Mystery+in+the+Wings+(Day+6)+Lesson+Plan

= Mystery in the Wings (Day 6) Lesson Plan =

Jessica Thomas || **Grade ** 4th || **Class Size ** 7 || **Date / Time ** March 23 2:45 pm || Language Arts |||| **School ** Waverly Elementary || **Mentor ** Brian Eisentraut || = I. Value of the Lesson  – //What will the students learn? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? // = Students will determine different suspects in the book and their possible motives. || Language Function: predicting suspects of who stole the doll <span style="font-family: Arial,Helvetica,sans-serif;">Keywords: suspects, motive || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Students will discuss their suspect/motive chart and the continue to add to it. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Intern's Name **
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 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Lesson Objective ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Academic Language Objective ==
 * == <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Formative Assessment <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;"> (planned for use in this lesson) ==

**<span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">II. Context for Learning ** <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">What factors will influence my instructional decisions? How will my instruction respond to these factors? // <span style="font-family: 'Arial','sans-serif'; font-size: 9pt; margin: 0in 0in 0pt;">(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.) |||| <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Differentiated Practices for <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">this Lesson ** ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Individual or Small Group Needs **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">Savannah and Samuel struggle with reading comprehension. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">I will have these two students sit next to me. During the discussion, I will question them more questions to ensure the students have an understanding. I will pay close attention to these students during their time to read. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">(Ex. Family/community/cultural assets; Perspective- <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Taking; etc.) || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Implications for this Lesson** || = <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">III. Instructional Procedures //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">– What instructional strategies will I use to ensure that every child is a successful learner? // =
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Specific Diversity / Multicultural Factors **
 * < Perspective-Taking |||| The students will have to think as the suspects in the book to determine what their motive maybe in stealing the doll. ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; margin: 0in 0in 0pt;">Students were to read chapter 7 on their own and we will discuss what we read in that chapter. We will then continue to read chapter 8 as a group, taking turns reading. As we read, we will continue to predict on who stole the necklace and doll ans where they may be. We will use the book to support our answers and discuss why we think it is that particular person.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal; margin: 0in 0in 0pt;"> = <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">IV. Analysis and Reflection <span style="font-family: 'Arial','sans-serif';">– //<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">To what extent are my students learning? How can I improve my professional skills? (complete ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">after ////<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">teaching) // =

// What does the data from the formative assessment indicate about student learning? // // To what extent did the students acquire the intended learning? // || We discussed chapter 7 in which they were to read for homework. Each of them participated in the discussion and if not I asked them a comprehension to make sure they all read and understood the text. || // Address a minimum of three of the following questions: // // What is working? What is not? For whom? Why? // // How did you use informal feedback from the students to make instructional decisions while you were teaching the lesson? // // What changes would you make to your instructional procedure that would improve student learning? // // How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning? // // How did the feedback you gave students help address their needs in relation to the instructional objectives? // // Analyze your biggest challenge during this lesson. What did you learn through it? How does that impact your future decision-making? // // Based on the results of this lesson, what are your next steps? // // What big ideas or insights are you developing about teaching? // || We were not able to read chapter 8 because we had to stop reading groups early. It was the day of the science fair and we had to pack up an hour early to collect the boards from all the grades and set them up. I had to stop and make a quick decision. Did I want the students to start and read chapter 8 and not even get half way through it? We discussed what chapter 7 was about and summarized it. Then I asked them some questions and allowed the students to discuss. We also discussed who we suspected the necklace and if our prediction changed. I wish were able to read chapter 8 but I did not want to begin the chapter and not finish it and I knew the students would be at the science fair so I was not going to give it to them for homework. As a teacher, you need to be flexible because something may come up or you may have to be quick to think on ur feet. ||
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