Professional Documents
Culture Documents
Alejandro 5
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:
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
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 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.