-— 1 Teacher Education Lesson Plan Template Teacher: Ms. Chapman Date: 2/19 & 2/20 L Title of Lesson: A Long Walk to Water Day #4 | Cooperating Teacher: Ms. Correla Core Components | Subject, Content Area, or Topic English 7 ‘Student Population 3A, 6A, 6B Learning Objectives Students will review possessive nouns and apostrophe usage to enhance their grammar skills. Students will identify and explain some literary devices used in a fictional text, including flashback Students will summarize important details in a fictional text. | Students w ontext clues and prior knowledge to understand and interpret new vocabulary words. Virginia Essential Knowledge and Skills (SOL) 7.4 The student will read and determine the meanings of unfamiliar words and phrases within authentic texts ©) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words, 1) Use word-reference materials to determine meanings and etymology. 8). Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing. 7.5 The student will read and demonstrate comprehension ofa variety of fictional texts, literary nonfiction, @reeiry. and drama. 12). Describe the impact of word choice, imagery, and literary devices including figurative language in an author's style. i) Make inferences and draw conclusions based on the text. })__ Use reading strategies to monitor comprehension throughout the reading process. 7.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing. and Standard English, Materials/Resources A Long Walk to Water Day 4 PPT Blue ToC - located in students’ English binder Possessive Nouns Warm Up sheet Chapter 12 Reading Check half sheet Mark My Words bookmark — located in students’ English binder ‘Online Dictionary — located in Schoology A Long Walk to Water novels Post-it note Literary Devices anchor charts - located on classroom wall for student reference “Class wall” colored paper ~ located on classroom wall Chapter Guide - located in Schoology Chapter 16 YouTube link (located in Schoology) - hites Itveerw youtube com/watch?v=9q 1rxlaQbTUSindex= 168list=PLufSQ75wol. MaQwKuGi4ScKAclAXTmdy “The Lost Boys, Part One" Exit Ti ‘McDunalt's Dra (2010) Modified by Kreasig and Gould (2014) for we with staat teachers Revised August 20138ield Instructional Strategies Used (Marzano, 2001) | Check if Used Strategy | Identifying Similarities & Differences | Summarizing & Note Taking | Reinforcing Efforts & Providing Recognition Homework & Practice | Nonlinguistic Representations Cooperative Learning Setting Goals & Providing Feedback Generating & Testing Hypothesis Questions, Cues, & Advanced Organizers | DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS YOU _| | WANT FOR YOUR STUDENTS? Check if Used Strategy Retum Teach Others/Immediate Use of Learning 95% Practice by Doing 75% Discussion 50% Demonstration 30% Audio Visual 20% Reading 10% Lecture _ 05' | Safety (if applicable) nla ues Process Components “Anticipatory Set i Bell- Ringer: Teacher will give each student a Possessive Nouns Warm Up sheet as they walk in the door. Students will update their Blue ToC: #5 Progress Report 2/19/2019 or 2/20/2019 Students will begin the Warm Up Teacher will then go over the questions with the class and students will pass it up to tumn- in, ‘Warm-Up (Part 2): e Teacher will pass out Ch. 12 Reading Checks. Once completed, students will turn it over to let the teacher know they are done _Teacher will collect the sheets and then review answers with students "| *State the Objectives (grade-level terms) { will review possessive nouns and apostrophe rules. | will identify literary devices and summarize important details in a novel | will use context clues to understand new vocabulary words. / ‘instructional Input or Procedure =) yjudin¥ volunteer” lo peas oUF boky yp keasee suilt Teacher will give students § min. to work on any summaries/questions from Ch. 9-12 permet *Mark My Words" Bookmark Students will then take out their "Mark My Words" bookmark © Teacher will ask for 2 student volunteers to locate the 2 words from Ch 9-11 and read the e i sentences The class will try to use context clues to figure out the meaning McDonald's Deaf (2010) Modified by Kremssg and (ould (2014) fo use with stent teachers Revised August 2018 ypouds© Students will copy down the 2 vocabulary words with correct definitions on their bookmark Students will independently add a word of their choice from Ch. 12 and define it using the Online Dictionary * During read-aloud for Ch. 13-15, the students will look for an example of flashback. Teacher will read-aloud Ch. 13 until pg. 78 ("...red stained the water.”) © Teacher will ask for student volunteers to read the rest of the chapter. © Students will go to their reading guide. Teacher will ask a student volunteer to summarize Nya's story for Ch. 13 and teacher will write this on the board for students to type into their reading guide. © Students will independently answer the “Think About Salva's Story” section for Ch. 13 for 3-5 min. "Modeling Teacher will read-aloud Ch. 14 until pg. 85 (*...lttle to feed it.") * Teacher will ask for student volunteers to read the rest of the chapter. © Students will go to their reading guide. Student teams will summarize Nya’s story ¢ Studentwill independently answer the “Think About Salva's Story” section for Ch. 14 for 3- 5 min. “Check for Understanding Teacher will ask if anyone has any questions about what they just read and will continue to ask this throughout the read-aloud time. “Guided Practice Teacher will read-aloud Ch. 15 until pg. 90 ("...walk to the pond.”) Teacher will ask for student volunteers to read until pg. 93 together.") Students will independently read until the end of the chapter. © Students will go to their reading guide. Students will independently summarize Nya’s story and answer the questions in the “Think About Salva's Story” section for Ch. 15. haring and laughing “independent Practice Students will independently complete the “Think About Salva's Story” questions in their reading guide for Chapters 13-15 if they have not finished them. Assessment ‘Students will stick their one post-it note with an example of flashback on their class wall. *Closure Teacher will pass out the exit ticket for students to complete while watching “The Lost Boys, Part One" video. Teacher will discuss the homework/reminders: ® Students will use the audiobook link on Schoology to read Ch. 16. © There will be a Reading Check on Ch. 16 next class. Students will complete the Ch. 16 reading guide. Students need to charge their Chromebooks. Differentiation Strategies (enrichment, accommodations, remediation, or by learning style). Enrichment: “The Lost Boys, Part One” video Accommodations: read-aloud Remediation: n/a @ earning styles: visual, aural, and reading/writing L ‘McDonald's Draft 2010). Modified by Kreassig and Gould (2014) for use with student teachers Revised August 2015