UWG Supervisor: Jennifer Thomason School: Garden Lakes Elementary

Lesson Plan # 1 Block # 2

Teacher Ed. Candidate: April West Supervising Teacher: Marla Settle

Date of Implemented Lesson Plan: 2/6/2013 Subject: Reading Grade Level: 4th

Standards & Elements ELACC4RL7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Essential Question What connection can we make between “George Washington’s Socks” and “Crossing the Delaware”? What facts can we compare and contrast between the two texts? Assessment/Evaluation Students will be assessed on their discussion and participation during the “Fact or Fiction?” game. (Describe the evaluation as it Students will be evaluated as pass or fail according to the assessment. relates to the elements.)

W H E R E method for Lesson Plan Development:

Acceleration & Previewing Where are we headed? Key Vocabulary Regiment - A permanent unit of an army typically commanded by a colonel and divided into several companies, squadrons, or batteries List Materials needed Daft – Silly; foolish.

Beseech - Ask (someone) urgently and fervently to do something (This can be done the day before or at the beginning of the lesson/combined with the Activating Strategy) Activating Strategy Hook the student.

 Post a photo of the Delaware River. (Standard/EQ – What do the  http://www.newhopepa.com/delawareriver/Photos/052601/052601_1.htm students need to know by the  Students will answer the following questions: What river do we see in the photo? What do end of the lesson or unit? we know about this river and how does it relate to our novel?

Hook – engage all students & tie to previous learning.) Teaching Strategies Explore the lesson content.

 Background Knowledge on “Crossing the Delaware.” (Describe the activities planned  Give speaking roles to students and review instructions on reading a reader’s theatre. and the anticipated actions of the  Read “Crossing the Delaware.” students.)  Discuss with students the similarities and differences between “Crossing the Delaware” and “George Washington’s Socks.”  Discuss with student what parts of the reader’s theatre were facts and which were fiction.

Extending & Refining Rethink our work & ideas.

 Students will be challenged to create a game called “Fact or Fiction?” based on the people (Activity that guides students to and events of “George Washington’s Socks” and “Crossing the Delaware.” rethink or think beyond the  Students will be placed in groups according to ability and each group will be given a set learned skill – may be amount of facts or fiction that they must provide on index cards for the game. incorporated AFTER If time allows, separate the class into two groups and play “Fact or Fiction?” with the summarizing/evaluation.)  students’ cards, giving 1 point for each correct answer.

Summarizing Evaluate results. (Closure) Discuss the essential questions: What connection can we make between “George Washington’s Socks” and “Crossing the Delaware”? What facts can we compare and contrast between the two texts? Give students an opportunity to discuss their reactions to both texts.

(Reflects evidence of student learning – evaluation – Guided by the essential question – All students participate)

1. Differentiation: In the box below, record activities that evidence differentiation throughout the lesson. Please identify where the activities will be incorporated in the lesson (Activating Strategy, Teaching Strategies, Extending & Refining, Summarizing)

Evidence of Differentiation Before reading “Crossing the Delaware,” students are assigned reading roles according to reading ability: 2 main roles (High), 7 intermediate roles (Medium), and 5 minor roles (Low).

Students are assigned groups according to ability during the “Fact or Fiction?” game. Students will be placed into six groups of four. Groups will have the following work: 2 high groups – 10 facts/fiction , 2 medium groups – 7 facts/fiction, and 2 low groups – 5 facts/fiction

2. Describe the any additional adaptations/modifications planned for exceptional students (EIP, Inclusion, Gifted, ESOL, RTI, students who have yet to be identified with learning/behavioral disabilities, etc.)

No ESOL or RTI accommodations needed.

3. Agenda: (see document titled “The Lesson Agenda”). 1. Photo of the Delaware River (HOOK) 2. Read “Crossing the Delaware.” (Teaching Strategy) 3. Fact or Fiction? (Extension) 4. Discussion and Essential Question (Summary) April West

02/06/2013

Lesson Reflection: Crossing the Delaware

The hook and lesson content were the best parts of the lesson. My hook really got the students’ attention. The hook met my goals of getting the students to think about what they have already learned from their novel study of “George Washington’s Socks,” to look for connections between the novel and the reader’s theatre, and to pay attention to facts and fiction throughout the reader’s theatre. The reader’s theatre began with giving roles and those without speaking roles were not upset about not being involved, instead enjoyed listening to the other students.

The reader’s theater went smoothly and reiterated events that are found in the novel. The discussion after the reader’s theatre was effective in having the students make connections between the two texts and comparing them.

I experienced problems in the extension activity when students could not come up with enough fact/ fiction cards in the time given. My expectations for the high group were too high. I changed number of cards required for the high group to 10 and the medium group to 7. There was time at the end to play the “fact or fiction?” game and it was a great success. Learning was definitely evident throughout the game.

Every bit of the lesson included student engagement. Students were engaged in discussion during the hook, yet it was teacher led. The students were involved in the reader’s theater through their reading roles and those that were not reading out loud, were reading along with the other students. The students were more involved in the extension game. Students were placed in groups and worked together to make facts or fiction cards from both texts. The students then participated in a game using the cards.

This is a long lesson but the time was managed throughout. The hook took approximately

3 minutes, the reader’s theatre took approximately 25 minutes, the extension in its entirety with group work and playing the game took approximately 40 minutes, and the closing discussion took another 3 to 4 minutes to finish up. The lesson and extension were the most time consuming parts of the lesson.

Student achievement was evident throughout the extension and the closing discussion.

Students were able to show what they learned by making connections and comparing the two texts. Achievement was evident when students found facts and made up fiction statements about the text, and were played in the game.

I learned that a reader’s theater is more time consuming than I had originally though it was very effective. I plan to use more reader’s theatre in the future because it made a great connection with the novel study and students were exposed to a type of literature that they are not used to.