West Virginia State UniversityCollege of Professional Studies: Department of Education

LESSON PLAN FORMAT

Teacher Candidate: Kaitlan Raby Date: November 26, 2013School: West Virginia State University Grade/Subject: 1 st Grade/ Reading Lesson Topic: Fairy Tales/ Guided Reading

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES1. Students will be able to identify title, author, characters, setting, problem, and solution. 2. Students will be able to read with proficient fluency. 3. Students will be able to identify point of view. 4. Students will be able to compare and contrast two versions of the same story. 5. Students will be able to describe how point of view affects the story. 6. Students will be able to state and defend an opinion in a writing piece.

WV CSOsELA.1.R.C1.1- Ask and answer questions about key details in a literary text. (CCSS RL.1.1)ELA.1.R.C1.2- Retell stories, including key details and demonstrate understanding of their central message or lesson in literary texts. (CCSS RL.1.2)ELA.1.R.C1.3- Describe characters, settings and major events in a story, using key details in literary texts. (CCSS RL.1.3)ELA.1.R.C2.3- Identify who is telling the story at various points in a literary text.ELA.1.R.C3.1- Search use illustrations and details in a story to describe its characters, setting, or events in literary texts. (CCSS RL.1.7)ELA.1.R.C8.1- read with sufficient accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.ELA.1.W.C9.1- Search write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion and provide some sense of closure. (CCSS W.1.1)

NATIONAL STANDARDSCCSS.ELA-Literacy.RL.1.1- Ask and answer questions about key details in a text.CCSS.ELA-Literacy.RL.1.2- Retell stories, including key details, and demonstrate understanding of their central message or lesson.CCSS.ELA-Literacy.RL.1.3- Describe characters, settings, and major events in a story, using key details.CCSS.ELA-Literacy.W.1.1- Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

MANAGEMENT FRAMEWORKOverall Time - Two 60- minute lessons

Day 1Time Frame – 5 minutes- Teacher introduction;

25 minutes- Whole group instruction;1 minute- Brain Break14 minutes- Center 1;1 minute- Rotate;14 minutes- Center 2;1 minute- Back to seats;4 minutes- Lesson Conclusion.

Day 2Time Frame – 5 minutes- Teacher introduction

13 minutes- Whole group instruction;9 minutes- Center 1;1 minute- Rotate;9 minutes- Center 2;1 minute- Back to seat;1 minute- Brain Break19 minutes- Whole group instruction;2 minutes- Lesson Conclusion.

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DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONSSee attached “Needs- Based Planning” Chart

STRATEGIES Independent/group practice Guided instruction

Cooperative groups Teacher led discussion

PROCEDURESDay 1Introduction/ Lesson Set – 5 minutes

The teacher will begin the lesson by asking students if they have ever heard the story of The Three Little Pigs and bringing the students to the carpet.

The teacher will then open the Disney video of The Three Little Pigs on Youtube. Body & Transitions- 51 minutes

Students will watch the Youtube video of Disney’s version of The Three Little Pigs. (5 minutes) Students and teacher will participate in a teacher- led discussion to review title, author, characters, setting,

problem, and solution both in general and in the video. (15 minutes) Students and teacher will participate in a one- minute brain break. Students will stand up and follow the

teacher in “head, shoulders, knees, and toes.” (1 minute) Students will participate in two guided reading centers. Each center is 14 minutes, with a 1 minute rotation

time.o Center 1: Three Little Pig Finger Tale Puppets & Story (Attachment C)

Students will be given the first 7 minutes when they get to the center to color each of the finger tale puppets

o Center 2: Independent Story Map (Attachment B)Closure- 4 minutes

Lesson closure time will be utilized to put away any materials and prepare to transition into the next subject.

Day 2Introduction/ Lesson Set- 5 minutes

The lesson will begin with a brief review of day 1’s story and the elements of a story. Body & Transitions- 51 minutes

The teacher will read “The True Story of the Three Little Pigs” (13 minutes) Students will then rotate through two centers (9 minutes per center, 1 minute rotation time):

o Center 1: Compare and contrast Traditional and Wolf’s version (Attachment E)o Center 2: Three Little Pigs Reader’s Theater (Attachment G)

Students and teacher will participate in a one- minute brain break. Students will stand up and follow the teacher in “yoga stretching- kid style.” (1 minute)

Students will then work independently on a writing prompt. (Attachment F) In the writing prompt, students will have to state whether or not they believe the wolf was telling the truth in the “true story” and defend their statement. (19 minutes)

Closure- 2 minutes Lesson closure time will be utilized to put away any materials and prepare to transition into the next

subject.

ASSESSMENTDiagnostic: Students will be diagnostically assessed for fluency during the reader’s theater center. (Obj. 2)Formative: Students will be formatively assessed on day 2 while working teacher on the compare and contrast Venn Diagram and while the teacher circulates around the room during independent work time on the writing prompt. (Obj. 3, 4, and 5)Summative: Students will be summatively assessed based on 2 rubrics. (Obj. 1 and 6)

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Day 1- Students will have a teacher- created rubric to see if they correctly identified all parts of the story on the story map. (Attachment A)Day 2- Students will have a teacher- created rubric to assess whether or not they answered the writing prompt question correctly and if they included all components. (Attachment D)

MATERIALS Internet Computer Access to Youtube “True Story of Three Little Pigs” Book Story Map Reader’s Theater Script Venn Diagram

Pre- cut out Finger Tale Puppets Highlighted Finger Tale Puppet Story Writing Prompt Worksheet Teacher- created rubrics (2) Writing Utensil Three Little Pigs Story (if tech fails_

EXTENTED ACTIVITIESIf Student Finishes Early: I do not anticipate any students finishing early.If Lesson Finishes Early:

Day 1: If the lesson finishes up early, the teacher will choose students to act out the reader’s theater script.Day 2: If the lesson finishes up early, the teacher will work around the room and let the students who wish to explain whether or not they believe the wolf.

If Technology Fails: If technology fails and the teacher in unable to show the Youtube video, the teacher will read the book aloud.

Post- TeachingReflection

Overall, I really enjoyed teaching this lesson, but there were many aspects both on my part and my cooperating teacher’s part that I would change. I was thrown into teaching this lesson far too early. I taught this lesson my second week in the classroom. I know the teacher and I am flattered that she was confident in my abilities, but I lacked the time to get to know the students and did not feel adequately prepared to plan a lesson for students I barely knew. Additionally, due to the time frame in which I was given to prepare and teach this lesson, I was unable to include phonics or vocabulary into my lesson and I was given little guidance as to how to correctly implement my lesson at all. I felt unprepared even moments before I began my lesson. I was given no tips or critiques on how to better implement my lesson after day 1 and was given no critique, constructive or otherwise, after I had finished my entire lesson.

However, if I put all of that aside, the actual lesson was a very positive experience. The students seemed very engaged throughout the entire lesson and seemed to really grasp the concepts I wanted them to learn. Granted, I had no low ability students, my students ranged from high average to advance. This really was a disservice to me though, because I need experience with all levels of students. I am happy to say that after teaching my lesson the students were able to identify different story elements with little help from the teacher throughout the course of my observations. I also enjoyed getting to plan guided reading, it was a little tough, but I really liked getting to find different components for students to work on both guided and independently. I think the student’s favorite part of the lesson was either the video or the brain breaks. One student seemed to really benefit from getting to fidget for a little bit before getting back to work.

If I had to change any part of this lesson, I would go back and add phonics and vocabulary to the guided reading stations, include all the students, and branch this lesson out for at least four days. In this way, students will get to apply all components of reading and I can better gauge my teaching ability because I will have attempted to teach all tiers of students. As I said, this lesson was a positive experience. It was not exactly the lesson I had envisioned teaching from the beginning, but the students seemed to really learn and take something away from the lesson and in the end that’s all that really matters.

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Attachment AThree Little Pigs Story Map Rubric

Student’s Name: ____________________________________________________________________________

10 points 5 points 0 points

Author and TitleStudent correctly

identifies author and title.

Student correctly identifies author or

title.

Student does not identify either author

or title.

Main Character(s)

Student correctly identifies at least two

main characters.

Student correctly identifies one main

character.

Student does not identify any characters.

SettingStudent correctly

identifies the setting of the story.

Student identifies the setting of any story.

Student does not identify a setting

ProblemStudent correctly

identifies a problem and can justify why this is the problem.

Student correctly identifies a problem in

the story.

Student does not identify a problem in

the story.

SolutionStudent correctly

identifies a solution and can justify why this is the solution.

Student correctly identifies a solution in

the story.

Student does not identify a solution in

the story.

Total _________/ 50

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Attachment BDay 1 Story Map

Name: ____________________________________

Story Map Main Characters: Setting:

Problem:

Solution:

Title: _____________________

Author: ______________________________________

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Attachment CDay 1 Finger Tale Puppets & Story

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Attachment DThree Little Pigs Writing Prompt Rubric

Student’s Name: ____________________________________________________________________________

10 points 5 points 0 points

States an OpinionStudent correctly states

an opinion that is relevant to the prompt.

Student states an opinion.

Student does not state an opinion.

Justifies OpinionStudent provides

correct evidence to justify their opinion.

Student attempts to provide evidence to justify their opinion.

Student does not provide any evidence.

CapitalizationStudent submits paper

with less than 2 capitalization errors.

Student submits paper with 3-4 capitalization

errors.

Student submits paper with less than 5+

capitalization errors.

PunctuationStudent submits paper

with less than 2 punctuation errors.

Student submits paper with 3-4 punctuation

errors.

Student submits paper with less than 5+

punctuation errors.

NeatnessStudent’s submitted

paper exceeds expectations for 1st

grade neatness.

Student’s submitted paper meets

expectations for 1st

grade neatness.

Student’s submitted paper does not meet expectations for 1st

grade neatness.

Total _________/ 50

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Attachment EDay 2 Venn Diagram

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Attachment FDay 2 Writing Prompt

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Attachment GDay 2 Reader’s Theater

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Differentiating Instruction for Students with Special Needs

Please describe all that apply:Needs-Based Planning

Learning Differences: This lesson accommodates three learning styles. (See below)

Sensory Differences: Students with visual or auditory disabilities will have preferential seating for the read aloud, video, and in group work.

Attention Differences: Students displaying attention difficulties will be asked to pass out papers, collect papers, and we will have a one- minute “brain break” in between whole group and center instruction to let students with attention difficulties refocus.

Behavioral Differences: Both good and poor behavior choices will be addressed as they arise with both positive and negative reinforcement. Repeated poor behavior will result in that student’s removal from the enrichment activity at the end of the week.

Motivational Differences: I will promote student motivation through the incentive of getting to act out the play. If all students can complete their work and meet the expectations I have set for them, we will take time out to act the play out and design sets and costumes Friday afternoon.

Ability Differences: Students with lower ability are pulled from this lesson to work on the skills being addressed with the reading interventionist that visits the classroom each day during guided reading.

Physical Differences: Students who have physical disabilities will not be required to sit on the carpet and they will have their center and group members brought to them. The brain breaks will be modified for them as well.

Cultural Differences: Should I have a student from a different culture, I will try and find that culture’s version of The Three Little Pigs and do it as a read aloud.

Communication Differences: Should communication differences be a factor in this project, modifications will be made to their individual worksheets so that they may fully understand the expectations of individual tasks. Additionally, I can provide subtitles on the video.

Enrichment: On Friday afternoon, students will be given the opportunity to act out the reader’s theater and, if time/motivation/behavior permits, design sets and costumes for the performance.

Multiple intelligence addressed (check all that apply):X Verbal/linguistic Naturalist___Spatial X Interpersonal___ Logical/mathematical X Intrapersonal___Bodily-kinesthetic Existential Musical Others (explain):

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RUBRIC: WVSU LESSON PLAN (revised 1/13)

Category Distinguished Accomplished Emerging Unsatisfactory

Setting Lesson Objectives and Student Outcomes

*Objectives/Outcomes were clearly stated and described what students will learn and master*Aligned with WVCSOs*Aligned with National standards*If technology was used, the lesson provided equitable access to ALL students engaged in the lesson*Aligned with ISTE Standards [21st Century Technology Tools and/or 21st Century Learning skills]

*Objectives/outcomes were not clearly stated and/or one of the required elements were missing*Aligned with WVCSOs*Aligned with National standards*If technology was used, the lesson provided equitable access to ALL students engaged in the lesson*Aligned with ISTE Standards [21st Century Technology Tools and/or 21st Century Learning skills]

*Objectives/outcomes were not clearly stated and/or two of the required elements were missing*Aligned with WVCSOs*Aligned with National standards*If technology was used, the lesson provided equitable access to ALL students engaged in the lesson*Aligned with ISTE Standards [21st Century Technology Tools and/or 21st Century Learning skills]

*Objectives/outcomes were not clearly stated and two or more of the required elements were missing*Aligned with WVCSOs*Aligned with National standards*If technology was used, the lesson provided equitable access to ALL students engaged in the lesson*Aligned with ISTE Standards [21st Century Technology Tools and/or 21st

Century Learning skills]

Design of Lesson and Pedagogy

Extensively organized containing all parts: *Introduction/Lesson Set *Body/Transitions

*ClosureStrategies were designed to: * Engage students *Promote critical thinking and problem solving *Logical sequencing of meaningful activities *Balance of small, large, individual , and partner learning experiences *Supported the objective/outcome of the lesson

Moderately organized containing two parts:*Introduction/Lesson Set *Body/Transitions

*ClosureStrategies only addressed 4 of the following:: *Engage students *Promote critical thinking and problem solving *Logical sequencing of meaningful activities *Balance of small, large, individual , and partner learning experiences *Supported the objective/outcome of the lesson

Minimally organized containing one part:*Introduction/Lesson Set *Body/Transitions

*ClosureStrategies only addressed 3 of the following: *Engage students *Promote critical thinking and problem solving *Logical sequencing of meaningful activities *Balance of small, large, individual , and partner learning experiences *Supported the objective/outcome of the lesson.

Not organizedStrategies were not designed to: *Engage students *Promote critical thinking and problem solving *No logical sequencing of meaningful activities *No balance of various learning experiences *Did not support the objective/outcome

Content Knowledge

*Reflected a deep knowledge of content *Identified and assessed prerequisite knowledge needed to understand the lesson

*Reflected a knowledge of content *Moderately identified prerequisite knowledge needed to understand the lesson*Did not assess the prerequisite knowledge

*Reflected limited knowledge of content *Did not identify or assess prerequisite knowledge needed to understand the lesson

*Did not reflect a knowledge of content*Did not identify or assess prerequisite knowledge that is needed to understand the lesson

Understands Characteristics of Students

*Designed to motivate and engage ALL students*Developmentally appropriate*Differentiated to meet the needs of different learning styles, students with disabilities, and high achievers* Includes activities for high and low achievers

*Designed to motivate and engage more than 50% of the students*Developmentally appropriate*Differentiated to meet two of the following: different learning styles, students with disabilities, and high achievers

*Designed to motivate and engage less than 50% of the students* Lesson is NOT developmentally appropriate*Differentiated to meet only one of the following: different learning styles, students with disabilities, and high achievers

* NOT designed to motivate and engage ALL students*NOT developmentally appropriate*NOT differentiated to meet unique characteristics of students

Assessment * Described diagnostic, formative, and summative assessments*Assessments were aligned with ALL objectives/outcomes*Attached at least one formal or informal assessment tool

* Described diagnostic, formative, and summative assessments*Assessments were aligned with more than half of the objectives/outcomes*Attached at least formal or informal assessment tool

* Described diagnostic, formative, and summative assessments*Assessments were aligned with less than half of the objectives/outcomes*Formal or informal assessment tool was not attached

*Did not describe diagnostic, formative or summative assessments*NOT aligned with objectives/outcomes

Time *Time management was addressed, completed within

*Time management was identified and completed

*Time management was identified but was not completed

*Time management was not identified

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Management and Mechanics

allotted time for lesson, and included all parts*All materials were listed*Extended Activities were identified, meaningful, developmentally appropriate, and differentiated*Extended activities for students that finished early*Extended activities if the lesson finished early*Planned for alternative activities if technology failed*Contained NO errors in grammar, spelling, and punctuation*Contained bullets for all information

within time frame but did not include all parts needed to successfully time manage the lesson.*All materials were listed*Extended Activities were identified but were missing one of the following: meaningful, developmentally appropriate, and differentiated*Extended activities for students that finished early*Extended activities if the lesson finishes early*Planned for alternative activities if technology failed*Lesson Plan contained 3 or fewer errors in grammar, spelling, and punctuation*Contained bullets for all information

within allotted time for lesson and does not divided into 3 divisions: Introduction/Lesson SetBody and Transitions or Closure*All materials were listed*Extended activities were identified but did not meet one or more of the following: meaningful, developmentally appropriate, and differentiated.*Limited activities for if the lesson finished early*Limited activities for if technology failed *Lesson Plan contained 5 or fewer errors in grammar, spelling, and punctuation*Did not contain bullets for information

*All materials were listed*No or limited extended activities*Lesson Plan contained more than 6 errors in grammar, spelling, and punctuation*Did not contain bullets for information

Reflection *Explained what worked and did not work*Described in-depth ideas for improving instruction

*Moderately explained what worked and did not work*Listed some ideas for improving instruction

*Minimally explained what worked and did not work*Missing ideas for improving instruction

*Reflection missing or showed no instructional insights

Data Analysis *Assessment data was provided, calculated, analyzed, and used for future instructional decision making

*Assessment data was discussed but NOT calculated, analyzed, and used for future instructional decision making

*Assessment data was in lesson but NOT discussed

*No assessment data was given or attached

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