

Grade 1

Date:

Tuesday – 10/5

Unit/Subject:

ELA

Instructional Plan Title: Lesson Summary and Focus:

Describe the Major Events of a Story

National/State Learning Standards:

Arizona ELA Standards for Grade 1 1.RL.3 Describe characters, settings, and major events in a story, using key details.

Specific Learning Targets/Objectives:

Given a grade-level storybook, students will accurately identify the major events of the story that are pivotal to its plot.

This lesson teaches students to accurately identify the major events of a story.

Pre-Assessment Students were given a pre-assessment that included a picture only story and asked to identify major events. The results are as follows: 

4 students were unable to describe more than one event from the story



10 students accurately identified one major event from the beginning, middle, and end of the story



3 students accurately identified all major events in detail Lesson Activity (for at grade level students)

[In a bulleted list, describe the lesson activity. Bold any materials you will need to prepare for the lesson.

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Example: 

I will use a Graphic Organizer to teach students how to collect data and details from the text of their story book rewrite them in specific columns of the organizer to help them memorize and retell the main events of the story. The organizer will have several columns to for student to contribute their characters, settings, main events.



I will also use an overhead projector show the Graphic Organizer on a screen and demonstrate how to catalogue the detailed information that I collect from the story and record them in the appropriate columns.

Explain how you will differentiate lesson activity and materials for each of the following groups based on pre-assessment data: 

Students who are working below grade level:

For student who are working below grade level, they will also only be required to catalogue one response for each column. They will be provided additional materials. They will be given highlighter markers to highlight the information they can view in the text. I will instruct them to use yellow to highlight the main characters, green to highlight the settings and orange to highlight the main events. Their Graphic organizer Columns will also be colored in to make it easier for the students to match the correct details to the correct column. Thus, assisting them organizing and retell the story in a more clear, simple, and systematic way. They will also only be required to catalogue one response for each column. 

Students who are working above grade level:

For students who are working above grade level, they will be required to record and catalogue at least three responses for each column. They will also be required to fill out an additional column labeled “The Plot”. Student will be expected to right a brief sentence of what and when the plot takes places.

Reflection on Developing Instruction Upon my research and reassessing my choices in designing these differentiating instructional activities, I have concluded that they do meet the needs of all the students on © 2021. Grand Canyon University. All Rights Reserved.

several accounts. Firstly, the modified instructions serve as plan interventions that match the student’s pre-assessment of the assignment. For the students who are working below grade level, by only requiring them to retell details of the story at a minimum, this lessen the pressure and amount of work for them to complete without having to alter the assignment or take away what they would be learning. The graphic organizers served as a visual aid for those who had trouble finding more information most likely due to having difficulty keeping track of their progress. This also most likely contributes to their inability to retell something they just learned because they are currently focused on the next detailed, they just learned; therefore, not being able to recall previous events. The highlighter markers also catch their eyes and attention very easily and helps them stay focus on one detail at a time and makes it easier for them to transfer data over to their color-coded graphic organizer. So, while they may not be pulling as mush detail from the text as the students who are above grade level, they are still doing the same type of work in their own pace. This option enables the student to facilitate a choice led activity, “offer students choice in their reading and writing experiences and in the tasks and projects they complete. By negotiating with students, teachers can create motivating assignments that meet students’ diverse needs and varied interests.” (Robb, 2008). As for the student working above grade level, I decided to increase the challenge of the assignment by requiring more complex content from them. Applying these types of instructions ensures that “what the student needs to learn or how the student will get access to the information…” by “Using reading materials at varying readability levels…” (Tomlinson, 2019). This enable to make sure that the students are staying at their reading level and learning more intricate ways to gain information from text with little or no assistance or additional learning

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tools. These type of advanced ELA skills also show promise for students to be able to read more advanced levels books once they graduate into their next class. The purpose and beneficial elements of designing and implementing specialized experts collaborate with teachers develop lessons plans help children with any delays, disabilities or special needs to receive the right kind of support “ including specialized instruction, in a regular classroom.” (Logsdon, 2020). In addition, collaboration between specialists and most if not, all advocates that is a part of a student’s life also ensures consistency with their support, services or whatever type of modifications or interventions that need to be incorporated on a regular basis. During team meetings between a students teachers and specialist, the best developmental and academic needs are discussed, new goals are set, progress is shared and updated among the team in order to track progress and decided to see if the current support that they student is receiving are either sufficient or need to evolve. These collaborations are safeguard that the differentiated instructions are being utilized across the board in all the student’s early childhood settings. Lastly, the lead teacher is the main individual who is responsible all their student’s needs. They are responsible for making the final call for all adaptions, adjustments, modifications, and interventions that takes place in their classroom. After through reflection, I plan to use this information and my experience in either one or two ways, or perhaps even both at various times. Depending on the developmental and/or academic needs of the child, I will collaborate with any specialists in involved and offer my insight of the students’ services, support and specialized instructions should be implemented our or inside the class. Sometimes children receive differentiated instructions when they are placed outside of the

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classroom, while others may thrive inside the classroom. After teaching toddlers for over 10 years, I have had my fair share of having students struggling with speech. Language delays. Every time their therapist would arrive, they would come into the classroom; and more then often it would backfire. The student would not be focused, or the other students would get distracted causing a disruption in class. There was never any dialogue with regards to where my student should receive his services. Additionally, as a parent of an 8-year-old with ADHD, his therapist and lead teacher collaborative and decided to have alternative “push in” and pull out” sessions for my son. This has helped him tremendously as the flexibility allowed him to learn to focus and refine his attention skills in different settings. I would like to put this type of flexibility into my future professional practice.

References: Logsdon, A. (2020). Models of Collaborative Teaching for Special Education Students. Verywell Family. Retrieved on August 9, 2020 from: https://www.verywellfamily.com/specialeducation-in-collaborative-classrooms-2162691

Robb, L. (2008). Differentiating Reading Instruction. Scholastic. Retrieved on August 9, 2020 from: https://www.scholastic.com/teachers/articles/teaching-content/differentiatedinstruction-content-areas-strategies-reading-thinking-and-writing-learn/

Tomlinson, C. (2019, September 25). What Is Differentiated Instruction? Reading Rockets. Retrieved on August 9, 2020 from: https://www.readingrockets.org/article/whatdifferentiated-instruction

© 2021. Grand Canyon University. All Rights Reserved.

© 2021. Grand Canyon University. All Rights Reserved....