Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

Instruction and Modeling (I perform it, we perform it)

I.  Planning

Lesson summary and focus:

This lesson plan will focus on two primary areas including language and content. When it comes to content, learners will be made to summarize an excerpt associated with a social or historical studies by text by establishing the central idea and recounting specific details. When it comes to language, learners will be made to condense sentences and paraphrases to generate a summary of primary ideas associated with a close text reading.

Classroom and student factors:

Important classroom factors will be the provision of a collaborative learning environment and significant student factors will be the differentiation of the learning content to meet the diverse needs of all learners including English language Learners (ELLs) and 504s among others. Collaborative learning will ensure that students assess their colleagues, who have problems when it comes to learning the area under study. Differentiating the learning content will ensure that all students are provided with an opportunity to comprehend the teaching content. 

National / State Learning Standards:

R1. 4.2: Determining the primary idea of a text and explaining how such text is supported by main details or text summary.

R1.4.3: Explaining concepts, ideas, procedures, or events in a scientific, technical or historical text including what transpired and the reason for the occurrence based on specific information within the text.

SL.4.1: Engaging effectively in a range of concerted discussions with diverse partners or associated on grade 4 texts and topics, establishing on ideas of others and expressing their own views in a clear manner. 

Specific learning target(s) / objectives:

·         To establish primary details during learners’ reading

·         To derive key notions from details

·         To debate or deliberate on text in a collaborative manner and to establish academic language

Teaching notes:

Phase 1, What the Text Says: 

Children of the Dust Days, Chapter 1

Agenda:

The lesson’s opening will involve students reading Chapter 1independently and annotating as they read. Learning and teaching activities will involve circling confusing or unknown phrases, and keywords, underlining major points, and writing margin notes for paraphrasing key points in students’ own words. The closure will involve posting the next or subsequent set of focus queries and previewing them as the target for the re-read.

Formative assessment:

Providing short queries to students at the end of every learning activity to establish their comprehension of the topic.

Academic Language:

Key vocabulary:

Dust

Dust storms

Drought

Swimming

Choked

Dust Bowl

Crammed

Cracks

Electricity

Function:

Establish the text’s primary idea and illustrate how key details support it, as a means of demonstrating students’ abilities to summarize texts

Form:

Annotating ideas for learners to have the ability of key ideas in a text

Summarizing the text in writing or orally to have learners demonstrate mastery of the subject

Instructional Materials, Equipment and Technology:

·         Chapter One from Children of the Dust Days by Karen Mueller Coombs

·         Paragraph frames and various sentence

·         Vocabulary logs or learner word study journals

·         Student learning logs

·         Chart pack posters

·         Summary charts for student annotation

·         Graphic organizer such as Frayer Model

Grouping:

·         Grouping by the same level or skill to enhance the differentiation of the learning content

·         Grouping by the same first language

II. Instruction

A.  Opening

Prior knowledge connection:

Enables students to relate real life events such as droughts events to the content of the text, thereby stimulating their comprehension of the topic

Anticipatory set:

Students can learn to use or apply appropriate vocabulary in describing real life events such as drought related happenings.

B.  Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

Reading

1.       Read first paragraph of chapter and annotate it by underlining keywords and unknown phrases, and writing margin notes on the black board

Formative assessment will involve students listing all the keywords from the text

Speaking and Listening

2.       Modeling and allowing learners to partner

Formative assessment will involve learners listing all the unfamiliar from the text and meanings learned from other students

Reading and Writing

3.       Posting and reviewing the definition and features of an effective summary

Formative assessment will involve students condensing the text from chapter one and listing key ideas from the text

Reading

1.       Student will read Chapter 1 independently and annotating as they read by circling unknown phrases and keywords, underlining major point, writing margin notes for paraphrasing major points in their own words.

Speaking and Listening

2.       Partner and tell each other unfamiliar words from the text so that they can comprehend their meanings from each other. Besides, students to compare keywords or phrases they underlined.

Reading and Writing

3.       Using paraphrased details to create a summary of the text in chapter one

Reading

1.       Reading with learners and guiding their annotation. Using strategies such as paraphrasing in students’ native language, annotating essential points with translation in a quick sketch, and dramatizing events through actions and gestures

Early students will help the struggling learners to annotate the text

Speaking and listening

2.      Students recording select text words, as well as few of their words within their journals using Frayer Model. Metacognitive modeling of annotations by focusing on critical details will also be embraced.

Early learners will help the struggling learners to record select text words in Frayer Model

Reading and Writing

3.      Modeling an example with a conversant or familiar content

Early learners will assist struggling students to summarize text using paraphrased details

III. ASSESSMENT

Summative Assessment:

Assessment will involve the collection of all Chapter one summaries to establish if students can identify key ideas and details from the text and collaborate effectively with their peers in comprehending texts.

Differentiation:

Listing key words related to the text in Chapter one and other words unrelated from the text in Chapter one, and asking students to circle keywords related to the text

Closure: 

Having students state what they have understood from the topic and list keywords that they have learned from the topic. Having students list words from the text that they have encountered in real life such as from news about drought.

Explain how students will share what they have learned in the lesson.

Identify questions that you can ask students to begin the closure conversation.  Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom.

Homework:

Look for excerpts from newspapers that relate to drought and condensing such excerpts or texts and listing keywords from the text that were learned in class. Students to present their assignment in the next class