CENTRAL CONNECTICUT STATE UNIVERSITYLesson Plan Template Please Attach Completed Lesson Plan Rubric and Self AssessStudent Teacher _______Megan Kelly and Ashley Tetreault_____Grade Level___3___Date of Lesson__April 20, 2015

Content Standards/Relationship to Standards: State the appropriate curriculum standard(s) and how this lesson aligns with the standards outcomes. STANDARDS CCSS.ELA-LITERACY.SL.3.4Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.CT Social Studies Standard 1.1Demonstrate an understanding of significant events and themes in United States History.For 3rd grade, students should be able to explain the significance of events surrounding historical figures (e.g. George Washington, Abraham Lincoln, Martin Luther King Jr.)Learner Background: This lesson comes after the initial two lessons in the unit where students began to gather information on Abraham Lincoln through the reading of Looking at Lincoln by Maira Kalman and by participating in a Literature Circle where they read The Life of Abraham Lincoln: An Illustrated Timeline for Young Readers . Students discussed the facts about Lincolns life that made him heroic and also learned important facts about his life. This lesson will serve as a performance task in which they showcase their prior learning.

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 showcase their prior learning from the two previous lessons in this unit by completing a performance task. Students will report on a topic, Abraham Lincoln, with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. This will allow them to demonstrate their understanding of the significance of events surrounding the life of Abraham Lincoln and the reason he is considered and American hero.Modification/Accommodations of Objective(s) if needed for struggling and/or advanced groups

Assessment: Meeting the Needs of LearnersAssessment: 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 teacher observation and the completion of two sentences on their Lincoln hats. They must complete the sentence Abraham Lincoln is an American Hero because They must include relevant facts and details. The second sentence they my complete is My hero is and state why. During the presentation, students will read these two things on their hats. They must speak clearly and at an understandable pace. This will be assessed through observation.Modifications/Accommodations of Assessment (if needed for struggling and/or advanced groups)

One student with a learning disability will need a teacher to be his scribe to complete his sentences on his hat.

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).

xStandards of BehaviorClassroom expectations of the cooperating teacher must be adhered to. Also, students will be expected to follow the group expectations they set for themselves when we began working together.

Routines/Procedures:

Group Work:

Transitions:

xStudent Engagement: Students will be engaged through a hands on art activity that showcases all of their prior learning. They will also be able to make a self-connection by completing, and sharing, a sentence about who their hero is and why.

xInstructional Arrangement: Two teacher candidates will explore the co-teaching method. This will be beneficial because it allows extra support for students who are struggling to meet the objective.

xDiversity/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.

Direct Instruction

Cooperative Learning specific strategy:

Inquiry

Concept formation/Concept Development:

xDiscussion: Before completing the hat with their two sentences, students will take part in a discussion highlighting all of their prior learning. They will be given time to go through their folders and the texts again to clarify any misconceptions. We will come together as a group and discuss these things.

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 The Life of Abraham Lincoln: An Illustrated Timeline for Young Readers: http://www.lincoln-youngreaders.com/index.html Abraham Lincoln by Caroling Crosson Gilpin, I am Abraham Lincoln by Brad Meltzer, Just in time Abraham Lincoln by Patricia Polacco, and Lincoln and Grace: Why Abraham Lincoln Grew a Beard by Steve Metzger Student folders Pre-cut out Lincoln Hats White pencils, crayons, etc to write on black hat 2 sentence strips:1. Abraham Lincoln is an American Hero because2. My hero is __________________ because

Modification/Accommodations and/or Differentiation of resources if needed for struggling or advanced groups or students identified with specific needs.*The website where Abraham Lincoln: An Illustrated Timeline for Young Readers is found, offers the timeline in both English and Spanish. ELL students will be given the choice between the two.

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 be told that they will be showcasing all of their hard work by doing a presentation on why Abraham Lincoln is an American hero. They will also be told that they are going to be doing an art project where they make their own Lincoln hat. They will then be given some think time to come up with why they think he is an American hero, based on all that we have learned. They will then turn and talk to a partner about their ideas. They will then given more think time to come up with who their hero is and why. Again, they will turn and talk with a partner about their ideas.

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 LearnersLesson Development Describe 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.Presentation Prep (Art Activity):

Students will be presented the two sentence strips they will be using to complete their art activity. One sentence strip will say Abraham Lincoln is an American Hero because The 2nd sentence strip will say My hero is ___________ because Students will then be given time to go through all materials they have, plus a few additional books, to find how to best complete the sentence about Abraham Lincoln. Once students have found their evidence on why Lincoln is an American hero, they will be asked to write the sentence on a piece of paper. The sentence must include details to support the claim that they have learned. They will also be asked to complete the sentence about who their hero is. This sentence must also be descriptive and support their reasoning behind who their hero is. Next, they will be provided the pre-cut out Lincoln hat and a white writing utensil to write their sentences. On one said of the hat will be the sentence about Lincoln, and the other side will be the sentence about their hero. Students will be told to write in their best handwriting because this is a part of their big presentation.The presentation: Students will present in an Assembly style. There are 12 students in our group, so 5 students will stand, 4 students will sit in chairs in front of the standing students, and 3 students will sit on the floor in front of the sitting students. This creates the assembly feel. Students will be given a number order in which they will speak. This order is not the same as they are seated or standing. Instead, the voice will bounce around the small group, also giving the presentation an assembly feeling. Students will practice this order a great deal before presentation day. When it is their turn, students will recite the sentence about Abraham Lincoln. They must speak loudly in their teacher voice and clearly. This will be the first round of the assembly. After all students have shared their sentence on Abraham Lincoln, the order will restart and they will share the sentence about their hero. Again, they will be asked to speak loudly and clearly. When the 2nd round of the assembly is done, students, in unison, will put their Abraham Lincoln hats on and take a bow.

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.

*One child with extreme learning disabilities will need guidance by one teacher to find evidence to complete the Lincoln sentence. He will need support in coming up with details to describe his hero as well. Another accommodation he needs is for the teacher to be his scribe.

*This lesson naturally supports differentiation. The use of sentence strips is one way that exemplifies this. Also, student learning has been extremely scaffolded. They have had two previous lessons about Lincoln that provide them with the evidence they need to complete the objective. Finally, using the co-teaching model supports differentiation because there are two teachers there to guide and support students.

*For the presentation, teachers will discuss how to speak loudly and clearly in a teacher voice. Teachers will model good presentation practices and bad, so that students see the importance of speaking in this way. Also, because presentations can cause anxiety for students, teachers will assure students that this is normal and offer suggestions on how to cope with this anxiety. Also, students will have many opportunities to rehearse their presentation so when they have to present they are less stressed and more confident presenters.

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:

Once students have left the stage, teachers will speak to the audience:We would first like to thank you for allowing us to showcase all of the learning we have accomplished in the last few weeks. We would also like to thank our wonderful students in the group (turn towards students). You guys have worked so very hard and have learned so much, all while having so much fun. (Turn back to audience) We hope that by not only telling you why Abraham Lincoln is an American hero, but also sharing who our heroes are, that you are able to make a connection to that person in your life. Anybody can be your hero, but remember, one day, you might be somebody elses hero.-Play hero song Heroes (We could be) by Alesso https://www.youtube.com/watch?v=fVEo74CwiG4

Ashley Tetreault