Tennessee Tech University LESSON PLAN 1
Name: Katie Mattie Date: January 22, 2013
Lesson Title: Author’s Purpose Grade/Level: 3rd Estimated Duration: 45-60 minutes Number of Students: 21 Where in the Unit does this lesson occur? Structure(s) of grouping for the lesson: (Check One) __Beginning __Middle ___End (Check any that apply) Whole Class _____ Small Group _____ One-to-one _____ Other (specify) ______Curriculum Standards Central Focus Question/Big Idea/Goal Rationale/Theoretical Reasoning Standard 0301.8.5 Literature: Identify author’s purpose. Goal: The students’ will recognize and comprehend the Rationale: The assessments both formal different types of author’s purpose. and informal), technology integration Big Idea: The students’ will distinguish between the types of tools, differentiated strategies, motivator, author’s purpose for selected reading passage. and instructional procedures support the Central Focus Questions: pedagogy of this lesson. The learning 1. What is author’s purpose? tasks, which explain, in detail, the 2. What are the different types of author’s purpose? procedures the teacher will take to certify 3. What key elements can help you determine what that the objectives for the lesson have been the author’s purpose is? met, support the methodology of this Lesson Objective(s) lesson. Based upon my observations, the students’ seem to respond well to 1. The students’ will be able to define author’s purpose. technology interaction before assigning 2. The students’ will be able to distinguish between the types of author’s purpose. them work. The teacher will provide 3. The students’ will be able to point out key elements from a text to determine author’s purpose. assistance, where needed, while the Vocabulary/ Academic Language (Language Function) students’ complete the worksheets. The The language function is identifying author’s purpose. The language is supported through the use of printed and auditory teacher will provide more instruction and materials, visuals, examples, and online resources. The language is used within the use of discussion, worksheets, instruction, examples to build their comprehension. practice, visuals, and group work. The language is also supported through the use of an “I Can” statement which will be posted All these strategies will give these on the whiteboard and will be discussed at the beginning of the lesson. students’ the extra assistance they need to Assessment/Evaluation work independently with no assistance and Formative (Informal) : The teacher will monitor students’ progress by circulating the classroom to provide feedback and answer increase their comprehension of the questions. The teacher will use the Identify the Author’s Purpose online lesson and practice to pre-assess and activate the concept. students’ prior knowledge. The students’ will complete an After-Work Reflection Form to reflect back on their participation, Theoretical Reasoning: Based upon strengths and weaknesses, the assignment, and think about how to better succeed for future references. Tomlinson’s theory of differentiated Summative (Formal): The students’ will complete two sets of worksheets: Writing With More Than One Purpose worksheet instruction, my instructional approaches and Worksheet 1 and 2, front to back. Writing With More Than One Purpose worksheet will be used for the students’ to will be adapted to meet the needs of the practice identifying key elements in a paragraph to determine the author’s purpose. Worksheet 1 and 2 will be used for extra individual and diverse students’ in the practice in using the students’ identifying key elements skills to identify author’s purpose for six questions. classroom by providing one-to-one Instruction assistance for any students who need help with the worksheets. Through engaged Set/Motivator: The students’ will be pre-assessed using the Identifying the Author’s Purpose online lesson and practice. The learning, the students’ will be involved in students’ will review author’s purpose and read teacher-selected passages to determine the author’s purpose. activities that promote active cognitive Instructional Procedures/Learning Tasks: The teacher will conduct a whole class activity called “Purpose Sort” using teacher- processes such as creating and evaluating selected passages. Three different author’s purpose will be placed on the board. The students’ and the teacher will read the (Greg Kearsley & Ben Schneiderman). passages and place them within their purpose category. The students’ will be placed within their small groups (3 groups of 4; 2 The students’ are engaged in small groups groups of 5). By implementing the Alternate Writing Technique, the students’ will create their own passage reflecting their and whole class where they will interact choice of author’s purpose. The students’ and teacher will read the student-created passages and place them within their correct with their peers to evaluate the author’s purpose category. After the activity is complete, the students’ will complete the two sets of worksheets for extra practice. purpose for selected passages and to create Questions and/or activities for higher order thinking: their own author’s purpose passage. By 1. What key elements can help you determine what the author’s purpose is? integrating technology, the students’ will Closure: Once the students’ have completed both sets of worksheets, they will place them within their folders and read silently assess, evaluate, and analyze information while others finish. in order to represent their knowledge and Material/Resources: communicate with their peers and teacher Identifying Author’s Purpose online lesson and practice (Scheffler and Logan (1999)). The Author’s Purpose Visuals (Labels for Sort activity) teacher will integrate technology through Selected Passages for Purpose Sort Activity the use of an online Identifying the Writing With More Than One Purpose Worksheet Author’s Purpose lesson and practice. By preparing beforehand, actively Worksheet 1 and 2 (front to back) participating, and reflecting after, the After-Work Reflection Form students’ will have the opportunity to Adaptations to Meet Individual Needs: The teacher will provide feedback and answer questions by monitoring reflect on their self as a learner and an students’ progress. The teacher will provide one-to-one assistance to students’ who are struggling with the worksheets. individual (Rowntree (1988)). The Management/Safety Issues: There are no safety issues. There are two students’ who do not pay attention well, listen to students’ will use the After-Work directions, or do their work. If these students’ decide to not do what is expected of them, the teacher will conference with them Reflection Form to reflect back on their individually about their behavior. Any misbehavior will be reported by the students signing their name in the consequence self as a learner and adjust their book and stating the reason why they have to sign the book. If the students’ get one check, ten minutes will be taken from their behavior/learning skills for future recess. If the students’ get two checks, twenty minutes will be taken from their recess. If the students’ get three checks, parents references. By implementing the are contacted and no participation in Fantastic Friday. Alternate Writing Technique, the Reflections/Future Modifications: The class learned how to identify author’s purpose and what the different types of students will write for a specified amount of time, during the Purpose Sort Activity, Revised Spring 2011 author’s purpose was. The class learned how to use key elements to determine the author’s purpose and how to implement an with each person alternately continuing author’s purpose within their group writing activity. My next steps for instruction will be to revisit author’s purpose and the the development of a cohesive story line. types of author’s purpose. I will also demonstrate to the students’ how to write a story using author’s purpose. I learned that my Each person’s contribution to the story students’ are hard workers and good listeners. Some of my students’ informed me that my activities were enjoyable and that line must build upon their prior they wish they could do more. A few students’ wished that I would have provided them with harder material to work with. information in the composition in order to Other student’s were disappointed in the worksheets because they felt they were too difficult. I learned that I have a wide range lead to the next event. Categorizing is the of abilities within my classroom, but when I present material that is challenging my students’ will step up to the plate in order process in which ideas and objects are to succeed. differentiated and grouped into categories. Categorizing reflects a relationship between the subjects and objects of knowledge. By categorizing the reading passages into different genres of author’s purpose during the Purpose Sort activity, the students’ will have a deeper understanding of how to recognize or what to use to create a story reflecting their author’s purpose. Sources: 1. Karen DeRitter. (2001-2008). Identifying Author’s Purpose Lesson. http://www.studyzone.org/testprep/ela4/h/authorpur.cfm. 2. Lisa Webber, C. Johnson. (2008). Sock Puppets, A Firefighter’s Thanksgiving, Egg Fizz, The Need to Eat, Tigers: Claws and Jaws. http://www.freereading.net/index.php?title=Passages_to_practice_advanced_phonics_skills%2C_fluency%2C_and_comprehension. 3. Marianne Tillman. (2003). Differentiated Instruction. http://www.3villagecsd.k12.ny.us/Instructional_Technology/TchLrn/Differentinstructoverview.htm. 4. Mustafa Koc. (2005, May). Implications of Learning Theories for Effective Technology Integration and Pre-service Teacher Training: A Critical Literature Review. http://www.tused.org/internet/tused/archive/v2/i1/fulltext/tusedv2i1s1.pdf. 5. Greg Kearsley, Ben Schneiderman. (1999, April 4). Engagement Theory: A framework for technology-based teaching and learning. http://home.sprynet.com/~gkearsley/engage.htm. 6. Rowntree. (1988). Unit Three: Reflection On and In The Work Place. http://www.science.ulster.ac.uk/nursing/mentorship/docs/toolkits/Reflection.pdf. 7. (1999-2012). Writing With More Than One Purpose. http://www.teach-nology.com/worksheets/language_arts/authors/ap5.html. 8. Worksheet 1 and 2. http://viking.coe.uh.edu/~scstowe/quest_2/cuin3202_3112/learning_support.pdf. 9. Barbara J. Walker. (2005). Alternate Writing Approach. Techniques for Reading Instruction and Assessment.
Tennessee Tech University LESSON PLAN 2
Name: Katie Mattie Date: January 23, 2012
Lesson Title: Author’s Purpose Grade/Level: Estimated Duration: 60 minutes Number of Students: 21 Where in the Unit does this lesson occur? Structure(s) of grouping for the lesson: (Check One) __Beginning __Middle ___End (Check any that apply) Whole Class _____ Small Group _____ One-to-one _____ Other (specify) ______(Individual) Curriculum Standards Central Focus Question/Big Idea/Goal Rationale/Theoretical Reasoning Standard 0301.8.5 Literature: Identify author’s purpose. Goal: The students’ will recognize and comprehend the Rationale: The assessments (both formal different types of author’s purpose. and informal), technology integration Big Idea: The students will create a rough and final draft tools, differentiated strategies, motivator, reflecting their own author’s purpose for their story. and instructional procedures support the Central Focus Questions: pedagogy of this lesson. The learning 1. What is author’s purpose? tasks, which explains in detail the Revised Spring 2011 2. What are the different types of author’s purpose? procedures the teacher will take to certify 3. What key elements can help you determine what that the objectives for this lesson have the author’s purpose is? been met, supports the methodology of 4. What are the three main writing steps? this lesson. Based upon my observations, Lesson Objective(s) the students seem to respond well to technology interaction before assigning 1. The students’ will be able to define the author’s purpose. them work. The teacher will provide 2. The students’ will be able to distinguish between the types of author’s purpose. assistance where needed while the 3. The students’ will be able to point out key elements from a text to determine the author’s purpose? students’ brainstorm ideas with their 4. The students’ will be able to explain and apply the three writing stages within the given assignment. partner and while they work individually Vocabulary/ Academic Language (Language Function) on their written assignment. The teacher The language function is identifying author’s purpose. The language is supported through the use of printed and auditory will display teacher-made examples to aid materials, visuals, examples, and online resources. The language is used within the use of discussion, practice, visuals, partner in the brainstorming process. All these brainstorming and the students’ author’s purpose stories. The language is also supported through the use of “I Can” statements strategies will give these students’ the which will be posted on the whiteboard and will be discussed and reviewed at the beginning of the lesson. extra assistance they need to work Assessment/Evaluation independently with no assistance and Formative (Informal) : The teacher will monitor students’ progress by circulating the classroom to provide feedback and answer increase their comprehension of the questions. The teacher will begin to assess the students’ prior knowledge with the pre-assessments (Author’s Purpose online concept. quiz and interactive game). The students’ will complete an After-Work Reflection Form to reflect back on their participation, Theoretical Reasoning: Based upon strengths and weaknesses, the assignment, and think about how to better succeed for future references. Tomlinson’s theory of differentiated instruction, my instructional approaches Summative (Formal): Mastery will be defined as achieving 85% or above on the essay. The score for the essay will be given will be adapted to meet the needs of the based upon punctuation usage, paragraph indention, complete sentences and paragraphs, and demonstration of author’s individual students’ by allowing use in purpose. word processor to complete the rough and Instruction final draft of the written assignments and Set/Motivator: The students’ will be pre-assessed with an online practice quiz and interactive game. The online practice quiz by providing feedback and answering called Author’s Purpose will be used to quiz the students’ on their prior knowledge of author’s purpose. There are three questions during partner and individual questions that contain a paragraph. At the end of the quiz, the questions answered correctly and the passing score will be work. Through engaged learning, the displayed. The Author’s Purpose Interactive Game is where the students’ match the given inserts with the correct author’s students’ will brainstorm, with their purpose. At the end of the game, a positive remark will be displayed for the students’ to see how well they succeeded. partner, ideas they have for their author’s Instructional Procedures/Learning Tasks: The students’ will be assigned a partner (boy to boy; girl to girl). The students’ will purpose story. Through this one-to-one brainstorm, with their partner, ideas for their story on which choice of author’s purpose they would like to implement. The interaction, the students’ will use their students’ will create their own concept web map where their topic for their story represents the main idea. Their map should cognitive processes such as creating and reflect an author’s purpose. The students’ will use their time with their partner to brainstorm ideas to one another and offer evaluating (Greg Kearsley & Ben suggestions for their story. This will help the students’ prepare for the assignment and allow them to see if they are heading in Schneiderman). By integrating the right direction for the assignment. Independently, the students’ will begin the written assignment. They will use their map technology, the students’ will assess, to organize their thoughts and add detail to create their own author’s purpose story. The students’ are not allowed to state what evaluate, and analyze information in order their author’s purpose is for their story. Once the students’ are finished, and if their partner is finished, they will meet with their to present knowledge and communicate partner to peer edit. The students’ will check each other’s work for to see if they did prewriting and writing for their with peers and teacher (Schefflar and assignment as part of their rough draft. The students’ will also check each other’s work for details, correct sentence and Logan (1999)). The teacher will integrate paragraph usage, punctuation usage, and to see if they can determine their partners author’s purpose. Once the students’ are technology through the use of an online finished peer editing, the teacher will edit their paper and look for the same items in their story as their partner did. The Author’s Purpose online practice quiz and students’ will complete their final drafts of the story for homework. Refer to the summative assessment for determining interactive game. The technique of mastery of this assignment. concept mapping was developed by John Questions and/or activities for higher order thinking: Novak in 1972 as a means of representing 1. What key elements can help you determine what the author’s purpose is? the emerging science knowledge of students’. By applying the concept web 2. When you are brainstorming, what process of writing are you using? map during the brainstorming process, the 3. When you are working on your story, what process of writing are you using? students’ will be able to connect their prior knowledge with their new knowledge. By 4. When you are peer and/or teacher editing, what process of writing are you using? implementing the Story Writing Closure: Once all editing is complete, the teacher will explain to the students’ the following that must be completed for their Approach, the students’ will be able to assignment: the concept web map; rough draft with peer and teacher comments; and final draft. produce a professional piece of writing. Material/Resources: Story writing includes three stages: Teacher model of concept web map prewriting, writing, and evaluating. By Online Author’s Purpose practice quiz writing their own stories, the students’ will Online Author’s Purpose interactive game increase their awareness of story parts. By After-Work Reflection Form preparing beforehand, actively Sources: participating, and reflecting after, the students’ will have the opportunity to 1. Rbut8396. Author’ Purpose. http://www.quibblo.com/quiz/bGskOrN/Authors-Purpose. reflect on their self as a learner and an 2. Karen DeRitter. (2001-2011). Author’s Purpose. http://www.studyzone.org/testprep/e3topic.cfm?TopicID=125. individual (Rowntree (1988)). The students’ will use the After-Work 3. Joseph D. Novak. The Origins of the Concept Mapping Tool and the Continuing Evolution of the Tool. Reflection Form to reflect back on their http://cmap.ihmc.us/publications/researchpapers/originsofconceptmappingtool.pdf. self and adjust their behavior/learning 4. Marianne Tillman. (2003). Differentiated Instruction. skills for future references. http://www.3villagecsd.k12.ny.us/Instructional_Technology/TchLrn/Differentinstructoverview.htm. 5. Mustafa Koc. (2005, May). Implications of Learning Theories for Effective Technology Integration and Pre-service Teacher Training: A Critical Literature Review. http://www.tused.org/internet/tused/archive/v2/i1/fulltext/tusedv2i1s1.pdf. 6. Greg Kearsley, Ben Schneiderman. (1999, April 4). Engagement Theory: A framework for technology-based teaching and learning. http://home.sprynet.com/~gkearsley/engage.htm. 7. Rowntree. (1988). Unit Three: Reflection On and In The Work Place. http://www.science.ulster.ac.uk/nursing/mentorship/docs/toolkits/Reflection.pdf.
Revised Spring 2011 8. Barbara J. Walker. (2005). Story Writing Approach. Techniques for Reading Instruction and Assessment. Adaptations to Meet Individual Needs: One student has a writing disability. During the writing process, the teacher will allow the student use in Word Processor or Word Pad to type out their rough and final draft of their assignment. Management/Safety Issues: There are no safety issues. There are two students who do not like to pay attention, listen to directions, or do their work. If these students’ decide to not do what is expected of them, the teacher will conference with them individually about their behavior. If they continue to misbehave, then they will write their names in the consequence book. One check results in 10 minutes of their recess time. Two checks results in 20 minutes of their recess time. Three checks results in no participation in Fantastic Friday. Reflections/Future Modifications: The class learned how to identify author’s purpose and the types of author’s purpose. The class learned how to implement an author’s purpose of their choosing within their own story and brainstorming web. My next steps for instruction will be to test my students’ comprehension level of the overall objective and standard. My students’ enjoyed being creative with their stories and being allowed the opportunity to use the internet to research some ideas for their stories. A couple of the students’ struggled with their stories, but performed well overall. My students’ were pleased with the opportunity I provided them with by allowing them to be creative with their stories. I believe this increased their level of comprehension of the concept because they became an author them self.
Tennessee Tech University LESSON PLAN 3
Name: Katie Mattie Date: January 24, 2013
Lesson Title: Author’s Purpose Grade/Level: 3rd Estimated Duration: 30 minutes Number of Students: 21 Where in the Unit does this lesson occur? Structure(s) of grouping for the lesson: (Check One) __Beginning __Middle ___End (Check any that apply) Whole Class _____ Small Group _____ One-to-one _____ Other (specify) ______Curriculum Standards Central Focus Question/Big Idea/Goal Rationale/Theoretical Reasoning Standard 0301.8.5 Literature: Identify author’s purpose. Goal: The students’ will recognize and comprehend the Rationale: The assessments (both formal different types of author’s purpose. and informal), technology integration Big Idea: The students’ will demonstrate their understanding tools, differentiated strategies, motivator, of author’s purpose through a multiple choice exam. and instructional procedures support the Central Focus Questions: pedagogy of this lesson. The learning 1. What is author’s purpose? tasks, which explain in detail the 2. What are the different types of author’s purpose? procedures the teacher will take to certify 3. What key elements can help you determine what that the objectives have been met, support the author’s purpose is? the methodology of this lesson. Based Lesson Objective(s) upon my observations, the students’ seem to respond well to technology interaction 1. The students’ will be able to define author’s purpose. before assigning them work. The teacher 2. The students’ will be able to distinguish between the types of author’s purpose. will provide assistance by answering 3. The students’ will be able to point out key elements from a text to determine the author’s purpose. questions during the exam and extra Vocabulary/ Academic Language (Language Function) practice, but will not provide answers. All The language function is identifying author’s purpose. The language is supported through the use of printed materials, visuals, these strategies will give these students the examples, and exams. The language is used within the use of discussion, different levels of practice, and the final exam which extra assistance then need to work tests the students’ mastery of the concept. The language is also supported through the use of “I Can” statements which will be independently with no assistance and posted on the whiteboard and be discussed and reviewed at the beginning and end of the lesson. increase their comprehension of the Assessment/Evaluation concept. Formative (Informal) : The teacher will monitor the students’ progress by circulating the classroom to provide feedback and Theoretical Reasoning: Based upon answer questions. The students’ will revisit the types of author’s purpose and how to identify them through teacher-class Tomlinson’s theory of differentiated discussion. The students’ will complete an After-Work Reflection Form to reflect back on their participation, strengths and instruction, my instructional approaches weaknesses, the assignment, and think about how to better succeed for future references. will be adapted to meet the individual Summative (Formal): Mastery will be defined as achieving 100% on the multiple choice exam. There are 10 questions and students’ needs by providing four different each question is worth 10 points. The students’ who score 90% or below will be required to complete an extra worksheet to level worksheets to students’ who do not allow for an opportunity to increase their score and for extra practice. Each worksheet contains 3 questions that are worth 2 score 100% on the exam, and by providing
Revised Spring 2011 points each. This extra practice will allow an opportunity for a 6 point increase on their scores. The students’ who score 90% one-to-one assistance to students’ who will complete Version 1 Worksheet. The students’ who score 80% will complete Version 2 Worksheet. The students’ who score below 60% on the exam. The teacher score 70% will complete Version 3 Worksheet. The students’ who score 60% will complete Version 4 Worksheet. The will not provide answers for students’ who students’ who score below 60% will re-take the exam under teacher supervision. These different version worksheets for have to re-take the exam due to a low author’s purpose require the students’ to provide constructed responses. The final grade will be related to the Author’s Purpose percentage on the exam. By preparing Exam and the students’ author’s purpose stories. The written assignment (students’ author’s purpose stories) will be graded beforehand, actively participating, and based upon punctuation usage, paragraph indention, complete sentences and paragraphs, and demonstration of author’s reflecting after, the students’ will have the purpose. opportunity to reflect on their self as a Instruction learner and an individual (Rowntree Set/Motivator: The teacher will revisit the concept of author’s purpose and the types of author’s purpose to prepare the (1988)). The students’ will use the After- students’ for the exam. Work Reflection Form to reflect back on Instructional Procedures/Learning Tasks: The students’ will take a multiple choice exam (Author’s Purpose Exam) that will their self and adjust their demonstrate their comprehension of author’s purpose. In order to ensure success on this exam, the students’ must score 100% behavior/learning skills for future (refer to the summative assessment). references. Questions and/or activities for higher order thinking: 1. What key elements can help you determine what the author’s purpose is? 2. Aside from the types of author’s purpose previously discussed, what are some other types of author’s purpose? 3. What are some ways to use the types of author’s purpose in the real world? 4. When have you ever used a type of author’s purpose? Closure: The teacher will ask the students’ the central focus questions to transition the lesson to an end. The teacher will ask the students’ what they learned from this unit. The teacher will ask the students’ how they will apply their new and prior academic learning for future learning. Material/Resources: Author’s Purpose Multiple Choice Test Author’s Purpose Version 1, 2, 3, and 4 Worksheet After-Work Reflection Form Sources: 1. Marianne Tillman. (2003). Differentiated Instruction. http://www.3villagecsd.k12.ny.us/Instructional_Technology/TchLrn/Differentinstructoverview.htm. 2. Rowntree. (1988). Unit Three: Reflection On and In The Work Place. http://www.science.ulster.ac.uk/nursing/mentorship/docs/toolkits/Reflection.pdf. 3. Determine the Author’s Purpose Intent Version 1, 2, 3, and 4. http://www.teach- nology.com/worksheets/language_arts/authors/. 4. What’s the Author’s Purpose. http://www.teach-nology.com/worksheets/language_arts/authors/ap4.html. Adaptations to Meet Individual Needs: The students’ who score 90% on the test will complete Version 1 Worksheet. The students’ who score 80% on the test will complete Version 2 Worksheet. The students’ who score 70% on the test will complete Version 3 Worksheet. The students’ who score 60% on the test will complete Version 4 Worksheet. The students’ who score below 60% will re-take the exam with teacher guidance. The teacher will now provide answers to the test, but provide assistance so the student can understand what the test is asking. Management/Safety Issues: There are no safety issues. There are two students’ who do not pay attention well, listen to directions, or do their work. If these students’ decide to not do what is expected of them, the teacher will conference with them individually about their behavior. Any misbehavior will be reported by the students signing their name in the consequence book and stating the reason why they have to sign the book. If the students’ get one check, ten minutes will be taken from their recess. If the students’ get two checks, twenty minutes will be taken from their recess. If the students’ get three checks, parents are contacted and no participation in Fantastic Friday. Reflections/Future Modifications: The class overall was successful with author’s purpose. I had no one receive below 70%. Only one person was required to complete the third version of the author’s purpose worksheet after taking the test. The class was able to successfully distinguish between the types of author’s purpose. My next instructional steps would be to provide extra instruction and practice of the different types of author’s purpose. My students’ are exceptional learners and will work hard when a challenge has been presented to them. My students’ work well within different learning environments and with technology integration at the beginning of a lesson. My students’ seemed pleased with my instruction. Some students’ requested more challenging material.
Revised Spring 2011