Lesson Plan 2 Teacher Candidate: Amber Chesney Title of Lesson: Using a graphic organizer to understand what I am reading Grade

Level: Third Grade Subject Area: Reading Comprehension Lesson Topic (What is the big idea?): Student will learn how to use a graphic organizer to identify the characters, setting, problem, and solution in order to help him understand what he is reading. What standard(s) and/or IEP goal(s) will it address? Colorado Academic Standards (2010) Grade Level Expectation: Third Grade Content Area: Reading, Writing, and Communicating Standard 2 Reading for all Purposes 1. Strategies are needed to make meaning of various types of literary genres. 2. Comprehension strategies are necessary when reading informational or persuasive text. 3. Increasing word understanding, word use, and word relationships increases vocabulary. Standard 3 Writing and composition 3. Appropriate spelling, capitalization, grammar, and punctuation are used and applied when writing Main Objective of Instruction (What do you want the student(s) to learn?): By the end of the lesson, the student will be able to independently use a graphic organizer in order to distinguish characters, setting, problem, and solution. He will demonstrate his knowledge by reading a story and filling in a graphic organizer with t lease 80% accuracy. If time permits, the student will also answer oral comprehension questions, and construct a detailed retell of the story, both with 80% accuracy. Supporting Objectives: Student will use neat handwriting with correct spelling, capitalization, and punctuation.

Specific Strategies to be taught/modeled: The student will learn the different parts of a story which include: the setting, characters, problem, and solution. Then, he will learn how to complete a graphic organizer using this information that he gathers while reading a story.

Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? I will provide the student with a choice of books for him to do the strategy with. This way he will be able to choose something that he is interested in. I will also have more than one style of graphic organizer for him to choose from. What background knowledge do the students have? How will you assess students learning pre, during and post? Before the lesson, I will ask the student if he understands what the different parts of a story are. If he does, I will have him explain them to me so that I can assess his understanding of each part. During reading we will do a picture walk and make predictions about what is going to happen. After the lesson, I will have the student review what the parts of a story are and what they mean. I will ask him if he thought that using the story map helped him to understand and remember the parts of the story better. What management/grouping issues do you need to consider? This lesson will be taught to an individual student so no grouping issues need to be considered. I will teach it in a quiet environment so that he will be able to concentrate better. This student has not behavior issues that I need to be prepared for. He does not prefer tangible reinforcements, so I will use verbal praise in order to motivate and celebrate success.

Materials and Resources: Level appropriate reading materials Graphic organizers Birsh, J. R. (Ed.). (2011). Multisensory teaching of basic language skills. (3rd ed. pp.381-383). Baltimore, MD.: Paul H. Brooks Publishing Co. Idol, L. (1997). Reading success: A specialized literacy program for learners with challenging reading needs. (pp. 111-121). Pro-ed Publisher: Austin, TX.

How/where will students be able to integrate (generalize) this learning? This strategy can be used across the curriculum, anytime the student is reading a narrative story. How will you evaluate the lesson (judicious review)? I will evaluate the lesson based on how well the student can correctly complete a graphic organizer independently with 80% accuracy, and how well he is able to correctly answer oral comprehension questions with 80% accuracy, and do an oral detailed retell.

Lesson Title: Using a graphic organizer to understand what I am reading Main Objective of this lesson: By the end of the lesson, the student will be able to independently use a graphic organizer in order to distinguish characters, setting, problem, and solution. He will demonstrate his knowledge by reading a story and filling in a graphic organizer with t lease 80% accuracy. If time permits, the student will also answer oral comprehension questions, and construct a detailed retell of the story, both with 80% accuracy.

(CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson. I will ask the student what his favorite book is and ask him if he can tell me who the characters are, what the setting, problem, and solution were. I will ask the student what the different parts of a story are and have him explain them to me. I will help him with understanding the parts if he does not know them or how to explain them. I will ask him about what he does to help him remember what happens in a story. I will talk to him about creating a picture or movie in his mind to help him with remembering. I will show him a story map and explain how it can also be used to remember what he is reading. Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This lesson is direct instruction. Strategies (I Do): As I read a short story aloud, I will model how I determine the different parts of the story and I will fill in a graphic organizer as I read. The graphic organizer will include the character(s), setting, problem, and solution in the story. Check for Understanding- What will you ask? I will ask the student why it is important to know the different elements of the story.

Differentiation: At the beginning of the lesson, the student will have full teacher support. As the lesson progresses, I will withdraw my support and allow him to complete the tasks on his own.

(PRODUCT) Guided Practice (We Do): As I continue to read the story in the modeling part of the lesson, I will begin to involve the student by asking him what he thinks should go in the graphic organizer and have him write it in. As we do this, I will gradually withdraw my input where appropriate for the student, to allow him to discover more of the elements on his own.

Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). The student will read a narrative story with teacher support, if necessary. Then, the student will independently identify the parts of the story, and complete a story map. If time permits, the student will also answer oral comprehension questions, and do an oral retell of the story. Formally END the lesson. I will ask the student about his experience using the story map. Did he like using it? Why or why not? Does he think it helped him to answer comprehension questions and do a better retell of the story? Why or why not?

University of Northern Colorado Department of Special Education Program Mentor Observation Form Teacher Candidate Name: ________________________ Date: ___________ Time: _______________ Lesson Objective(s):

Indicators Comments/Observations ____________________________________________________________________________________________

Planning and Organization:

Provides lesson plan for field experience instructor Plans lessons which include: Set Relevant objectives or skills A variety of instructional strategies/materials Information and activities to support objectives Closure Structures class time to maximize student learning _______________________________________________________________________________________________

Classroom Management:
Establishes and maintains positive relationships with students Effectively communicates expectations and outcomes Sets behavior standards that are well communicated & consistently applied Responds appropriately to inappropriate or serious behavior problems Engages students through skilled questioning and use of wait time Uses questions to stimulate independent, creative and critical thinking Encourages students to use higher levels of thinking Makes appropriate accommodations for specific students based on need Maintains appropriate pace and transitions _______________________________________________________________________________________________

Instructional Strategies:
Makes appropriate instructional decisions in collaboration with general education teachers Provides all student with problem-solving and decisionmaking opportunities Provides students with opportunities to apply prior Knowledge

Reinforces/encourages learning efforts of students Demonstrates effective use of instructional grouping Uses effective modeling Monitors for understanding Provides immediate feedback Uses cues and prompts Develops materials which are appropriate and accessible _______________________________________________________________________________________________

Knowledge of Developmental and Diversified Needs:

Plans and/or implements instruction at appropriate levels Utilizes mediated scaffolding to ensure all students are able to participate Uses the diversity in the classroom as a resource to enrich the learning of all students Demonstrates knowledge of differentiated instruction and universal design for learning _______________________________________________________________________________________________

Use of Materials and Resources:

Uses a variety of media and technology Creates, adapts or obtains materials to meet individual needs Has materials, aids and facilities ready for use Demonstrates knowledge of assistive resources to support all students in the classroom ____________________________________________________________________________________________

Areas of Developing Proficiency:

Areas for Refinement:

Focus of next visit:

Next Observation Date: ________________________________ Time: _____________________ FE/Obs/07

Post Observation Conference

Teacher Candidate: _______________________________ Date ___________________ Field Experience Instructor: __________________________ Lesson ________________

I.

As you reflect on this lesson, what are some strategies that worked? What captured your attention?

II.

What did you notice about the students? Where there specific challenges?

III.

What will you take away from this lesson to apply to your future lesson planning and teaching?

IV.

What specific strengths are you developing in your teaching?

V.

What are some areas of challenge on which you need to focus?

Goal for next observation: _________________________________________________

Self-Reflection
To be used by the teacher candidate after observation by the Field Experience instructor and post conference

Name ___________________________________________ Date ________________________________

Directions: Reflect upon the overall lesson and write a reflective narrative about the experience using the three-part organizer below.

Description: (Include information about the students, the content of the lesson itself, the materials, the timing and fit of the lesson for the school/curriculum and your students needs, and your preparation.)

Impact: (Discuss student engagement, student behavior and student success with the learning outcomes for the lesson, as well as reflecting on what went well and what didnt go so well with your instruction.)

Intent: (Based on this lesson, what are some future ways you could improve student learning, i.e. materials, pacing, learning styles, etc.? And explain changes you will explore in developing a more effective lesson if you were to teach this lesson again.)