Mystery+in+the+Wings+(Day+7)+Lesson+Plan

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

Jessica Thomas || **Grade ** 4th || **Class Size ** 7 || **Date / Time ** March 25 2:30 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 write a BCR about who they believe stole the doll and why. ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Intern's Name **
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Subject **
 * == <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;">Lucas struggles with expressing his ideas through writing. |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: small; margin: 0in 0in 0pt;">A template with sentence starters will be given to help guide him through the BCR. The whole group will be given the option to use it because they all struggle in writing. ||

<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;">As a group we will take turns reading chapter 9. Each student will be given a chance to read at least one page and make at least two commments during the discussion. We will talk again about possible suspects and what evidence from the book supports it. We will then discuss what is included in a well done BCR. After the students will be shown the template for the BCR and be sent back to their seats to write one on their own. After everyone has finished writing, we will return as a group and discuss our BCRs. Then we will begin to read chapter 10 with partners.

<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 read chapter 8 instead of chapter 9 because we were unable to read it the previous day. The students had a lot to discuss and comments to make as we read. They were questioning as they read whihc showed me a lot about their reading comprehension. I have also seen improvement in their reading fluency. || // 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? // || Reading fluency is not as important or focused on in the fourth grade. From the first day we started reading I saw a lack in fluency in a majority of the students. This made me realize that it was something I wanted to work on even if it was not comprehension. I believe the reading aloud as a group has helped many of the students. Lucas seemed to be having trouble focusing on the book while students were reading. I had him move next to me and him and I shared a book and I had my finger under the words as we read. This seemed to help him follow along as other students read. Due to the fact it was Friday, behavior was not at its best. I had to make a decision to improve the behavior and I sent a student back to her seat because she was being disruptive and distracting other students also. The behavior improved after that students was sent to their seat and the students were all better focused. I wanted to give the students plenty of time with the BCR so I am going to have them write it on Monday instead. We talked about what makes a good BCR so they will be ready to write one on their own. ||
 * ** Analysis: **
 * ** Reflection: **