Artifact #1
Artifact #1
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11255 North Torrey Pines Road, La Jolla, CA 92037-1011 Phone (858) 642-8320 Fax (858) 642-8724 www.nu.edu
NU Supervisor:
Date: 12/14/2015
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s),
rationale, focus learner, create bridges from past learning, behavior expectations)
.
Content standard:
RL.2.1, RL.2.10, W.2.3, W.2.5, SL.2.1a, SL.2.1b,
SL.2.1.c, SL.2.2, SL.2.4, SL.2.6, L.2.1, L.2.2,
L.2.6
Rationale:
For students to prepare themselves
for the lesson they will need to
know exactly what they are doing.
Knowing what the lesson content
Bridge from past learning:
will be will also give them the tools
Prior to this lesson students have either finished, or needed to succeed.
nearly finished their rough draft of their original
fairy tale story for this overall lesson unit. As a
It is necessary to bridge previous
group we will discuss some of the fairy tales they
learning. By bridging concepts
have created. I will then prompt them to think
already taught to my students in
about various ways their story can be improved.
previous lessons I am allowing
This discussion will act as a lead in to the concepts them to actively engage their
being covered within this lesson.
memory of past learning, which
will ultimately help them learn
Behavior Expectations:
these new concepts within the
There are five students in the class that
lesson.
consistently need to be reminded to stay on task
participate. I will be making an announcement
Behavior expectations will be set
before the lesson as to how I expect everyone to be prior to the start of the lesson and
focused and attentive, and willing to participate at will be an important aspect of the
any point in the lesson.
success of this lesson as a whole.
Rationale:
This outcome will all be met
through the activities involved with
this lesson. Furthermore, these
outcomes directly relate to the
specific content standard being
addressed.
These methods being used in order
to gauge the students mastery of
the objective will benefit my
teaching both during and after this
specific lesson. The informal
discussion, collaborative activity,
and individual activity will allow
me to see if students are
understanding the material after it
has been taught. The final draft of
their fairy tale will be a determining
factor in whether or not students
have remembered what has been
taught, and if they are able to apply
it into their fairy tale correctly.
Rationale:
Students have briefly covered
dialogue and internal thinking
throughout our lesson dealing with
fairy tales. However, in previous
lessons internal thinking has been
referred to as internal thought.
This pre-assessment will act as a
refresher, and will be a good way to
determine how many students
remember these concepts from
previous learning. This will also act
Rationale:
- By providing both verbal and
visual aspects to my instruction it
will allow students to understand
the lesson material better. Providing
them with written definitions of
dialogue and internal thinking will
allow them to see the written
definition, and will provide them
with something concrete.
- Also, performing the read aloud
will give students the opportunity to
see examples of both dialogue and
internal thinking in an actual story.
- Providing time for groups to
collaborate and work with the
lesson concepts together will give
them the opportunity to hear
opinions of others, and will help to
guide them in the mastery of the
lesson concepts in a collaborative
manner.
- Providing different options for
assessment will help cater to the
various students interests and will
not limit their creative abilities
while still being able to show their
mastery of the objective.
- During group, and individual
work times of the lesson I will
make sure to focus on students who
are struggling with the concepts.
This will be the time where I can
efficiently provide one-on-one
intervention if needed, and will
allow me to assess their
understanding.
5. Resources: (Identify materials needed for this lesson accounting for varying
degrees of skill level)
- Books:
Believe Me, Goldilocks Rocks!
Honestly, Red Riding Hood was Rotten!
Trust Me, Jacks Beanstalk Stinks!
Seriously, Cinderella is so Annoying!
Cinderellas Stepsister and the Big Bad Wolf
The Three Ninja Pigs
- Overhead projector
- Paper
- Writing materials
Rationale:
These materials directly relate to
the lesson material, and will allow
students to meet the lesson
objective in an efficient manner.
Rationale:
- I will have students sit on the
carpet in order to have more control
over the entire class. Not only will
having all of the students in a
smaller area easier to have and
maintain control, it will also allow
me to see what students are
understanding the material more
efficiently.
- Performing a read aloud will not
only help students to become better
readers, it will also allow them to
see how dialogue and internal
thinking are used within fairy tales.
- This listening task that I will have
students perform will have them
focus on the content the lesson
revolves around, and will also give
Rationale:
Having students complete a
popcorn reading of a fairy tale
within their group will allow them
to practice their reading out loud in
front of their peers. This will also
allow those who are having trouble
identifying specific dialogue to
collaborate with their group
members in order to clarify, and
hear different opinions about their
specific fairy tale. This will also be
a time when students will be able to
actively discuss concepts dealing
with the lesson, and prepare them to
share their examples and thoughts
during the class discussion at the
end of the activity. Furthermore,
having students write down specific
examples will allow them to show
they can identify dialogue and
internal thinking, but it will also
help them practice writing the
correct format of dialogue, which
will help them during the
independent activity.
Rationale:
Having students create their own
original dialogue and internal
thinking will give them the freedom
to show their mastery in a way that
9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the
students learning. Describe differentiating assessment strategies you will use for
ELL, special needs students, highly achieving students and low achieving students.)
Assessment for this lesson will consist of various
methods throughout the entire lesson itself. For
starters, student will be informally assessed
verbally to gauge their initial understanding of the
content. Secondly, students will be assessed during
the collaborative practice portion of the lesson by
turning in their written examples of dialogue and
internal thinking their group has found during the
popcorn reading. Finally, an individual formal
assessment will be given to students that will have
them create their own dialogue and internal
thinking examples using characters I have created,
or characters they have come up with on their own.
Rationale:
It is vital to the success of the class,
and my teaching to consistently
check for understanding. Whether it
be informal or formal assessment,
this is an aspect of the lesson that is
ongoing. I will perform many
assessment strategies throughout
the lesson to continually assess
student learning, which will have
an effect on the speed and explicit
teaching of the lesson.
10. Closure: (Describe how students will reflect on what they have learned.)
I will hold a discussion with the students revolving
around the question why is it important to learn
how to use dialogue in your writing?. I will also
ask students to provide some examples of how
dialogue is used on a daily basis in the real world.
This will work to connect the lesson to real life
experiences the students have had.
Rationale:
The closing discussion will recap
on what was being introduced and
taught within the lesson, and will
also allow students to share their
thoughts and opinions regarding the
lesson material. This will be a time
for students to ask any further
questions they might have on the