Mystery+in+the+Wings+(Day+5)+Lesson+Plan

= Mystery in the Wings (Day 5) Lesson Plan =

Jessica Thomas || **Grade ** 4th || **Class Size ** 7 || **Date / Time ** March 22 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;">Each student will have a chance to share their map that they worked on with the substitute. We will discuss the charts that they were also to work on the day before. We will then read chapter 6 as a group, discussing as we read. Given the time, we will begin reading chapter 7 with partners and I will read with Samuel.

= <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? // || Everyone got a chance to read a page aloud of chapter 6 and participated in our discussion. If the students did not raise their hand and be part of the discussion, I would call on them and ask them a question about the story. This helped me get an idea that all the students were comprehending the story. I asked each student who they thought had the necklace and the doll and after they told me who they suspected I would ask them why and what in the text supported their answer. || // 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? // || The discussion worked well because most of the students were excited about the story and wanted to make comments as we read. Some students were not be respectful while others were talking though. I reminded students that their classmates listened to them when they spoke and they needed to do the same. My biggest challenge was the timing. had planned on reading two chapters, one as a group and one as a partner read. The students wanted to discuss after each page and it took longer to read than anticipated. I also wanted to talk to them about the activity I had them do with the substitute. Looking at the students' BCRs and talking to them about it I wanted to revisit them and have them write another one. I think the students can express their comprehension verbally but I want to work on the written comprehension. ||
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