Mystery+in+the+Wings+(Day+3)+Lesson+Plan

= Mystery in the Wings (Day 3) Lesson Plan =

Jessica Thomas || **Grade ** 4th || **Class Size ** 7 || **Date / Time ** March 18 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;">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 **
 * **<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;">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. ||

We will discuss the suspect and motive chart as a group. We will then talk about chapter 4 in which they were to do for homework. The group will talk about the book so far and what has happened and clues the author has given us about who stole the doll and the necklace. As a group, we will take turns reading chapter 5 and discussing it after. Students will add clues and more information they have learned to their chart.

= <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? // || Students read chapter 4 as a group. Each students got to read at least one page of the chapter. As group, we discuss what we had read so far and predicted as we read. All the students participated in the discussion. The students were all following along and based on the conversations that occured they all have a grasp of the book and the storyline. || // 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 as a group helped because we were able to discuss as a group. The students got a chance to express their ideas and listen to their classmates ideas also. Mayn students would add on or agree with what their classmates said. At first group management was hard. The students were not respecting one another in the beginning and talking over one another. I had a talk with them and then when two students called out there were consequences. The biggest challenge was the timing. We did not get to read part of chapter 5 like I had planned. The reason behind this is because the students had so much to say. After each page was read there was always at least a hand or two raised. I was glad the students were engaged and did not want to stop them from discussing. I let students discuss and comment after each page but set a limit of three students for each page. I ended up not have to ask many question because the students were discussing without me having to say anything. I believe I will continue to read as a group to keep the conversation going. For students who had trouble with reading comprehension, I believe this is good for them.The book may take a little bit longer to read but at least I will know the students know what they are reading and understanding it. ||
 * ** Analysis: **
 * ** Reflection: **