Lesson Plan 4 Teacher Candidate: Amber Chesney Title of Lesson: Beginning, middle and end Grade Level: Third

Grade Subject Area: Reading - Comprehension Lesson Topic (What is the big idea?): The student will construct a timeline of his own life over the past year and identify what happened at the beginning, middle, and end, and put those three events into a graphic organizer. Then the student will read a story and identify the beginning, middle, and end, and put that into a graphic organizer. What standard(s) and/or IEP goal(s) will it address? Colorado Academic Standards (2010) Grade Level Expectation: Third Grade Content Area: Reading, Writing, and Communicating Standard 2 Reading for all Purposes 1. Strategies are needed to make meaning of various types of literary genres. 2. Comprehension strategies are necessary when reading informational or persuasive text. 3. Increasing word understanding, word use, and word relationships increases vocabulary. Main Objective of Instruction (What do you want the student(s) to learn?): By the end of the lesson, the student will identify what happens at the beginning, middle, and end of a story by entering the information into a graphic organizer with 80% accuracy. Supporting Objectives: The student will write neatly, in complete sentences, and with correct spelling and punctuation with 80% accuracy. Specific Strategies to be taught/modeled: By having the student first relate to the beginning, middle, and end of his own school year, he will understand those concepts and be able to generalize that information into a story he is reading.

Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare?

I will give the student a choice from several books for him to read for this lesson as well as a choice of different graphic organizers. I will have him reflect back on the beginning, middle, and end of his timeline to help him understand how to locate them in a story.

What background knowledge do the students have? How will you assess students learning pre, during and post? Prior to the lesson, we will do a quick warm up activity about how to make a peanut butter and jelly sandwich. I will ask him about what we would do at the beginning, middle, and end of making the sandwich to check for his understanding. During the lesson, while the student is doing his timeline, I will ask him questions about how the different events relate to each other in time. After the lesson, the student will independently complete a graphic organizer about a story he read and identify the beginning, middle, and end of the story. What management/grouping issues do you need to consider? There will be no grouping issues because this is being taught to an individual student. This student has no behavioral issues that will need to be addressed. I will teach this lesson in a quiet environment so that it will be easier for my student to be focused on the lesson.

Materials and Resources: Paper and pencil Level appropriate books Graphic organizers How/where will students be able to integrate (generalize) this learning? The skills the student learns in this lesson will be helpful to him anytime he is reading a story. He will be able to remember events better and answer comprehension questions. How will you evaluate the lesson (judicious review)? I will evaluate the lesson based upon how well the student is able to complete the activity independently and with 80% accuracy.

Lesson Title: Beginning, middle, and end Main Objective of this lesson: The student will learn to recognize what happens at the beginning, middle, and end of a story, and put it in a graphic organizer. (CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson. I will remind the student about a previous lesson where he concentrated on the parts of the story. I will ask him if he remembers what those parts are. If he does not, then I will remind him that they were the characters, setting, problem, and solution. Then I will tell him that today, we are going to concentrate on what happens in the beginning, middle, and end of a story by doing a timeline of what has happened to him over the past year.

Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This is a direct instruction lesson. PART 1: Strategies (I Do): For the first part of the lesson, the student will be constructing a time line of his past year. I will model filling out a time line about events in my life over the past year. Then I will determine what happened at the beginning, middle, and end of that year. Check for Understanding- What will you ask? I will ask him to look at my timeline and find what happened in the beginning, middle, and end. (PRODUCT) Guided Practice (We Do): With teacher assistance, the student will complete his own timeline of his past year. I will guide his remembering of events by asking him questions about what happens at different times of the year. Then we will talk about what happened at the beginning, middle, and end of his timeline. PART 2: Strategies (I Do): I will read a short story aloud and then model how I would determine what would happen in the beginning, middle, and end of the story. After that, I will model how to complete the graphic organizer with this information.

Check for Understanding- What will you ask? I will remind the student of our beginning example of the peanut butter and jelly sandwich to check for understanding and then relate that to finding those same concepts in a story. (PRODUCT) Guided Practice (We Do): I will read a short story aloud and then the student will help to decide what happened in the beginning, middle, and end, and will fill in the graphic organizer. Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). Formally END the lesson. The student will read a short story, with teacher assistance if necessary. He will independently determine the beginning, middle, and end of the story and complete a graphic organizer with the correct information.

University of Northern Colorado Department of Special Education Program Mentor Observation Form Teacher Candidate Name: ________________________ Date: ___________ Time: _______________ Lesson Objective(s):

Indicators Comments/Observations ____________________________________________________________________________________________

Planning and Organization:

Provides lesson plan for field experience instructor Plans lessons which include: Set Relevant objectives or skills A variety of instructional strategies/materials Information and activities to support objectives Closure Structures class time to maximize student learning _______________________________________________________________________________________________

Classroom Management:
Establishes and maintains positive relationships with students Effectively communicates expectations and outcomes Sets behavior standards that are well communicated & consistently applied Responds appropriately to inappropriate or serious behavior problems Engages students through skilled questioning and use of wait time Uses questions to stimulate independent, creative and critical thinking Encourages students to use higher levels of thinking Makes appropriate accommodations for specific students based on need Maintains appropriate pace and transitions _______________________________________________________________________________________________

Instructional Strategies:
Makes appropriate instructional decisions in collaboration with general education teachers Provides all student with problem-solving and decisionmaking opportunities Provides students with opportunities to apply prior Knowledge

Reinforces/encourages learning efforts of students Demonstrates effective use of instructional grouping Uses effective modeling Monitors for understanding Provides immediate feedback Uses cues and prompts Develops materials which are appropriate and accessible _______________________________________________________________________________________________

Knowledge of Developmental and Diversified Needs:

Plans and/or implements instruction at appropriate levels Utilizes mediated scaffolding to ensure all students are able to participate Uses the diversity in the classroom as a resource to enrich the learning of all students Demonstrates knowledge of differentiated instruction and universal design for learning _______________________________________________________________________________________________

Use of Materials and Resources:

Uses a variety of media and technology Creates, adapts or obtains materials to meet individual needs Has materials, aids and facilities ready for use Demonstrates knowledge of assistive resources to support all students in the classroom ____________________________________________________________________________________________

Areas of Developing Proficiency:

Areas for Refinement:

Focus of next visit:

Next Observation Date: ________________________________ Time: _____________________ FE/Obs/07

Post Observation Conference

Teacher Candidate: _______________________________ Date ___________________ Field Experience Instructor: __________________________ Lesson ________________

I.

As you reflect on this lesson, what are some strategies that worked? What captured your attention?

II.

What did you notice about the students? Where there specific challenges?

III.

What will you take away from this lesson to apply to your future lesson planning and teaching?

IV.

What specific strengths are you developing in your teaching?

V.

What are some areas of challenge on which you need to focus?

Goal for next observation: _________________________________________________

Self-Reflection
To be used by the teacher candidate after observation by the Field Experience instructor and post conference

Name ___________________________________________ Date ________________________________

Directions: Reflect upon the overall lesson and write a reflective narrative about the experience using the three-part organizer below.

Description: (Include information about the students, the content of the lesson itself, the materials, the timing and fit of the lesson for the school/curriculum and your students needs, and your preparation.)

Impact: (Discuss student engagement, student behavior and student success with the learning outcomes for the lesson, as well as reflecting on what went well and what didnt go so well with your instruction.)

Intent: (Based on this lesson, what are some future ways you could improve student learning, i.e. materials, pacing, learning styles, etc.? And explain changes you will explore in developing a more effective lesson if you were to teach this lesson again.)