T&L Instructional Plan Template 8/15/2014

(edTPA Aligned)T&L 413T&L 330SPED 420

Background Information

Teacher Candidate: Bailey Huylar Date: 12 November 2014Cooperating Teacher: Grade: 3School District: School: Supervisor: Lori WhiteUnit/Subject: Narrative WritingInstructional/Lesson Plan Title/Focus: Sensory Details

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: This instructional plan develops students’ conceptual understanding of content goals because it builds upon what they learn previously in the week about writing paragraphs. Also, through understanding sensory details the students will be able to complete more detailed graphic organizers to strengthen their writing.

b. Alignment to State Learning Standards: W.3.5: With guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, and editingELP 2-3.2: An ELL can participate in grade-appropriate oral and written exchanges of

information, ideas, and analyses, responding to peer, audience, or reader comments and questions.Level 3:

Participate in short discussions Follow the rules for discussions Ask questions to gain information or clarify understanding Respond to the comments of others Contribute his or her own comments

c. Content Objectives: SWBAT define what sensory details are SWBAT construct sensory details

Language Objective: SWBAT verbalize thoughts and ideas about sensory details

o This language objective falls under the language domain of speaking.

d. Previous Learning Experiences: The students will need to have some background knowledge on the five senses.

e. Planning for Student Learning Needs (accommodations, student experiences, prior learning and experiences):

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The students will need to reflect on what they already know about the five senses as well as their knowledge of places such as the beach and school which will be used in examples during instruction. During the lesson, the students will need to draw from their personal experiences to write sensory details about a place that is special to them. This will require them to think critically about places they know or have visited.

For students who receive special education services in literacy I will provide them with a more detailed graphic organizer. It will have the same format, but list the senses above the appropriate boxes along with a picture that represents each sense. This is so that the student won’t have to have the 5 senses memorized to complete the worksheet. Also, the pictures can be used as a guide to help them complete each step. I will also have these students only put one sensory detail in each box on the graphic organizer. I will do this by placing a one in each box so they know that only one detail is required. As the class completes their worksheets individually, I will work with these students one on one depending on their progress.

For students who finish their work early (and have it done correctly) they can receive additional practice by reading books that are full of sensory details. This allows them to see examples of how writing is improved with details while simultaneously working on their decoding, comprehension, and reading fluency.

For students who receive ELL services I will give them a graphic organizer with the pictures of the senses. However, they will not be limited to one sensory detail per bubble/section. This is because they are perfectly capable of completing the work if they understand what is asked of them. I will also make sure to check in with them during individual work time to see if I need to clarify any aspects of the assignment.

f. Assessment Strategies (Informal and formal)

Content/Language Objectives Assessment StrategiesSWBAT define what sensory details are. Formative: I will pay close attention to class discussions,

student responses and group work in order to determine who is working towards mastering the target and who needs extra help. I will do this by calling on students to define sensory details in their own words after I have introduced the information. I will also record notes in the Group Presentation Rubric (Attachment 6).

Summative: At the end of the lesson the students will complete an exit slip (Attachment 5) that asks them to define sensory details in their own words. This will allow me to see who understands and who needs help on the topic of sensory details. The exit slip also asks the students to rate how well they think they understand sensory details on a scale of 1-3 (1=don’t understand, 3=really understand). This will allow me to see how well my students feel they understand sensory details. Both of these will help me to determine what I need to re-teach in a future lesson.

SWBAT construct sensory details. Formative: After the students work in groups to come up with one sensory detail per person (each student has a sticky note with their name and sensory detail), I will check whether they correctly wrote a sensory detail or didn’t on a private checklist while they share them with their peers. This will provide me with information on

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who understands and who is struggling with constructing sensory details.

Summative: After the student’s have had the opportunity to practice in a group, they will complete a graphic organizer (Attachment 4) individually. I would then ask a few students who completed the worksheet correctly (decided on while walking around during student work time) to share their details with the class. This is so that those who didn’t do the work correctly know what they did wrong. The worksheet will show me exactly what each student knows since it is an individual assignment.

SWBAT verbalize thoughts and ideas about sensory details.

Formative: Students will participate in a small group (4 students) presentation on what they have learned about sensory details after the initial lesson is taught. They will be given 10 minutes to work as a team to come up with a group response that involves each individual student (there are four components which will be explained and written on the board). **Group Presentation Rubric (Attachment 6)

Summative: Ask students individually: What do you know about sensory details and how they can help make your writing better?**Checklist (Attachment 7)

g. Student Voice

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Grouping of Students for InstructionThe students will be divided based on ability into groups of four or five. For example, students who have previously struggled with literacy concepts will be in groups will students who are performing at grade level in literacy. They will be divided this way to ensure that each student learns the material—the students who don’t understand can learn from their peers and the students who understand can further their knowledge by teaching their peers.

Section 2: Instruction and Engaging Students in Learning

1. Introduction: I will first introduce the learning targets and have the students write them in their notebook, both in academic language and their own words. I will then introduce sensory details by reviewing the five senses (prior knowledge from a previous lesson) with the students. They will then

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K-12 students will be able to:Student-based evidence to be collected (things produced by

students: journals, exit slips, self-assessments, work samples,

projects, papers, etc.)

Description of how students will reflect on their learning.

1. Explain student learning targets and what is required to meet them (including why they are important to learn).

Entry Task Exit Slip (Attachment 5)

After the learning targets are introduced, each student will write them down in their notebook. They will then write them in their own words. At the end of the lesson the students will complete an exit slip that includes the following question: How do sensory details help your writing?

2. Monitor their own learning progress toward the learning targets using the tools provided (checklists, rubrics, etc.).

Student Checklist (Attachment 9)Exit Slip (Attachment 5)

Throughout the lesson the students will complete their individual checklists.At the end of the lesson the students will complete an exit slip that includes the following question: On a scale of 1-3 how well do you think you understand sensory details?

3. Explain how to access resources and additional support when needed (and how/why those resources will help them).

Resources Sheet (Attachment 8) Based on what they have already learned, the students can turn to the resources sheet I provide them with for extra help at home. The sheet will also include an overview of the material so parents are more able to help their children.

proceed to participate in an activity where they get to work with a few of their classmates to further their knowledge of sensory details by applying what they have learned to a group presentation.

2. Learning Activities: 1. Introduce the learning targets and have students write them in their notebook, first using academic

language and then in their own words. 2. Introduce the student checklist (Attachment 9) the students will be filling out during the lesson. The

checklist can be kept on their desks.3. Review the five senses.

What are the five senses? (Turn and talk to a partner)4. Introduce sensory details

Based on the five senses, what do you think sensory details are? (Turn and talk to a partner)5. Explain to students that sensory details are details that tell about the five senses and that they can

help the reader feel what the writer is feeling. Call on students to define sensory details in their own words.

6. Have the students participate in small group presentations (4 students per group) on what they’ve learned about sensory details (provide them with the four things they will need to discuss and write on the board). Give them 10 minutes to work as a team to come up with a group response that involves each student. Have each group present for their peers and record observations on the rubric (Attachment 6).

7. Complete demonstration chart (Attachments 1 and 2) Show students pictures that represent the beach. Do all beaches look the same? What about in

other countries or areas of the United States? (Ex: Beaches in Hawaii can have white sand and warm water, while beaches in Washington have brown sand and cold water.) (Turn and talk to a partner)

Divide students into five groups (4-5 students in each group) based on ability. i. Each group will focus on one sense and will come up with one sensory detail per person

that they can share with the class. The sensory details will be written on sticky notes along with the students’ names. After having two to three minutes to work in their groups, the class will come back together to share their sensory details. We will complete the chart (Attachment 1) as a class.

Can sensory details fall under more than one sense?8. Complete prewrite (Attachment 3) with students using school as the topic. Have students turn and

talk before calling on students to provide examples. Ask the students how schools might look different in other countries? At this point I would have the ELL students (after having asked them if they would like to share prior to the lesson) in my class describe schools they previously attended.

9. Explain the graphic organizer (Attachment 4) the students will be completing individually about a place that is special to them. Make sure students understand that not all five senses will apply to every topic and that they will only be choosing four. They will complete the worksheet individually. Students who have completed the graphic organizer:

1. Read one of the two books they picked out in the classroom library10. While students are completing the graphic organizer individually, ask each student the following

questions and record answers on the checklist (Attachment 7): What do you know about sensory details? How can sensory details make your writing better?

11. Monitor students as they complete the worksheet and assist those who need extra help.12. Come back together as a class and have a few students share the topics and sensory details they came

up with. 13. Go over the resources sheet (Attachment 8) that will be sent home with the students. Ask the

students to share their sensory details with their parents and have them guess what their special place is.

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14. Exit Slip (Attachment 5) Define sensory details in your own words. On a scale of 1-3, how well do you think you understand sensory details? What can you do if you need extra help with sensory details?

o Connections between students’ own lives, experiences, cultures, interests and the content Before beginning the lesson I draw upon students’ prior knowledge of the 5 senses. This gets them

thinking about past lessons and helps them relate what they already know to the new material that is being presented. In the example where the students look at pictures of a beach, they can also think about what they already know about beaches, either from firsthand experience or seen on TV or in books, articles online, etc. At this point we also discuss how beaches throughout the United States and around the world are not the exact same, and therefore, not all sensory details for one beach fit all other beaches. We then use the topic of school to complete a prewrite as a class and discuss how schools might not all be the same depending on their location. During this discussion I have the ELL students who came from different schools describe and give details about their experiences in other schools so the students can compare and contrast. When the students are given a graphic organizer to complete individually, I allow them to write sensory details about a place that is special to them (children will choose different places based on their cultural backgrounds, experiences and interests).

o Questions teacher candidate will ask during the lesson that drive thinking and learning and engagement (5 or more questions) What are the five senses? Based on the five senses, what do you think sensory details are? Can sensory details fall under more than one sense? What do you know about sensory details? How can sensory details make your writing better? On a scale of 1-3, how well do you think you understand sensory details? What can you do if you need extra help with sensory details?

o Active learning over passive learningStudents partake in active learning during the lesson when they are…

Defining learning objectives in their own words (Learning Activity 1) Turning and talking to a partner during whole group instruction (Learning Activities 3, 4, and 7) Working with their peers in small groups to further their understanding of the content (Learning

Activity 6) Presenting information they have learned to their peers (Learning Activity 6) Participating in small groups to apply what they have learned (Learning Activity 7) Choosing the places they will write about (Learning Activity 9) Sharing their work with their peers (Learning Activity 12) Fill out a student checklist (Learning Activity 2) and exit slip (Learning Activity 14) to convey

what they believe they know

o Multiple means of access to the “content” for the K-12 students Whole class discussion about sensory details including background knowledge and introduction

of sensory details using discussion questions to prompt student responses Use a chart, white board and document camera to display visuals to enhance student learning

o Multiple means of expression of learning by the K-12 students Writing the language objectives in their own words

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Orally express what they know to myself and their peers during turn and talk sessions and whole-group discussions

Work with a small group and present what they know to their peers Complete graphic organizer individually Complete student checklist and exit slip

o How the teacher candidate will assess the learning of the students (from table above) I will assess each student’s knowledge of the lesson based on the following: Graphic organizer (Attachment 4) Exit slip (Attachment 5) Group presentation rubric (Attachment 6) Teacher checklist (Attachment 7) Student checklist (Attachment 9)

3. Closure: Have a few students share their topics and sensory details Ask students the following questions in an exit slip or class discussion

1. What are sensory details?2. Write a sentence using a sensory detail/share a sentence with your neighbor using

a sensory detail. Which sense did you use? Explain that students can use sensory details to strengthen their writing in the future

4. Independent Practice: At home the students will share the resources sheet (Attachment 8) with their parents. At this point the parents/guardians have the option to go over the information with their child and further their child’s knowledge (as well as their own) with the books and website provided. The student will also share the sensory details they came up with in class about their special place and see if their parents can guess what their place is. The parent/guardian will then write down their student’s special place and sign. This portion will be returned to class the following day.

5. Instructional Materials, Resources, and Technology Document camera Whiteboard Chart paper My Brother Dan’s Delicious by Steven L. Layne The Seashore Book by Charlotte Zolotow Come On, Rain! by Karen Hesse Journey’s Common Core Curriculum Pictures used on chart: http://4vector.com/free-vector/cartoon-children-summer-beach-vector-

94358 Pictures used during demonstrations: http://questgarden.com/148/36/8/120925073214/task.htm

6. Acknowledgements:

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Attachment 1 Attachment 2

Attachment 3 Attachment 4

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Attachment 5

Exit Slip

Name: __________________________________________

Define sensory details in your own words.

How do sensory details help your writing?

On a scale of 1-3 how well do you think you understand sensory details? Circle one.

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1 2 3

What can you do if you need extra help with sensory details?

Attachment 6Group Presentation Rubric: Sensory Details

**Example in red

Description of sensory details

Why do we use sensory details?

Example #1 Example #2

Group #1:*Student 1*Student 2*Student 3*Student 4

Student: 2Notes:

Objective Met? Yes

Student: 4Notes:

Objective Met? Yes

Student: 1Notes:

Objective Met? No

Student: 3Notes:

Objective Met? YesGroup #2****Group #3***

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*Group #4****Group #5****Group #6****

Attachment 7: Teacher Checklist

Checklist: Sensory Details

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Student Notes about discussion Speech Production Level

Student A Had trouble presenting ideas verbally, but could point to face to represent senses.

Pre-production

Attachment 8

Sensory Details

Learning Targets: Students will be able to…

Define what sensory details are. Construct sensory details.

Overview: Sensory details tell about the five senses and help the reader feel what the writer is feeling.

Books: All of these books include great sensory details! My Brother Dan’s Delicious by Steven L. Layne The Seashore Book by Charlotte Zolotow Come On, Rain! by Karen Hesse

Website: Writing With The Senses

o http://www.brainpopjr.com/writing/poetry/writingwiththesenses/grownups.weml

***Please get a parent/guardian signature and return the homework portion below

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Attachment 9

Sensory Details

Name____________________________

1. Define what sensory details a

2. Construct sensory details.

Sensory Details

Learning Targets: Students will be able to…

Define what sensory details are. Construct sensory details.

Overview: Sensory details tell about the five senses and help the reader feel what the writer is feeling.

Books: All of these books include great sensory details! My Brother Dan’s Delicious by Steven L. Layne The Seashore Book by Charlotte Zolotow Come On, Rain! by Karen Hesse

Website: Writing With The Senses

o http://www.brainpopjr.com/writing/poetry/writingwiththesenses/grownups.weml

***Please get a parent/guardian signature and return the homework portion below

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