WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
DIFFERENTIATED INSTRUCTIONAL PLAN
Teacher...
WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
Summative Assessment:
Summative assessmen...
WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
10
minutes
Teacher Tasks
Direct students ...
WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
there any questions?
Ask students to eras...
WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
prop for part of a play)
Why does he like...
WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
10
minutes
Teacher Tasks
Remind students ...
WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
Management Issues:
Retrieving the white b...
WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007
Graphic Organizer
Characters Setting
Begi...
Upcoming SlideShare
Loading in …5
×

Literacy Lesson

615 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
615
On SlideShare
0
From Embeds
0
Number of Embeds
29
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Literacy Lesson

  1. 1. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007 DIFFERENTIATED INSTRUCTIONAL PLAN Teacher: Flora Johnson Date: 1/17/2013 Grade: 2 # Students: 26 Subject/Lesson Title Word building activity/ Vocabulary practice Lesson Time: 45 minutes Instructional Model Direct Instruction (I do, We do, You do) Instructional Level: I– D -M Instructional Developing Mastery Curriculum Context/Long Term Goals: This is a three part lesson that reviews this week’s spelling, Story of The Week, and vocabulary. Whole class has been introduced to spelling words with /s/c; /j/g, dge. Students will be expected to differentiate between spellings and know how to spell these words correctly by the summative assessment at the end of the week. They have read “The Big Bushy Mustache” and discussed the story. This lesson will have the students map the narrative with a graphic organizer. They have reviewed the vocabulary of the week. This lesson will reinforce those word meanings. EALRs/GLEs: 1.1.2 Understand and Apply phonological awareness and phonemic awareness. 2.1.7. Apply comprehension monitoring strategies during, and after reading: summarize informational/expository text and literary/narrative text 1.3.1. Understand and apply new vocabulary. Short Term Learning Targets (Cognitive & Behavioral Objectives) for This Lesson: Spelling: Students will change one-two letters in a given word to spell other spelling words with /s/c; /j/g, dge sounds/spellings. (pg 259) Story Retell: Using story retell cards, students will complete a narrative graphic organizer as a class. Vocabulary: Students will answer discussion question relating to vocabulary definitions. Assessment Plan: Spelling Pre-Assessment: The pre-assessment was a spelling pre test using white boards as an introductory lesson. This included explicit phonics instruction. Formative Assessment: Formative assessment will take place as teacher observes/ facilitates word building activity.
  2. 2. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007 Summative Assessment: Summative assessment will be the Spelling Test on Friday Assessment Plan: Comprehension Pre-Assessment: The Pre Assessment was the Think Critically questions discussed during original reading. Formative Assessment: Formative assessment will take place as students respond to Story Retell Card prompts. Summative Assessment: Summative assessment will be the Weekly Lesson Test given on Friday. Assessment Plan: Vocabulary Pre-Assessment: Pre-Assessment will be a thumbs up/down review of the vocabulary words. Formative Assessment: Formative assessment will take place as students respond to discussion and thinking questions. Summative Assessment: Summative assessment will be the Weekly Lesson Test given on Friday. Time: INSTRUCTIONAL SEQUENCE part 1 Word Building 2 minutes Opening Set/Hook: Today we will do a fun game with /s/c; /j/g, dge words! Activating Prior Knowledge: Review that the letters e, i, and y following a c and g, can make the c say /s/ and the g say /j/. Remind students that ge follows a long vowel sound, and dge follows a short vowel sound. Communicating & Understanding Learning Targets: The goal is to use our white boards to manipulate word sounds and spellings with our spelling words. Learning Experiences (Student and teacher actions and interactions during: Instruction, Checking for Understanding, Questioning Strategies, Guided Practice, Discovery, Transitions and Independent Practice.)
  3. 3. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007 10 minutes Teacher Tasks Direct students to the list of spelling words on the board. Read them together. Write the word lodge on the board. As: Which spelling word can you make by changing the FIRST letter? (dodge) Write the word twice on the board. Ask: Which spelling words can you make by changing the FIRST TWO letters? (slice, nice, price). Write them on the board. Ask Which spelling word can you make by changing the FIRST TWO letters? (gem) Continue: pity FIRST (city) hug ADD (huge) face FIRST (space) page FIRST (cage) judge FIRST (fudge) ______________________________ Lesson tiered to students’ instructional levels: Level 1 (intensive): Students will be seated near teacher; teacher repeats directions and focuses students as needed. Level 2 (strategic): Students are Sitting in close proximity to teacher Level 3 (benchmark+): Are expected to know challenge words. Student Tasks Students will read aloud in unison. Students will write lodge on their boards. Students will hold up their boards for a visual check when they have written the spelling word. Students will write twice on their boards. Students will hold up their boards for a visual check when they have written the spelling word. Students will write them on their boards. Students will hold up their boards for a visual check when they have written the spelling word. Students will continue in this manner writing and showing the words created. Transition: Do a simple thumbs up, thumbs down, thumbs side check with the students. How did we do today with the activity? Are you feeling more confident? Are
  4. 4. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007 there any questions? Ask students to erase their white boards. Remind them that when they are dismissed they will form a line to return them in an orderly fashion. Students will be dismissed by rows. They should return to the carpet. Time: INSTRUCTIONAL SEQUENCE part 2 Story Retell 2 minutes Opening Set/Hook: Let’s talk about “The Big Bushy Mustache.” Activating Prior Knowledge: What type of story is “The Big Bushy Mustache?” (realistic fiction) Communicating & Understanding Learning Targets: We are going to use a story map to talk about the story. Learning Experiences (Student and teacher actions and interactions during: Instruction, Checking for Understanding, Questioning Strategies, Guided Practice, Discovery, Transitions and Independent Practice.) 15 minutes Teacher Tasks Teacher will display the story map to discuss the characters, setting, and plot. Teacher will use the Story Retell Card prompts to facilitate remembering of story details and fill out the story map graphic organizer together. Teacher will alternate between calling on students individually and having them “turn and share.” Who are the Characters in this story? describe them. (Ricky, Mother, Father, Mrs. Cortez) Describe the Setting of the story? (School, home) Plot: Beginning: Why does Mrs. Cortez give Ricky a mustache in the beginning of the story? (A Student Tasks Students are ready to be chosen at random to contribute. They listen to speaker. They converse quietly with each other during Turn and Share.
  5. 5. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007 prop for part of a play) Why does he like it? (it makes him feel grown up, like his father) Middle: Why does Ricky wear the mustache home? (He wants to look grown up) In what part of the story does this happen? (middle) What happens to the mustache? (it is lost) How does Ricky feel about it? (he is sad it is gone. He feels guilty for taking it.) End: What happens at the end of the story? (Dad has shaven off his mustache and given it to Ricky) Why is Ricky so happy? (His dad loves him. Now he looks like Dad.) Transition: Do a simple thumbs up, thumbs down, thumbs side check with the students. How did we do today with the activity? Are you feeling more confident? Are there any questions? Time: INSTRUCTIONAL SEQUENCE part 3 Robust Vocabulary 2 minutes Opening Set/Hook: Now we can do an activity with our vocabulary words Activating Prior Knowledge: Briefly review the vocabulary word definitions with a thumbs up / down check. Communicating & Understanding Learning Targets: The goal is to help you add these words to your understanding and so you can do great on your unit test tomorrow. Learning Experiences (Student and teacher actions and interactions during: Instruction, Checking for Understanding, Questioning Strategies, Guided Practice, Discovery, Transitions and Independent Practice.)
  6. 6. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007 10 minutes Teacher Tasks Remind students of the student-friendly explanations of the vocabulary words introduced previously in the week. Discuss each word using the following prompts: wilting: name some reasons why plants might be wilting. flitted Would you be more likely to flit about a toy store or a doctor’s office? Why? swirling Would it be a good idea to swirl hot soup in a bowl? Why or why not? trance If you were telling your friend a story, would you like for that friend to act like he or she were in a trance? Why? route What would you be doing if you retraced your route to the classroom? semblance Why could a doll be a semblance of a person? distraught Would you be smiling if you were distraught? improvise If you are following very closely the directions of how to play a game, are you improvising? Why? Student Tasks Students are ready to be chosen at random to contribute. They listen to speaker. They converse quietly with each other during Turn and Share as they participate in the discussion. Closure: Do a simple thumbs up, thumbs down, thumbs side check with the students. How did we do today with the activity? Are you feeling more confident? Are there any questions?
  7. 7. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007 Management Issues: Retrieving the white boards could become an issue. Students will be reminded to line up patiently and then dismissed by rows. A few students require extra attention to behavior monitoring. Kyle, Stetson, a couple other squirrelly pairs. Remind them of the expectations chart and personal any personal behavior plans (earn a star). Accommodations/Modifications for Diverse Learners (GIFTED/ELL/IEP/504,Etc.) Accommodations for struggling students or students with IEP’s will be to keep them close to me so that I can more easily assist when needed. Particularly Kimberly and Summer. Benchmark Students are expected to also know the challenge spelling words in addition to the regular words. Instructional Materials, Resources, and Technology – Learning Environment: Whiteboards and markers Storytown Teacher’s Manual Story retell cards Students will be at the carpet. Family Interactions: Study guide with spelling words and vocabulary is sent home every Monday. Self-Reflection of Teaching: Thinking About This Lesson: Thinking Ahead: How did we do today in following directions?
  8. 8. WWU Teacher Education Outreach Programs - EOT Instructional Plan – January, 2007 Graphic Organizer Characters Setting Beginning Middle End

×