Lesson Plan or Unit Plan Format Form Please download 2 copy ofthis form and fillit out electronically on your computer First Name Last Name Email Date and Time Kaluhi Ka‘apana kaapana®@hawailedu ‘April 1, 2019 Semester and Year Grade Level SubjectiContent Area Lesson Duration Spring 2019 56 Reading ‘Yahour Title E Ola ka “Alala Overview brief deserition ofthe lessons content and howit relates toa larger unt of instruction. Explain why the skills and knowledge are important for students to develop. Include prerequiste student knowledge required to meet lesson outcomes and relationship to future learning Jemonstrating Knowledge of Content and Pedagogy), Inthis lesson, the students willbe reading a chapter from the story about the ‘Als bird. The students have been reading this story with my mentor teacher, s0 the students would be on chapter 4 or 5 by thisime, which they ll read with me. The students will go through their reading routine that they do with my MT. Ftst, the students glance through the reading and highlight new vocabulary. As a class, we looks up and discuss this vocabulary. The students then are given time to read through the story silently. Once everyone has read through the chapter, ve will do a shared reading wile creating a storyboard. As a class, we will ead through chunks ofthe story, as scaffolded by the teacher. We will read part ofthe story at atime, together, then stop to discuss what is going on inthe story. The students wil crete their vin storyboard forthe story using postits anda piece of paper. This wil be a crucial part for their tableau. The students wil, then, take the story and create a tableau with thought-racking on the diferent parts ofthe story. Peace nate that ths is mutile lessons, which will be taking place during my haf day solo. ‘The parts of the lessons will be chunked byblacks:betore recess, after recess, and before lunch ‘Enduring Understanding(s) Essential Question(s) Important ideas or processes for the students to explore and uncover Promote inquiry to discover the enduring understanding (s) Jemonstrating Knowledge of Content and Pedagogy) (1a: Demonstrating Knowledge of Content and Pedagos [can use performing aris to recreate a story How does performing ars allow you to gain a © | can use performing arts to gain a deeper deeper understanding of the characters and the understanding ofthe story and the characters story itsef? ‘© I can create a storyboard that sums up important © How do we analyze a text? events from the story © What are strategies we can use to analyze a text? © I can analyze the characters ofa story Content Standard(a) Standardized statements about what the students should know orbe able todo (ie., The Common Core State Standards (CCSS) or Havait Content & Performance Standards Il that align withthe enduring understandings, essential questions, and student learning objectives. 19 Instructional Outcomes) vi -0801/7 Elementary Education Program (EEP) ~ College of Education ~ University of Hawai at ManoaLesson Plan or Unit Plan Format Form Please download 2 copy ofthis form and fil itoutelectronicaly on ‘your computer SSE Read with sufficient accuracy and fluency to support comprehension | can readwith fluency. COSSELALITERAGY 52 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic, summarize the text | can analyze how the characters respond to challenges | can summarize the text. Benchmark FA5.3.3, Analyze a character using knowledge of performance and acting skills in a theatrical production | can use performing arts to analyze a character. Knowledge of Students ‘description of 1) students’ curent level of understanding and experiences wth the content inthe lesson and 2ithe students’ interest, unique characteristics, and needs. (th: Demonstrating Knowledge of Students) Content knowledge and skis: Students have read up to chapter 3 or 4by this point. The sixth grade students have already started reading this text, but have not reached chapter 5. Previous chapters will be focused on geting Sth grade students caught up, while allowing the sith grade students to gain a deeper understanding of the text. Students are also famnliar with tableau and creating a tableau of atext. Prior academic performance: Students have @ routine when it comes to their reading. Students search for new vocabulary and are familiar with how to use the dictionary. Students are familiar with analyzing text and creating a storyboard based on the main events of a tex. Students ate very familar with tableau. Students have not been introduced to thoughttracking, but this wil be taught prior to this lesson ‘Student Leaming Objectives instructional Goals What the students are expected tobe able to do andiorto know bythe end of the lesson or by the end of multiple lessons. Setting instructional Outcomes) ‘Students will know. ‘© what thought tracking is ¢ the plot of the story using a storyboard vi -0801/7 Elementary Education Program (EEP) ~ College of Education ~ University of Hawai at ManoaPlease download a copy ofthis form and fil itoutelectronicaly on ‘your computer Lesson Plan or Unit Plan Format Form © hua'dielohou ‘Students will be able to: © Analyze characters © Re-enact story using perforring arts ‘Application of skills and strategies (Briefly desoribe what skill and strategies will be used by students to lear the benchmark) ‘Strategy {a learning behavior that is intended (Techniques that will help students lear the ski) for students to do automatically) Comerehension Identifying the main idea and details using a storyboard ‘Analyze a character Using thought-tracking and tableau to understand what the characler may have been thinking and doing inthe story Student Assessments Checks for student understanding throughout the lesson formative assessment tasks) and evaluation of howrthe students have met the student learning outcomes including the evaluation criteria (summative assessments) and all assessment tols. (if: Designing Student Assessments) ‘The students will search for new vocabulary, create a storyboard, and then create a tableau of the story, using thought-tracking. The teacher formative assessment used to measure student learning is observations and student discussions. The teacher summative assessment used to measure student learning isthe tableau from each group and an exit ticket, where the students will analyze the characters of each tableau ‘Academic Language Demands and Supports ‘The ways that students will be required to use content area language during the lesson and the instructional strategies o be used to help the students to meet the language demands. (1a: Knowledge of Content and Pedagogy; th: Knowledge of Students) ‘eademic vocabulary: Tableau Thought-tracking Language Supports: '* poster on classroom wall created to describe tableau, thoughttracking should be added to this Lesson Procedures vi -08017 Elementary Education Program (EEP) ~ College of Education ~ University of Hawai at ManoaLesson Plan or Unit Plan Format Form Please download 2 copy ofthis form and fil tout electronically on ‘your computer ‘Adescription of the sequence of earning experiences (what the teacher wil do and say and what the students wil do during the lesson) including the launch ofthe lesson, the ways the materials will he presented, the ways the students wil actively engage in learning, the questions posed, andthe lesson closure. (1a: Demonstrating Knowledge of Content and Pedagogy; fe: Designing Coherent Instruction) Use GRR model provided below OR content spect lesson framework (SE model, IDMetc] Lesson Procedures instructional Strategies and Learning Tasks ‘Adescrintion of what the teacher will do and say and what the students will do during the lesson that 4) uses clear steps that convey the use of muttiple strategies, supports, and resources and 2) lst opportunities offered for multisle modes of participation Keep in mind that each lesson may not have all ofthe GRR Instuctional components and add/delete rows if adapting). Be specific, write what you plan to say and include examples of what you wil do. Startwith an action verb CORRECTLY NUMBER BULLET EACH STEP in one numeral sequence (e.g., 1, 2,3). Use letters if there are substeps (ta, 1h, te) Instructional component Classroom management | EG mai attention getter 1. Introduction ‘© Students wil take out their mo‘olelo.E ‘oluvolu, e kau kalimailuna a e hoi iki mail 20-25 minutes ia mahele mua o ka mo‘olelo. Ua aha ia?" (Please raise your hand and summarize the story thus far. What happened?) '* Teacher wll sk guiding questions to ensure that students have an understanding ofthe rmo’olelo thus far © "Bia ka ha‘awina.“O ka mua, e kahidul in hua’lelo hou a “inti ka mana‘o ra ka puke wehewehe. ‘0 ka lua, e heluhelu ia “oe iho ma kou po'o. *O ka hope, e unuhi mai i kekahi pena me na post:ts ih i kakou ke holomua a heluhelu pa. Maapopo?” (This is the ha‘awina, Fist highlight new vocabulary and search forthe definition in the dictionary. Second, read to yoursef. Lastly, take out a paper and post-ts, so that we can rmove on and read together.) Teacher will give the students about 15-20 rrinutes to do this. Everyone should atleast finish highlighting the vocabulary and have started to read to themselves: 2. Building Background ‘* The teacher willbring the students together, as we will begin going through the reading 1S rrinutes together and looking for main events. Teacher will scaffold the reading, where we read a few paragraphs and discuss what is going on vi -084117 Elementary Education Program (EEP) ~ College of Education ~ University of Hawai at Manoa