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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 2nd SEMESTER LESSON PLAN TEMPLATE


(1/25/13)
Teacher Candidate: Matthew Thomas Grade Level ___ Title ____________________________
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
There are 26 students in the class. 18 are boys and 8 are girls
ELL Students and WIDA level:
Jorge (George) 5

Alejandro 5

Students with IEP:


Max He has Autism.
Behavior Concerns:
Max sometimes has a difficult time focusing or being still because of his Autism, but for the most part does pretty well.
Zane has issues staying on task and focusing on his work.
High level learners:
Every student in this particular class is considered a high level learner. The class I am currently in is an ALP (advanced
learner program) class.
Classroom environment:

The classroom that I am in is kept pretty well and runs fluidly. The desks are organized by names, and
each group has five or six desks. In the back next to the door, there is a horseshoe table and two
rectangular tables. Like most classrooms there is a SMART board in the front, white board and an Elmo.
She has a library in the front and back of the room. There are also five Chrome Books on the counter by
the door. She also has games, like Uno, that the students can play in their down time.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to
do?)
State Standard/Objective (from Unit Plan):

CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the
text. (SIOP 3)
Content Walk-Away:
I will write a summary of a section from Judy Moody with two or more key details. (SIOP

3)

Language Walk-Away:
I will write a summary of a section from Judy Moody with two or more key details.
Vocabulary:

Key detail. (SIOP 9)


ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away? )
Formative Evidence (checking for understanding throughout the lesson):
I will observe to see if my students are writing down key details that match the text.
I will ask questions about what a key detail is.

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Zane
(behavioral/academic): I
will break Zanes graphic
organizer into two sections.
Content Walk-Away Evidence (Summative):
I will write a summary of a section from Judy Moody with two or more key details with He will first put down one
at least two sentences of support. (SIOP 1)
key detail with support then
I will give him a three

Language Walk-Away Evidence (Summative):


I will write a summary of a section from Judy Moody with two or more key details with
support. (SIOP 2)

minute break. After the


break he will work on the
second key detail. I will only
require a bullet point for the
support section.
Alejandro (behavioral): I
will let Alejandro use his
personal book for the I do
alone section. He tends to
not pay attention and read
normally so if he summaries
his own book he will be
more determined to work.
As with Zane, I will not
change his graphic
organizer.
Dade (academic): Dade is
very proficient when it
comes to writing. I would
have Dade write a summary
and then make an alternate
ending. On his graphic
organizer this will appear.
Stella (academic): Stella is
very creative and talented
with theater. I would have
her make a script or act out
a scene from a chapter she
summarizes. Her graphic
organizer would include a
summary and then space for
her to make a script.
Dezi (academic/behavioral):
I would make his organizer
similar to Zanes. I would
have him bullet point his
summary and key details. I
would also make him write
only one key detail. (SIOP
5)

ACTIVE LEARNING PLAN


Activate/Building Background Knowledge
Who has ever seen a movie and later told a friend about it? (SIOP 7) Did you repeat every single word or thing that
happened in the movie? (wait time) (SIOP 18). No we dont. We just tell some important parts of the movie right? That
is called summarizing. Today we are going to read a little from a book called Judy Moody and the Bad Luck Charm and we
are going to practice summarization. Here is todays objective. I have written it on the board so we can read it together.
On three, one, two three I will write a summary of a section from Judy Moody with two or more key details with at least
two sentences of support. (SIOP 1) A key detail is something that supports your writing. I will show you in my example.
Formative assessment:
Observe for student participation.

Modification/accommodations: (ELL, IEP, GATE, etc.)


Have Desi help me pass out graphic organizers.
Focus Lesson (I do it)
Has anyone here ever had something that was very important to them? (SIOP 7) I want everyone to think of that thing in
their mind. (Wait time) (SIOP 18). I am going to call on a few of you to share with us. (SIOP 16) (Make sure to call on
Zane). Ok thank you everyone, your examples were excellent and fit in with what we are going to read right now. We are
going to read chapter one from Judy Moody. Afterwards I am going to show you an example of summarization.
(Read chapter one of Judy Moody). (SIOP 6). Ok, now I am going to make a summary of the important things like I
previously told you (SIOP 8). (Fill out graphic organizer like I do an the example one given) (SIOP 6). Have students fill
out their graphic organizers. That is an example of how to summarize a story. Lets try it together now.
Formative Assessment:
Make sure they are filling out their graphic organizers with me.
Modification/accommodations:
Call on Zane for an example and keep his attention.
Call on Alejandro for an example and to keep his attention also.
Guided Instruction (We do it) (SIOP 16)
Now we are going to read chapter two together. When we read this chapter lets see if the same theme as the last chapter
continues. Who remembers that theme? (Stella) Perfect that is right on Stella, it is about the lucky penny. (SIOP 29).
Now Minions group (group that Dade is at) I want you to pay particular attention to see if it keeps the same theme. Read
chapter two. Ok Dade did it keep the same theme as from the last chapter? (Wait time). (SIOP 18) Yes it did! And
what was that theme? Perfect, that the penny was still lucky. Who can tell me what happened in this chapter? I am going
to call on five people and from their responses we will fill out the graphic organizer. (Do this so I can get the information
from the students).

Formative Assessment:
Get the information from the graphic organizer from the students.
Ask probing questions.
Modification/accommodations:
Call on Stella for the theme question.
Ill call on Dade after chapter is over.
Collaborative/Cooperative (You do it together)
Ok now that we have done a couple of examples together I want you as groups, to fill out the section that says as a group.
You are going to read the third chapter which is only 10 pages. They are easy to read so it should not take you more than
3-5 minutes. I want each person to read two pages. When you do this you are going to discuss as a group about what the
main parts of the chapter were and write a summary. (SIOP 16, 17). Do not forget to write two key details like we did
earlier. If you have any questions raise your hand and I will come help you.

Formative Assessment:
Talk to every group at least once to ask questions and see if they are on the right track.
Modification/accommodations:
Make sure to stop by Zane and Alejandros group to see if they are participating.
Independent (You do it alone)
Now you are going to read chapter four on your own. In this chapter I want everyone to pay special attention to the lucky
penny. Is it still lucky or not? I will be checking each students paper to make sure this is in your summary. Do not forget
the key details, or supports of your summary. (SIOP 28) The last section is by myself so you may start to read the book
now and then fill that section out. SIOP (30)
Summative Assessment:
Graphic organizer (SIOP 30)

Modification/accommodations:
Zane, Alejandro, Dade, Stella and Dezis graphic organizers.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
What is a summary? What are key details? (SIOP 28). What are some examples of when we would use summarization in
our lives? Remember key details make our summarization even stronger.

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

REFLECTION AFTER LESSON


How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?

Reflection of assignment

I learned a lot from this experience. I learned how difficult it can be to differentiate in a classroom,
especially when there is a wide variety of needs. I also learned that even though I am in an ALP
classroom with all GATE students there is still a wide range of learners and needs. Differentiating for
these five students also helped me feel like I was thinking about my students and their needs and being
more effective. This was a difficult assignment but it let me see a portion of how truly difficult
differentiation is but at the same time how gratifying it can be. To know that I could help a student
expand his or her knowledge no matter what level they are at is a great feeling. It was also interesting to
see how I could use my students likes to benefit not only me but my students learning also. It was a very
interesting and helpful assignment.

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