Mystery+in+the+Wings+(Day+1)+Lesson+Plan

= Mystery in the Wings (Day 1) Lesson Plan =

Jessica Thomas || **Grade ** 4th || **Class Size ** 7 || **Date / Time ** March 14 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 be preview the novel before beginning to read. || Language Function: describing and predicting what the text will be about <span style="font-family: Arial,Helvetica,sans-serif;">Vocabulary: audition <span style="font-family: Arial,Helvetica,sans-serif;">Keywords: title || <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">Students will engage in conversation while previewing the text. The teacher will make sure each student participates in the discussion. ||
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 * == <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. ||

<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 **
 * <  |||| The students will be read a short mystery story to introduce another type of mystery story to the students. ||


 * Set the scene for reading the novel and introduce plays and ask if any of the students have been in one. The students will be introduced to the book by the title and the synopsis. Discuss mystery stories and elements of them. Reading the begining of chapter one and have students discuss the main character and the setting. Have students read the rest of chapter 1 to themselves and ask them to think about the character traits of Kit. Discuss the chapter with the students after they have all read. ||

= <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? // || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">The discussion before reading the book, showed me the students had a sense of what a mystery book was. After talking about mystery stories, we read a story in which the students were able to tell me the mystery elements used in it., I feel as though as the students have an idea of mystery stories and our discussion gave them a goof preview of the book before we read it. All the students seemed to understand the first chapter because we discussed it before and after reading. || // 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? // || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%; margin: 0in 0in 10pt; tabstops: right 6.5in;"> I believe reading a mystery story to the students before previewing the book was a good way to set the stage. It gave students a chance to look at a mystery and its elements before begining our novel. The students were a little off topic in the beginning but after readirecting them and telling them to stay on topic they were able to stay focused. The parnter reading also worked out because the groups finished at approximately the same time and the pairs were good partnering because the students did not goof off. My biggest challenge was the calling out at the beginning of the discussion. I like for students to discuss and share their ideas but not when its three students at the same time talking. I would stop anytime the students did so and waited for their attention. There was also silliness going on during the lesson and I had a student hit himself with the book. I reminded this student that if we did not use the materials properly they would not get to use them at all. This particular students was able to get himself back on track and did not need another reminder. I was able to stay calm and get control of the students which surprised me. Next time, I may make assigned seats on the carpet so certain students are not next to each other. I want to continue discussing the book with the students and have them read chapter 2 and 3 the next time. I will make them more accountable for their reading and if they do not finish they can read at home or during DEAR time. The students seem to enjoy this book and I want them to continue to enjoy it. Due to the fact the group is an odd number, next time I will work with either Samuel or Savannah and have them read to me and then I will take a turn reading to them. ||
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