Mystery+in+the+Wings+(Day+2)+Lesson+Plan

= Mystery in the Wings (Day 2) Lesson Plan =

Jessica Thomas || **Grade ** 4th || **Class Size ** 7 || **Date / Time ** March 17 2:45 pm || Languare 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;">Vocabulary: suspects, motive || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Students will complete a chart in which they list possible suspects and what their motive may be. ||
 * **<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 also read with one of these students during the partner reading. ||

<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. ||


 * As a group, we will discuss what we read in chapter one a few days ago to refresh students' memory. After discussion, we will read chapter 2 as a group and take turns reading aloud. I will have the students partner read chapter 3 and once the students are done we will discuss the two chapters and talk about suspects and motives. Students will return to their seats and then fill out a chart where they list the suspects and their motive in stealing the doll next to it. ||

= <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? // || All the students took turns in reading aloud to the group. The students also participated in discussion about the chapters read and made predictions as we read. Many students raised their hand after pages were read because they had comments to make about the story. This showed me that the students were engaged in what we are reading. The students were also able to match the vocabulary words with their definitions. || // 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? // || I I believe the vocabulary worked well. Theere was a vocabulary word for each students so they each got a chance to match their vocabulary word to one of the definitions. There are several play and stage terms that the students may not know unless they have been in a play. I believe the vocabulary words were a good preview so when the studnets came across the words they knew what it meant. I also think reading as a group worked well also. Some students were hesitant and asked to be skipped when it came to their turn to read. I told them that was fine because I did not want to pressure anyone to read. Later the students who did not want to read later volunteered. This was the first time that I had the students read aloud as a group. Therefore, I made sure to give each student positive feedback and thank them for reading. I believe this made the students more comfortable to read and many of them were raising their hand and volunteering if someone wanted to pass. I believe the biggest challenge was following along with the students as they read even though some of them were not very fluent. I believe having them read aloud will help their fluency whether it is in small group or with a partner. I will continue to have the students read aloud and eventually have them gradually read on their own independently. ||
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