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Clinical Experience A: Student Development

Student’s Name
Institutional Affiliation
Professor’s Name
Course Number
Due Date

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Clinical Experience A: Student Development

Section 1: Lesson Preparation
Teacher Candidate Student’s Name
Name:

Grade Level: 3rd Grade

Date: 15/3/2023

Unit/Subject: ELA

Instructional Plan
Title: Identify Key Ideas and Details

Lesson Summary and In this lesson, the student will read a text written by Ranger Rick that
Focus: discusses desirable qualities to look for in a pet. After reading, they will
analyze the content and summarize the information they have read. They
will then use their understanding of the text to decide which animals
would be suitable to be kept as a pet and which would not.
Classroom and For the ten students who are lagging two to three reading levels behind
Student their peers, modifications will be implemented to meet their educational
Factors/Grouping: requirements. Providing support for a student with reading difficulties
could involve pairing them with a peer who can read with them, as well as
offering stories that have more pictures than text to aid them in their
understanding.
National/State CCSS.ELA-LITERACY. 3. RI.2: Students will be able to identify the
Learning Standards: main idea of a text, recall main details and explain how they contribute to
the main idea.

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Specific Learning  By the end of this lesson, the learner should be able to identify the
Target(s)/Objectives: characteristics of a good pet versus a bad pet.
 By the end of this lesson, the learner should be able to describe
two main ideas from the text, including relevant supporting facts.

Academic Language General Academic Vocabulary:

• Good
• Bad
• Time
• Money
• Space
Content-Specific Vocabulary:
• Pet
• Good Pet
• Bad Pet
To teach the vocabulary, I would start by introducing the general
academic terms and explaining their meaning. Then, I would introduce
the content-specific terms and explain how they differ from the general
academic terms. For example, I could explain that a pet is an animal that
is kept as a companion and that a good pet is an animal that is well-
behaved and obedient, while a bad pet is an animal that is disobedient and
may cause damage. To reinforce the new vocabulary, I could provide
examples of various pets, such as a dog or a cat, and explain why they are
good or bad pets. Finally, I could provide students with a sorting activity
in which they must categorize different animals as good or bad pets.
Resources, Materials,  Computers
Equipment, and  Adaptive mouse and keyboards
Technology:  Smartboard
 Ranger Rick: How to pick a pet handout

Section 2: Instructional Planning

Anticipatory Set Time
Needed
This lesson will be based on what the learners know already about pet ownership; the
requirements and costs involved, and the characteristics of good and bad pets. This
30
lesson is relevant and useful to students, as it gives them the knowledge they may need
minutes
when they become owners. It equips them with the necessary information to make an
informed choice. Therefore, to activate student's prior knowledge, I will:

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 Lead a class discussion about the student's experiences with pets, if any.
 Ask the students to brainstorm the general requirements and costs of pet
ownership.
 Show a visual or picture of different types of animals and ask students to share
their thoughts about which animal would make a good or bad pet.
 Play a short video clip of a pet in action to further engage the students.
Multiple Means of Representation Time
Needed
 I would begin by introducing the lesson objective and the main ideas that will be
discussed.
20
 I would have the students use the computers to research the characteristics of a
minutes
good pet versus a bad pet and discuss their findings.
 I would also use the smart board to display the Ranger Rick handout and have the
students read it together.
 After reading the handout, I would lead a discussion to review the key ideas and
details.
 I would have the students use the computer to complete a summary activity in
which they must identify the characteristics of a good pet and explain why these
animals would make good pets.
Differentiation of material for each of the following groups:

 English language learners (ELL):

I will provide additional support by having them work with a partner or small
group to complete the research and summary activities. I would also provide
visuals and diagrams to help them understand the content better.
 Students with special needs:
I will provide them with simplified versions of the materials, such as shorter
versions of the handout or listening activities, and use visuals and diagrams to
help them understand the content better. I would also provide them additional
support, such as one-on-one guidance and assistance, to help them complete the
activities.
 Students with gifted abilities:
I will provide them with more challenging activities, such as having them create a
presentation or short video about the characteristics of a good pet versus a bad
pet. I would also have them do additional research to further their understanding
of the topic.
 Early finishers (those students who finish early and may need additional
resources/support):
 I will provide them with additional activities, such as having them draw a picture
of an animal that would make a good pet or create a poster about the
characteristics of a good pet. I would also provide them with additional reading
materials to further their understanding of the topic.

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Multiple Means of Engagement Time

Needed
 KWL chart: students will make a KWL chart related to learning objectives
 Small Group Reading: Read “Good Pet, Bad Pet” with peers and discuss the
differences between the two pets. 20
minutes
 Regrouping: Discuss the differences between the two pets and review the KWL
chart.
 Computer Activity: Give instructions to students to go to the computers. The
teacher will ask the students to write a summary of a good and bad pet based on
the information they read. The summary should include details of why these pets
are good or bad.
 Formative Assessment: Ask questions during the small group reading and
computer activity to assess student understanding.
 Higher Order Thinking Questions: Ask questions such as “What are some
similarities between the two pets?” or “What are the benefits of owning a pet?” to
get students to think critically.
How to differentiate activities for each of the following groups:
 English language learners (ELL):
The activities will be modified to provide more support. Visuals, simplified texts,
pictures, and audio components can help explain the activity or provide more
concrete examples for understanding. Formative assessment can use more visual and
hands-on activities to assess student understanding, and higher-order thinking
questions can be supported with visuals or hands-on activities.
 Students with special needs:
The activities can be modified to provide additional time and support. Simplified
texts, visuals, and hands-on activities can support student understanding, and
formative assessment can use visual activities to assess student understanding.
Higher-order thinking questions can be supported with visuals or hands-on activities.

 Students with gifted abilities:

The activities can be modified to provide more challenge and complexity. Topics and
questions can be more challenging, and complex texts and activities can be provided.
Formative assessment can use more complex activities, questions, and higher-order
thinking questions can be supported with more complex visuals or hands-on
activities.
 Early finishers (those students who finish early and may need additional
resources/support):
Activities can be modified to provide additional resources and support. Visuals,

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additional texts and activities, and hands-on activities can be provided to help
students explore the topic further. Formative assessment can use additional activities
or questions; higher-order thinking questions can be supported with additional visuals
or hands-on activities.

Multiple Means of Expression Time

Needed

The teacher will assess the students by looking for a paragraph that contains clear and 30
logical points about a good pet and a bad pet, as well as relevant supporting details from minutes
the article. The teacher should also ensure that the student's writing is properly organized
and has correct grammar and spelling. If the student has provided a thorough, well-
written paragraph that meets these criteria, they should receive a good grade.

How to differentiate assessments for each of the following groups:

 English language learners (ELL):
The teacher will assess their understanding of the article by providing a modified
assignment version with simplified language and shorter sentences. Additionally,
the teacher can provide the student with additional resources, such as a bilingual
dictionary or a thesaurus, to help them understand the article better.

 Students with special needs:

The teacher will assess their understanding of the article by providing a modified
version of the assignment tailored to their needs. For example, the teacher can
provide the student with a visual aid to help them understand the article better or
provide them with additional time to complete the assignment.

 Students with gifted abilities:

The teacher will assess their understanding of the article by providing a modified
version of the more challenging assignment. The teacher can provide them with a
more in-depth article or additional research materials for their writing.

 Early finishers (those students who finish early and may need additional
resources/support):

The teacher will assess their understanding of the article by providing them with
additional activities to complete, such as creating a visual aid or writing
additional paragraphs on the topic. The teacher can also provide them with
additional resources to explore the topic further, such as additional articles or
videos.

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Extension Activity and/or Homework Time

Needed
At the end of the session, the students will ask the teacher any questions they have
difficulty understanding. They will also read the main ideas and key details they have
gained from any relevant books they have read at home to improve their reading skills.
5
minutes

Rationale
My observations and participation in the classroom during my discussion with my mentor

teacher have been invaluable. I was able to observe and participate in the classroom while

developing a small group literacy skills lesson plan. The lesson plan was designed to meet the

needs of the ten students reading two to three grade levels below fifth grade. We discussed

various topics, including how to modify the reading material for these students, use the

Smartboard to create a KWL chart, and pair the lower-level readers with higher-functioning

students for support. We also talked about the need for an adjustable keyboard and mouse for

slow-learning students who require extra help when typing.

We designed a lesson plan to help students identify the attributes of a good pet versus a

bad pet, using anticipatory sets, multiple means of representation, engagement, and expression,

and differentiated activities. We tailored the lesson to meet the needs of students who were two

to three reading levels behind their peers by pairing them with a reading peer and providing

stories with more pictures than words. Additionally, we provided English language learners with

additional support and simplified materials, students with special needs with simplified materials

and one-on-one guidance, and students with gifted abilities with more challenging activities and

more complex texts and activities.

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In the future, I will use the insights I gained from this experience to better design and

implement literacy skills lessons. I will be better able to develop lesson plans to meet struggling

readers' needs and modify materials to better suit their needs. I will also be better able to support

students who require additional assistance when typing. Overall, this experience has provided me

with invaluable insights into how to better design and implement literacy skills lessons to meet

the needs of struggling readers.

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GCU College of Education
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References
Common Core State Standards Initiative (n.d.). English Language Arts Standards » Reading:

Foundational Skills » Grade 3 Retrieve from: https://www.education.com/common-

core/third-grade/ela/

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