Assignment #3: Collaborative Planning: Submitted By: Andrea Michalsky & Amanda Grant

Assignment #3: Collaborative Planning
Submitted By: AnDrea Michalsky & Amanda Grant
EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell
Lesson Title: ELA Week of 10/28/13 - Wednesday Submitted By: AnDrea Michalsky & Amanda Grant Trophies Teacher Edition: Lead The Way Theme 2 (2-1) T.Ed Pages: 176-195 Trophies Story: The Emperor and the Kite CCSS: R.F.4.4a, R.L.4.1
A. Summary of the Lesson Plan: In this lesson, students will commence reading The Emperor and the Kite. Students will review Think and Respond comprehension questions as a class and in small groups. B. Student Population: Grade Level: 4th grade Skill Level: On-level Groupings: Whole group (direct instruction), small groups (table partners), independent C. Materials: Trophies E Ed 2-1 (Lead the Way) pages 176-195 The Emperor and the Kite Lined paper Pencils D. Objectives: Common Core State Standard R.F.4.4a - Read on-level text with purpose and understanding. R.L.4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Learning Targets Knowledge Targets:

Students must know text relays a message. Students must know there are different purposes for reading (e.g., information, entertainment). Students must know the details and examples from the text can be used as evidence to support inferences drawn from the text. Students must know an inference is a logical assumption based on details from the text and their own prior knowledge and experiences. Students must know text contains explicit and implicit information. Students must know explicit information is stated directly in the text. Students must know implicit information is drawn from clues in the text and is not explicitly stated in the text. Students must know how to identify details and examples in the text that support their ideas.
EDRL 442 - Fall 2013
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Performance Targets: Students must orally read on-level text for a specific purpose. Students must tell or explain about what they read. Vocabulary Insignificant Steely Unyielding Twined Neglected Loyal Plotting Encircling
Student-Friendly Learning Targets Student Knowledge Targets:

I know that print has a message. I know there are different reasons for reading. I know details and examples from text should be used as evidence to support inferences I make when reading the text. I can use my own experiences and details from the text to make an inference. I know text contains explicit and implicit information. I know explicit information is stated directly in the text and can be used to help me find an answer. I know implicit information is not stated in the text, but draws upon my own experiences and clues from the text that will help me draw a conclusion. I know how to choose details and examples from the text that will help me make an inference. Student Performance Targets:
I can orally read fourth grade text for a specific purpose. I can tell or explain about what I read.
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Student-Friendly Vocabulary I know insignificant means not important. I know steely means strong. I know unyielding means stubborn. I know twined means twisted together. I know neglected means ignored. I know loyal means trustworthy. I know plotting means secretly planning. I know encircling means around and around.
E. Procedure: 1. Following Tuesdays lesson, students will continue to read The Emperor and The Kite aloud using the microphone system. 2. After the story has concluded, teacher will lead a whole group discussion asking students to recall events, leading into the Think and Respond. 3. Teacher then instructs students to work together with table partners to complete the Think and Respond section at the end of The Emperor and the Kite. F. Closure: Once groups are finished, all students will gather on the carpet to share their answers to Think and Respond questions, as some answers will differ. G. Assessment: Assessment Tool Independently, students will create story maps for The Emperor and the Kite, complete pictures. Students will then use their completed story maps to write a summary telling how the emperor changes. What Is Being Assessed? By first recalling parts of the story as a class and then working in small groups to answer Think and Respond questions, students will be able to draw conclusions, summarize, recognize important details, and comprehend the characters and events in The Emperor and the Kite and transfer that information onto story maps and the summary.
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H. Reflection& Thoughts: Which part of the lesson do you think will be the easiest to teach? I think the easiest part of the lesson will be the reading of the story. Which part of the lesson do you think will be the most challenging to teach? The most challenging part to teach in this lesson will be getting students to make connections to The Emperor and the Kite, as not all students will be able to. What lesson or concept should be taught prior to this lesson? Prior to this lesson, students should have been taught how to make inferences and draw conclusions. They should understand how to apply these actions to retelling and comprehending a new story. How will you follow up or extend this lesson? To follow up this lesson, students will take an End-of-Selection test, where they are tested on the vocabulary and comprehension. What will you do for students who dont grasp the concepts? For students who do not grasp the concepts, I will retell The Emperor and the Kite by asking those students specific questions and then reviewing an on-level story map to help summarize. Which part of the lesson, if any, do you think might need to change? I do not feel that anything needs to change. When you were writing this lesson plan, what was the most difficult part? The most difficult part of this lesson was trying to come up with an activity to assist those who wouldnt grasp the concept.
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Assignment #3: Collaborative Planning: Submitted By: Andrea Michalsky & Amanda Grant

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Assignment #3: Collaborative Planning: Submitted By: Andrea Michalsky & Amanda Grant

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Assignment #3: Collaborative Planning

Submitted By: AnDrea Michalsky & Amanda Grant

EDRL 442 - Fall 2013

Student-Friendly Learning Targets Student Knowledge Targets:

EDRL 442 - Fall 2013

EDRL 442 - Fall 2013

EDRL 442 - Fall 2013

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