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DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 2nd SEMESTER LESSON PLAN TEMPLATE


(1/25/13)
Teacher Candidate __Natalie Bergquist__ Grade Level _5__ Title __Literacy-Comprehension
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 26 students in the class: 11 boys & 15 girls
ELL Students & WIDA levels:

Carla 1

Cadence 5

Pedro 5

Arturo 5

Denrick 5

Luis 4 (Reading level 16)


Students with IEP/struggling:

Pedro- Special Ed & Lily- Reading (level 10) & Special Ed

Aubree-needs reading assistance


Behavior concerns:

Randy- talks a lot & Noah (new student with past behavior problems)
Advanced learners:

Tommy - above grade level is all subjects & possibly gifted

Meili - above grade level is all subjects & possibly gifted

Brady

Nick

Sydney
Classroom environment:
The classroom is square in shape, clean, and well organized. Students sit at tables; seating arrangement
changes every week. Tables are arranged in a horseshoe with the opening to the front of the room. There
is a SMART board, white board, and an Elmo. The teachers desk, with computer, sits in the front right
corner. There is a rectangular table that is an extension from the teachers desk, as well as a semi-circle
table, used for small group instruction/interventions. There are cubbies for students backpacks and coats
in the back left corner of the room. The class library, with labeled topics and levels, is located in the rear
right side of the room. Cabinets and shelves align both sidewalls. Each student has an iPad. Racks for
papers/notebooks are on right wall cabinet, and racks with chargers for iPads are on the left side.
WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to
do?)
State Standard/Objective (from Unit Plan):

Reading: Informational Text Standard 10: By the end of the year, read and comprehend
informational texts, including history/social studies, science, and technical texts. SIOP 3
Content Walk-Away: I will read informational text and summarize important information. SIOP 1
Language Walk-Away: I will read informational text and summarize important information. SIOP 2
Vocabulary: Community, rural, suburban, urban SIOP 9
SIOP 1-Content objectives, 2-Language objectives, 3-Content appropriate, 9-Key vocabulary

ASSESSMENT EVIDENCE (What evidence do I need to show the


students have learned the Walk-Away? )
Formative Evidence (checking for understanding throughout the
lesson):
Observe students and listen as they read text; check for eyes of me
during instruction and eyes in books following along. Observe and
check on students as they fill out graphic organizer.
Content Walk-Away Evidence (Summative):
Students will read an informational text about communities and look
for descriptive information as they fill out a graphic organizer to help
them summarize.
Language Walk-Away Evidence (Summative):
Students will read an informational text about communities and look
for descriptive information as they fill out a graphic organizer to help
them summarize.

Modifications/Accomodations (ELL, IEP, GATE, etc.)


CarlaELL, WIDA level 1; sits
in front of room close to teacher;
lots of visuals/pictures; Spanish
translations and L1 support. Give
examples. Speak slowly, gestures,
and pointing. Pair with patient
classmate who understands limited
communication.
PedroELL, WIDA level 5 &
IEP/SPED; sit in front so close
proximity to teacher; highlighted
texts for key concepts. Give
examples.
LilyIEP/SPED (for reading); sit
in front so close proximity to
teacher; highlighted texts for key
concepts. Give examples.
Randybehavior concern; talks a
lot; keep engaged and on task;
give jobs/responsibility.
Tommyadvanced learner;
extension projects; high-level
questions. Preassess knowledge
of communities.

ACTIVE LEARNING PLAN


Activate/Building Background Knowledge
Boys and girls, we are going to continue yesterdays lessonremember how we talked about people
working together and how important that is to do? SIOP 8 Today we will incorporate social studies and
literacy together as we read a book called Communities. Such a fun word to say isnt it? Can you repeat
that word? (Students repeat communities.) What is a community? (Wait time. SIOP 18 Give ELLs
word translation comunidad. SIOP 19) I want you all to turn to your shoulder partner and tell them what
you think/know a community is and an example of a community you are a part of. Go. (Students share.)
SIOP 7 & 16 Great answers! I heard a lot of you say things like place where you live, a town or area,
describe them as big or small, etc. Good thinking. SIOP 29 A community is a social unit sharing common
values. SIOP 9 Do you remember the childrens classic story The Country Mouse and the City Mouse?
SIOP 7 Those mice were from two different types of communities. Lets look at some examples of
communities. (Show pictures of different communities and discuss attributes of a community.) SIOP 4
Lets go over our objective and goal for today. Our objective is postedlets read it together: I will read
informational text and summarize important information. SIOP 1 & 2 We also have our vocabulary words
posted. Lets read those together. (Read vocabulary words in unison.) SIOP 9
Formative assessment: Listen to students answers; check for understanding of concepts.
Modification/accommodations: (ELL, IEP, GATE, etc.)
CarlaELL, WIDA level 1; sits in front of room close to teacher; lots of visuals/pictures; Spanish
translations of vocabulary and objectives. Speak slowly, gestures, and pointing. Give and show examples

of communities. Pair with patient classmate who understands limited communication.


PedroELL, WIDA level 5 & IEP/SPED; sit in front so close proximity to teacher. Use of
pictures/visuals. Give and show examples of communities.
LilyIEP/SPED (for reading); sit in front so close proximity to teacher; highlighted texts for key
concepts. Give and show examples of communities.
Randybehavior concern; talks a lot; keep engaged and on task; give jobs/responsibility. Have him pass
out books and graphic organizers to class.
Tommyadvanced learner; extension projects; ask high-level questions. Preassess knowledge of
different types of communities with short quiz.
SIOP 1-Content objectives, 2-Language objectives, 4-Supplementary materials, 7-Linked to background,
8-Linked to past learning, 9-Key vocabulary, 16-Opportunity for interaction, 18-Wait time, 19-Opp for L1
students, 29-Feedback
Focus Lesson (I do it)
One strategy we use that helps us read informational text is to use description and summarize the
information we read. There are three types of communities and we will look for the descriptions of each.
As we find the information, we will summarize what weve read. We will fill out our graphic organizer to
help us organize that information we summarize. SIOP 4 & 6 Let me start. Follow along as I read starting
on page 2. (Read first two sentences.) SIOP 5 So far I know I am reading the section about the first type
of community: rural. SIOP 9 Thats kind of a funny word to say with the two rs in there. Can
everyone say rural? (Students repeat word.) Great! Now what was it I read about a rural community?
Im going to go back and reread those two sentences again. (Reread.) I found a description of a rural
community! A rural community is in the country, and houses are often far apart. Thats important
information because it gives me a description of what a rural community is; Im going to write that down
because it will help me categorize a community when I come across one that has this description. Lets
put this information in our graphic organizer. I will fill it out on the board while you fill your own
individual one out. (Fill in new information. Wait time. SIOP 18 Continue for the remainder of section
about rural communities.) As we read about the three community types today, keep in mind that we need
to remember this information because we are going to be categorizing communities through the year that
we read about in every subject: math story problems, social studies, literature in narratives, etc. I wonder
what its like to live in a rural area. Ive never lived in a place like this book describes. I bet it would be
quiet based on the information we got. Doesnt sound very noisy like a city.
Formative Assessment: Observe students actively listening with eyes on me during instruction, and
eyes/fingers following along when reading in book. Check students to be sure they fill in graphic
organizer.
Modification/accommodations:
Carlalots of visuals/pictures; Spanish translations. Assign a partner to help her fill out graphic
organizer.
Pedrohighlighted text for key concepts. Copy of vocabulary in English and Spanish on desk.
Lilyhighlighted texts for key concepts. Clarify concepts and offer support.
Randykeep engaged and on task; give jobs/responsibility. Ask to help Carla with graphic organizer.
Tommyhigh-level questions. Reteach first section to Pedro or Lily.

Rural

Suburban

Urban

Country
Houses far apart
Fields & farms typical
Workbanks, restaurants,
offices, & stores
Some live on farms
Other live in nearby towns
Long bus rides to school
Travel long way to get places

Near big city


Houses close together
Some work in office buildings
Jobs in city nearby
Short bus ride to school
Buy food for a week
Drive to supermarket & mall

In big city
Many, many people
Some live in apartments
Some live in houses (close
together)
Many work in office buildings
Jobsshops, factories,
restaurants, hospitals
Lots of jobs
Many walk to school & store
Many different kinds of stores

SIOP 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities, 9-Key vocabulary,


18-Wait time
Guided Instruction (We do it)
Lets do the second community type together: suburban. SIOP 9 Repeat. (Students repeat word.)
Great! Lets read about suburban areas. We are going to do a choral read and read all together on pages 6
to 9. SIOP 6 & 17 We will fill in information as we come across it. If we read something new, raise your
hand and we will stop to fill in what we found. Remember to pay attention to the new information and
what makes a community suburban versus the other two. (Fill in graphic organizer for suburban as a
class.)
Formative Assessment: Listen to students as read as a class; observe students following along in reading
and raising hand with correct information to fill in.
Modification/accommodations:
Carlaencourage to follow along using finger under words. Spanish translations and partially filled out
graphic organizer. More pictures/visuals.
PedroEncourage to follow along using finger. Partially filled out graphic organizer with optional
Spanish translation. Help with pictures/visuals.
LilyEncourage to follow along with reading using finger pointing to words. Partially filled out graphic
organizer. Give pictures/visuals.
RandyReminders to stay on task and follow along. Reward for appropriate behavior and group
participation.
Tommyallow him to be choosing extension project (see Independent).
SIOP 6-Meaningful activities, 17-Grouping supports objectives, 19-Opp for L1 students
Collaborative/Cooperative (You do it together)
Now you will do the third column and final community type at your tables. Urban. Say urban.
(Students repeat word.) SIOP 9 Great. Now work as a team and fill out that last column. SIOP 6 & 16 &
17 (Students work in groups to fill out third column.)
Formative & Summative Assessment: Observe students working together as a table to fill out third column
of organizer. Ensure all are participating and contributing.
Modification/accommodations: Make groups so there is a high level learner in each one, and at least one
ELL in each group.

CarlaPut in group with a reading buddy. Close proximity. More pictures/visuals.


PedroPut in group with students at similar level, just slightly higher.
LilyAssign a buddy in a group with similar reading level.
RandyAsk him to be the group leader. Allow ample oral/verbal opportunities.
Tommyplan extension project with timeline.
SIOP 6-Meaningful activities, 9-Key vocabulary, 16-Opportunity for interaction, 17-Grouping supports
objectives
Independent (You do it alone)
Great job everyone! Im going to give you each a project. I have another graphic organizer. Its a little
bit different; there are more categories to organize our information better and specifically. SIOP 4 & 5 & 6
I want you to use your first graphic organizer to fill in the information, and draw a picture in each box to
show what the information describes. SIOP 19 & 30
Where people live
(a donde vive la
gente)
Rural (rural/en el
campo)

[picture of fields
and a house]

Suburban (vive
en las zonas
residenciales de
las afueras de una
ciudad)
Urban
(area urbana
parecido a una
ciudad)

[picture of surban
neighborhood]

Where people
work
(a donde trabaja)

How children get


to school
(como se viaje a la
escuela)

Where people
shop
(a donde hacer
compras)

[picture of
apartment
buildings]

Summative Assessment: Observe each student individually working on projects.


Modification/accommodations:
Carlagraphic organizer with Spanish translations, partially filled out in English, and pictures to cut out
and glue on.
Pedropartially filled out graphic organizer with highlighted words for key concepts. Optional Spanish
translations.
Lilyhighlighted texts for key concepts and partially filled out graphic organizer.
Randyask him to help Carla add pictures to her graphic organizer, keeping him engaged and on task.
Pass out new graphic organizers to classmates.
Tommychoice of extension project: additional columns to graphic organizer for more detail about
community types; persuasive essay about a community of choice with pros and cons of living there;
research the three types of communities with real examples. Put in a PowerPoint presentation to show
class next day.

SIOP 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities, 19-Opp for L1


students, 30-Assessment
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Good job everyone! Lets review our objective together: I will read informational text and summarize
important information. SIOP 1 & 2 Turn to your shoulder partner and tell them what our informational
text was about. Name each of the three types (which happen to be our vocabulary words SIOP 9), and use
one descriptive piece of information to describe each one. SIOP 28 You each have two minutes to share,
making four minutes total. (Students share with shoulder partner. SIOP 16) I heard all of you use our
four vocabulary words: community, rural, suburban, and urban with wonderful descriptions. SIOP 27 &
29 I will collect your projects and we will schedule anyone who wants to present theirs to the class
tomorrow. SIOP 30 Great job everyone!
SIOP 1-Content objectives, 2-Language objectives, 9-Key vocabulary, 16-Opportunity for interaction, 27Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opp for
L1 students
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment
TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate
time needed for this lesson?
Objective and vocabulary posted. Graphic organizers (some with cut out pictures for projects). Book for
each student: Communities by Judy Nayer. ~30 minutes
REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How
can I transfer what I learned from teaching this lesson to future teaching? What was effective and not
effective? What goals can I set to improve my practice and student learning?

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