Jasmine Bedoya EDR 317-01 Dr. Selvaggi 13 November 2013 Lesson Plan 5: 2nd Grade 1.

1 Integration of Learning Outcomes Students will be able to identify character traits and development throughout a story to construct meaning of a text by completing a character map and writing a journal entry. (CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media and CCSS.ELALiteracy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question). 1.2 Standards CCSS.ELA-Literacy.RF.2.4a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question. 1.3 Anticipatory Set Students will be gathered on the reading rug for an interactive read aloud of Amazing Grace by Mary Hoffman. Students will be asked to be active listeners and engaged

throughout the story. The book will be marked with Post-its to indicate where students will participate. I will activate background knowledge by asking key questions about the students as individuals and how they may relate to characters in books because of their traits. I will motivate students and set purpose for the story and activity through use of teacher talk. Students will be asked important questions that relate to the topic and encourage them to participate throughout the discussion. Every one of you has different character traits, or things that you say and do that make you the way you are. Characters in books are the same way. They all have character traits to describe them and make them unique. Characters are important because they help us understand the story better. For example, when we read The Other Side, Clover was very curious. How do we know that she was curious? She always asked her mom questions and we read about how much she wondered about the other side of the fence. Clover was also very accepting because she wanted to play with Annie even though she looked different than her and her friends. Today, were going to read Amazing Grace. As we read, I want you to think about what character traits Grace has. 1.4 Procedures Before- I will display positive reading behaviors during the interactive read aloud by using appropriate tone and expression as well as pausing at appropriate places in the text. At the end of page 2 of Amazing Grace, students will be asked to stop and jot in their reading journals. Students will respond to the question, what do you think of Graces character so far? On page 12, students will be asked to stop and jot and respond to the question, would you want to be friends with Grace? Why or why not? On page 13, students will be asked to turn and talk and respond to the question do you think Grace

acted appropriately when Raj told Grace that she couldnt play Peter Pan because it was boys name? Why or why not? Lastly, on page 21, students will be asked to respond to the question; do you think Grace deserved the part of Peter Pan? Characters are very important to a story. A persons character is determined by what they say and do. If you describe your character as funny, what makes them funny? Are they always making people laugh? Understanding a character helps us understand the story. You might also find that some characters have similar traits to you, which could help you relate to them. During readers workshop, I want everyone to think about some character traits that make up the main character. During (Critical Thinking)- Students will be asked to complete character map of one main character in their independent reading books. Students will need to write down the name of the character and three character traits. They must also give an explanation as to why they chose that particular trait for the character. I will first model how to complete the character map using the text from the read aloud, Amazing Grace. The character map will be displayed using the elmo in order for students to see what I am modeling and where the selections belong on the character map. Additionally, the book Amazing Grace will be displayed using the elmo. This allows students to see the book enlarged and when we are looking for evidence of the text, those pages will be displayed for the students. Grace will be the character used for the example. For the first character trait, the word imaginative will be written in the first blank on the character map. Lets think of a character trait for Grace. What trait would you use to describe her? Grace uses her imagination throughout the story, therefore, she is imaginative. What evidence from the text shows that Grace is imaginative? Grace acts out stories and pretends to be different

characters such as a doctor to her mother and Nana. Next, we will brainstorm another character trait for Grace as a class through guided practice. I want the students to get a sense for what they will be doing independently. I also would like to know what types of traits students are using and if they understood what the purpose was for the read aloud. As a class, lets think of another character trait for Grace. Students should be able to conclude that Grace was a strong-willed character because of her determination for receiving the part of Peter Pan. What evidence from the text shows that Grace is a determined character? Once students give their responses I will reiterate their response. Right, so Grace never gave up trying out for the part of Peter pan just because her peers said she couldnt play him. She kept practicing and practicing which shows that she is determined. Once we have completed two character traits and rationale for Grace, students will work independently using a book during readers workshop. After (Writing)- In their writing journals, students will select a character trait for either themselves or for a friend. Students will also need to write a rationale for why they chose that character trait. They will use past experiences in order to write their rationale. For instance, if a student wrote that they were caring, they would have to give an example of a time when they were showing that particular character trait. I will display positive writing behaviors by showing an example of the writing I would like to see. I want you to include an example of why you give yourself that character trait. Be sure to include specific details and write neatly so I can read it. Here is my example: I would describe myself as an honest person. I try to always tell the truth because I think it is the right thing to do. For example, I was once walking in the mall when some money fell out a womans bag without her noticing. Instead of taking the money for myself, I picked it up

and handed it to the woman. My example will be displayed on the elmo for the students to see.

1.5 Differentiation To meet reading and writing needs, the student with a vision impairment will be asked to sit in the front of the reading rug in order to see the pictures of the book during the interactive read aloud. In addition, the student will write on his binder that was provided to him by the school while writing in his journal and on the character map. The local environment is in this school district is suburban. Every environment influences students literacy development. In this particular environment, students have constantly been exposed to literacy and different strategies and techniques to improve their literacy. Therefore, I am able to hold expectations of my students to a higher level than I may in a different environment. I asked higher order thinking questions and required students to think critically and support their findings. To meet my students learning needs, the student with a behavior plan will be seated in a chair on the reading rug instead of sitting directly on rug in order to remain engaged and on task. Sitting on the chair allows the student to remain on task and enables the student from disturbing or being disturbed by other students. These forms of diversity interact with literacy development because the student was not always able to stay focused on one particular task when he was too close to his peers. He got distracted quickly and would distract others which hindered the literacy development process. The student would not grasp the concepts being taught because he would not focus enough to properly learn them.

The materials throughout this lesson capitalized on diversity because all students learn differently. I used the literature in print during the interactive read aloud so students could actively listen to the story and look at the illustrations as I showed them. However, if some students were sitting near the back of the reading rug, they may not have received the same experience as the students in the front. Perhaps they couldnt see the illustrations very well and interpreted the story in a different manner. Therefore, it is helpful to show the book on the elmo so all of the students can see the illustrations as well as the text. Some students cannot just listen to a story to understand it, they may actually have to see the words and read the text for themselves.

1.6 Closure To review, students will share their character maps with their reading partners. They will discuss how thinking about the characters in their books allowed them to understand the text better. Students will also be able to share examples with the class. This will review what they have learned during the lesson. I will also be able to hear their responses and clarify any questions about the lesson. Sharing with peers allows students to get a different perspective on the task and gives them the opportunity to ask and respond to questions they may have. Students will finish their journal entries for homework if they did not complete it in class. Tomorrows lesson we will use Grace again to talk about the difference between inside and outside traits. 1.7 Formative and Summative Assessment I will be assessing students by observation and reading their journal responses. I will observe the students interaction during the read aloud, particularly during the turn and talk as a form of formative assessment. I will also read the students journal responses

and entry to make sure that the students understood the concepts. The writing journal entry should contain one character trait, two details describing the trait, and an example of when they displayed that character trait. In addition, I will be looking at the students character maps that they have completed. There should be at least three character traits with the rationale for each students character. However, I understand that some books may not be as detailed as others; therefore the character may not have displayed many traits that were observable by the student. The journal responses, writing entry, and the character map will be used as forms of summative assessments. 1.8 Materials Hoffman, M., & Binch, C. (1991). Amazing Grace. New York: Dial Books for Young Readers. Post-its with interactive read aloud questions Student journals Character Maps

1.9 Technology I will use an elmo to project the character maps. I like this piece of technology because I can display the character map and write directly on the paper so the students are able to see it. I will also project the book to allow students to see exactly where the rationale for the character trait is coming from. Additionally, my example of a writing journal entry will also be displayed using the elmo. 2.0 Reflection on Planning I used several resources in planning this lesson. Two resources that I used were Literacy in the Early Grades by Gail Tompkins and Creating Strategic Readers by Valerie Ellery.

These texts gave excellent strategies and techniques to enhance literacy development. They also gave descriptions of each technique or general concepts to better prepare the teacher for literacy instruction. I also read an article, Integrating Technology with Student-Centered Learning, on integrating technology in the classroom. It was interesting to see the different ways that technology can be used. Also, the article states that many teachers are not confidant in their technology skills to implement the use of technology. I planned to help learners recognize the connection between their learning and their prior knowledge, experiences, and interests during the interactive read aloud. I gave students the opportunity to learn new material as well as connect it to their own lives. I introduced the topic and then connected it to a text that we already discussed in a previous lesson. I also used those connections to allow students to connect the topic to themselves by discussing character traits. Additionally, I allowed students to connect the material to themselves by writing a journal entry based on their personal character traits. This activity enabled them to refer back to the lesson while self-reflecting. I collaborated with my cooperating teacher on what students needed to work on during this time of the year and she provided me with the example of character development. We collaborated on ideas for different books that could be used for the lesson and finally decided on Amazing Grace because Grace is such a strong character. My cooperating teacher and I both agreed that the students respond well during read alouds. We used the students reading journals as assessment data and noticed that the students think critically when responding to questions about the text. In my experience, they stay focused, engaged, and seem to grasp the topics being taught.

I collaborated with my cooperating teacher to meet the needs of the students by using traditional print and projecting the text on the elmo. We discussed the types of methods that worked for her and the students in past lessons and decided to use the method for this lesson. This met the needs of my students for this particular lesson because of the ability to show evidence to support the character traits that were being discussed throughout the lesson.

I planned to introduce and model the use of the iPad to my cooperating teacher and the students. My cooperating teacher didnt own and iPad and didnt know how to use this type of technology. However, as we discussed the lesson, there was not much time to incorporate the iPad into the lesson in an effective way.

I designed the lesson this way because I wanted students to understand that the characters are important elements to a story. Their actions and thoughts direct where the book is headed and can create the meaning of the text. The lesson meets all of the students needs through differentiated instruction. Through differentiated instruction, students are learning in their own ways, but they are still accomplishing the goals.

I used whole group instruction throughout the lesson because it has been effective in past lessons. The students are still engaged and they are all able to participate in a group discussion.

I planned a low-risk, respectful, positive social environment for all learners by collaborating with my teacher and recognizing the needs of the students by interacting in a positive manner with students and allowing them to express their thoughts throughout the class discussion.

I planned to teach appropriate social interactions by reminding the students to be respectful of other students answers and questions. Also, I have prepared many OLWEUS lessons that focus on appropriate social interactions and the consideration of other peoples feelings.

I planned to show empathy, fair-mindedness, and ethical behavior in the teaching and collaboration with other professionals by keeping an open mind and listening to ideas and suggestions.

2.1 Reflection on Instruction I think the interactive read aloud went well. The students were engaged and participating. They were also giving amazing input throughout the class discussion. It surprised me how in-depth some of the students answers were. The students gave appropriate responses and questions. In addition, students gave reasoning as to why they would want Grace to be their friend and most students gave the answer that she would make a great friend because of her imagination. The students were also engaged during readers workshop. They read their independent reading books and discovered character traits and evidence of those traits throughout the text. I have several materials that helped indicated that learning occurred and that the objectives were met. For example, I have the students reading journal entries that they wrote during the interactive read aloud. In addition, I have the students worksheets that showed the character traits and their rationale for the traits. My assessments for the students were both adequate and informative. These materials helped me see what the students got out of the lesson, what they understood, and what needs to be clarified for them.

Based on formative and summative assessments and post-teaching conferences, an intervention for a small group would be appropriate. Some students didnt find appropriate evidence in the book for their character traits. For instance, a students rationale for a particular character trait was not evident in the book that they were discussing. Therefore, during the next readers workshop, these students will be in a small group in order for the topic to be clarified and for them to gain extra practice.

To improve this lesson, I would have introduced outside and inside traits prior to this lesson being taught. It would have solidified the lesson better and reinforce to the students that they need to be looking for inside traits. Although none of the students chose outside traits for their character maps, it would make sense to do the lesson on outside and inside traits first.

This teaching experience suggests to me that I would like to further my professional development and growth in learning how to effectively teach literacy. I think literacy is so important and staying current on effective strategies and techniques are essential for any teacher. Therefore I agree with the textbook, Literacy in the Early Grades, when it states that the goal of literacy instruction is to ensure that all children achieve their full literacy potential. (Tompkins 4).

From this teaching experience, I have learned that I have to look at literacy as a big picture. For example, it would have been helpful for students to know the difference between inside and outside traits before I taught this lesson. Therefore, I learned that instead of just planning one specific lesson, you have to know what the students have already learned and what they need to learn next to build upon that concept. I have also learned not only from teaching this lesson, but from class discussions, that the goal of

reading is comprehension. The meaning of comprehension is the essence of reading, (Ellery 170) is that everything in literacy that is being taught to students is for the sole purpose of comprehension or there would be no need for all of the skills and strategies that students learn. I plan to meet my goal of looking at all of the students literacy goals and not just one specific goal by collaborating with my cooperating teacher and recognizing what the students are learning in my absence.

References
Ellery, V. (2009). Creating Strategic Readers: Techniques for Developing Competency 2nd edition. Newark, DE: International Reading Association.

Moeller, B. & Reizes, T. (2011). Integrating technology with student-centered learning. Quincy, MA: Nellie Mae Educational Foundation.

Tompkins, G. E. (2011). Literacy in the early grades. Boston, MA: Pearson education inc.

2012 Education Oasis http://www.educationoasis.com