CENTRAL CONNECTICUT STATE UNIVERSITY

Lesson Plan Template

Please Attach Completed Lesson Plan Rubric and Self AssessStudent Teacher _______Megan Kelly and Ashley Tetreault_____Grade Level___3___Date of Lesson__March 2, 2015

Content Standards/Relationship to Standards: State the appropriate curriculum standard(s) and how this lesson aligns with the standard’s outcomes.

STANDARDS

CCSS.ELA-Literacy.SL.3.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

CCSS.ELA-Literacy.SL.3.1.dExplain their own ideas and understanding in light of the discussion.

CCSS.ELA-Literacy.SL.3.2Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Learner Background: Discuss prior learning that has occurred that will support the lesson’s learning objective and how this lesson supports subsequent lessons.

Specific Learning Objectives: Meeting the Needs of LearnersStudent Learning Objective(s):State the intended learning outcome of this lesson. Be sure it is observable and includes clear criteria. *NOTE – cooperative learning lessons must include a social skill objective in addition to the academic objective.

Objective(s) for most/all students:

By the end of this lesson, students will be able to define what characterizes a hero, begin to understand why Abraham Lincoln is an American hero, and relate their new knowledge to a hero in their lives.

Modification/Accommodations of Objective(s) if needed for struggling and/or advanced groups

Assessment: Meeting the Needs of Learners

Assessment: Describe how you will ask the students to demonstrate mastery of the SLO. Attach a copy of any assessment materials along with the assessment criteria.

Assessment tool(s) for most/all students:

Students will be assessed through a pre-made exit slip. The exit slip questions include:

1. What is a hero?2. Name a few things that made Abraham Lincoln a hero (based on

the read-aloud).3. Who in your life is a hero? Why?

Modifications/Accommodations of Assessment (if needed for struggling and/or advanced groups)

Classroom Learning Environment: Cite positive strategy (ies) that will be utilized to support student learning and increase student engagement throughout the lesson based on your evaluation from previous lessons/observations. Include response strategies for off-task behavior and/or conflict. Provide detail for each checked items (minimum of 4 checked strategies).

x Standards of Behavior Classroom expectations of the cooperating teacher must be adhered to. Students must be respectful to others and good listeners when participating in group discussions.Routines/Procedures:

Group Work:

Transitions:

x Student Engagement: Students will begin the lesson by watching a short video on Abraham Lincoln. They will also be asked to make text-to-self connections in determining who their hero is in their life; making learning more meaningful.

x Instructional Arrangement: Two teacher candidates will explore the co-teaching method. One way we will differentiate is by the splitting of the larger group into two groups, based on student needs and abilities. Teachers will scaffold learning by exploring what is a hero, giving an example of an American hero, and then allowing students to make self-connections in determining who the hero is in their life. This will be accomplished through working individually, in small groups, and as an entire group.

x Diversity/Social Justice: Considering our placement in an inner city, struggling school, care will be taken when working with students. It is understood that we will be working with English Language Learners, students will learning disabilities, and students with diverse backgrounds. We will consider this when trying to make learning relevant to the students. As always, we believe every child has the ability to learn and we will see that we make the appropriate accommodations and modifications to foster this learning.

Instructional Model/Strategy: State the rationale for the chosen model(s). Explain how you will best facilitate student learning through a specific model of instruction. You may check more than one.

x Direct Instruction Students will be explicitly taught the characteristics of a hero. They will also be explicitly told, as the story is read, different things that make Abraham Lincoln a hero.Cooperative Learning – specific strategy:Inquiry

Concept formation/Concept Development:

x Discussion: Focused not only on why Lincoln is a hero, but what qualities make someone a hero and how can someone, even the students, be a hero.

Materials/Resources: Meeting the Needs of All LearnersMaterials/Resources: Materials/resources used in each learning activity including modifications for individual students in order to facilitate learning

Materials/Resources for most/all students : - Looking at Lincoln by Maira Kalman- Paper or reading notebooks (if they have them)- Pencils- Exit slips

Modification/Accommodations and/or Differentiation of resources if needed for struggling or advanced groups or students identified with specific needs.

Initiation: Meeting the Needs of All LearnersInitiation Briefly describe how you will initiate the lesson by:1) motivating learners to focus on expectations for learning and behaviors ("hook");2) explaining: a) what they will be doing and learning in the lesson; b) how they will demonstrate learning; c) why it is important.

Initiation:

-Students will watch a video on Abraham Lincoln to engage them in the lesson.-Teacher candidates will explain that Lincoln is an American Hero. This will begin a whole group discussion on what students think makes a hero.-Teacher candidates will then explicitly define what makes a hero and why. -Teacher candidates will also give other examples of heroes and why they have the characteristics that match the definition.

Modifications/Accommodations ~ Note specific modifications and accommodations for students with specific needs based on your evaluation from previous lessons.

and./orDifferentiation ~ Note specific strategies to be employed during lesson to address differentiated learning needs (ex: learning styles, modalities, interests, readiness, etc.) based on your evaluation from previous lessons.

Lesson Development: Meeting the Needs of All Learners

Lesson DevelopmentDescribe how you will develop the lesson;what you will do to model or guide lesson;what learning activities students will be engaged in to gain the key knowledge and skills identified in the SLO.Identify instructional models, types of groupings (whole class, small groups, pairs, individuals) you will use in each phase of instruction and what resources you will use in your lesson.

- Initiation (15 minutes)- After initiation, students will be read an informational text, Looking

at Lincoln by Maira Kalman, as a read aloud. Students will be asked to listen actively to things that would make Abraham Lincoln an American hero. They will be asked to jot down notes as the story is read. (20 minutes)

- After the reading, the group will have discussion to reiterate the

Modifications/Accommodations ~ Note specific modifications and accommodations for students with specific needs based on your evaluation from previous lessons.and/orDifferentiation ~ Note specific strategies to be employed during lesson to address differentiated learning needs (ex: learning styles, modalities, interests, readiness, etc.) based on your evaluation from previous lessons.

-teacher candidates will stop and point out specific details that would make Lincoln a hero to scaffold learning and

details pulled from the reading. Students will collaboratively come up with a list of the characteristics that make Lincoln a hero. (10 minutes)

- Students will complete an exit slip that will highlight their learning. They will answer 3 questions: what is a hero, what made Abraham Lincoln a hero, and who is a hero in their life. (10 minutes)

- Students will put away all materials and be asked to sit at their desks to transition between our lesson and the cooperating teacher’s instruction. (5 minutes)

for differentiation purposes.-when important details are found in the text, teachers will give ample wait time for students to jot down their ideas

Closure: ClosureDescribe how you will enable the students to;

1. question and apply learning by reviewing lesson content2. analyze by connecting this lesson to previous and subsequent learning3. see relevancy by understanding purpose/importance of the learning

Closure:

- Collect all the exit slips- Close with what we will be doing the next time that we meet (OUR CHROME BOOK LESSON!!!)

Reflection on Practice - Student Achievement – Evaluate student learning based on collected data for each SLO for each group of

learners. a) Identify how each group of students met the stated criteria in your objective.b) Include specific data for each SLO.c) Based on your analysis what would be continued or changed for the next lesson?d) State an appropriate objective for the next lesson based on data from this lesson.

2. Meeting the Needs of Your Learner – Explain:a) how the implemented differentiation and/or modification/accommodations facilitated learning for each group of learners;b) based on your analysis what would you continue or change for the next lesson?

3. Classroom Learning Environment – Discuss the following:a) how your strategies and techniques supported student learningb) include any response strategies for off-task behavior and/or conflict issues

c) based on your analysis what would you continue or change for the next lesson?

4. Teacher Efficacy – Explain how effective were you in delivering meaningful instruction. a) cite specific evidence for at least 3 of the following:

a) effectiveness of model(s) used,b) initiation, c) learning experiences, d) guided practice, e) assessment. b) based on your analysis what would you continue or change about your teaching for the next lesson?