Instructional Lesson Plan Interns Name Elizabeth Joines Subject Reading Grade 1st Grade Class Size 23 Date

/ Time 10/25/12 at 10:15am11:00pm Mentor Initials

School Rodgers Forge Elementary School

I. Purpose of the Lesson What will the students learn? How does this learning fit within broader unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? Standard Standards for Reading Literature (RL) RL5 CCR Anchor Standard Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Grade 1 students: RL5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Essential Skills and Knowledge Listen to, read, and discuss a variety of literary texts, both fiction and nonfiction. Identify similarities and differences between fiction and nonfiction texts. Lesson Objective Students will be able to identify examples of fantasy and realism by telling what is real or make-believe in a story. Formative Assessment (planned for use in this lesson) Each student will individually complete an exit ticket. The worksheet has two columns, where each column has a different story sentence. They must label which story is fantasy and which story is realism and explain their answers. UPDATE: Instead of students reading their exit ticket, there will be a podcast reading the stories to the students. The interactive whiteboard will have the stories written, as well. The podcast will pose the following question after each story: Is this story fantasy or realism? The students will use their active-vote recorders to record their answer as (a) for fantasy or (b) for realism.

II. Instructional Decision-Making What knowledge of students influences my instructional decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or build on students strengths?
Knowledge of Learners Instructional Decisions based on this knowledge

Knowledge of Age-Level Characteristics Young children learn new information best by connecting learner to their existing schema.

First graders are social by nature and they enjoy social interaction with their peers at school. This relates to the Social Interaction Theory. Children at this age may be sensitive or find it hard to accept criticism. Knowledge of Academic Readiness (based on pre-assessment) Throughout this week, the students have been reading various stories of fantasy and realism genres. These two genres have not yet been explicitly taught and defined.

In the motivation/warm-up section of this lesson, students will be able to apply their previous knowledge of fantasy and realism to movies. They will name movie titles that would fall under either category fantasy or realism. In the motivation/warm-up, students will have one or two minutes to discuss movies they feel to be fantasy/realism with their tables. Being aware of this sensitivity will enable me to accept and respond to student contributions positively and equally. The specific genres (fantasy and realism) will be brought to the attention of the students. Earlier in the week, they may have been reading for comprehension. Although, comprehension is always the goal of reading, today we will focus on the characteristics and examples that make a story either realistic or fantasy. This alone, will help them better understand the story we read, and stories they read in the future. They will be able to distinguish characteristics of makebelieve texts and real-life texts.

Knowledge of Subgroup or Individual Needs (IEP accommodations, ELLs, G/T, other strengths/needs) IEP: Timothy- He has been diagnosed as a student with high-functioning autism. I am aware that just by my teaching, which deviates from his normal routine, may I have noticed from observation that Timothy loves to participate in class, but he gets upset when he is not selected sometimes. If he has

upset him. He has an aidMs. Bradley that assists at all times during the day. So, she will be of assistance to him in any way that he needs.

Isabella-She has been diagnosed with ADD. However, at the beginning of the school year, she began to be medicated for the disorder. She exercises much more control over herself now that she is on the medication. However, sometimes she may slip and have the tendency to call out or get distracted.

Other students who may struggle during the lesson, but do not have an IEP: Rea Madison Mackenzie Natalie Alex Presley Fisher

his emotions together and is on task, I will be sure to acknowledge his hard efforts by calling on him. However, within this lesson, there are many opportunities for students to participate as a whole class, so this will give him comfort, as well. During the lesson, I will be sure to give clear instruction so that he and the rest of his classmates know the expected behavior. I will give Isabella reminders if she begins to call out. I will remind her that the expected behavior of first graders in Mrs. Mercers class is that they raise their hands when they have something to say. If I see Isabella become off task, then I will exercise proximity control if they are working at their desks. This means that I will casually walk by her desk, and my presence may remind her that it is time to work and learn. For these students, I will make sure they are given adequate time to finish their work. I also acknowledge the fact that they may need help with reading the directions and the content of the assessment. If this is the case, I will make myself available to circulate throughout the room during the assessment and assist where needed. It may be necessary to pull these students into a small group to read the story to them for the assessment. In the warm-up activity for this lesson, students will be able to engage in discussion at their tables about movies they feel to be fantasy or realistic.

Knowledge of Interests and other Motivational Factors I will capture student interest in the warm-up of the lesson by allowing them to center their focus around moviesa topic that most first graders are familiar with and love.

Multicultural Considerations / Equity Measures

Implications for this Lesson

Based on the different cultures in the classroom, some students may respond better and quicker to picture cues. The story that we will be reading discusses a barn, which may not be familiar to every student based on cultural differences.

I will have picture cues placed next to definitions and directions as a quick reference for students. During the reading of the story, I will discuss what a barn is with the students. I will have some of them explain their ideas and experiences regarding barns.

Academic Language Demands

Scaffolds to support language development in this lesson

Fantasy Realism Identify

The three words I will need to define for students are fantasy, realism, and identify. All three of these words are included in the objective of the lesson, in order for students to understand the purpose of this lesson and for reading.

III. Instructional Procedures What instructional strategies and sequence will I use to ensure that every child is a successful learner? Instructional Materials and Technologies Promethean board Fantasy and Realism chart Blue and yellow sticky notes My prepared/modeled answers for during the shared reading section The Big Book (Minerva Louise at School page 24) Sentence strips with definitions Sentence strip with objective Gifts/prizes for students 27 copies of the assessment worksheet (so there are some extra) Management Considerations (Procedures, Transitions, Materials, Behavior) If behavior or talking gets out of hand, I will clap my hands to a rhythm and the students will repeat my rhythm. If not everyone is paying attention still, I will repeat the clapping until everyone joins in.

In the first transition from the warm-up to the body of the lesson, I will invite students to the carpet by birthday month. In the second transition (where students go back to their seats to fill out their own sticky-notes), I call them to go back to their seats by hair color.

Instructional Sequence Planned Beginning Warm-up Motivation Bridge

Approxim ate Time 10 minutes 10:1510:25

Procedure

The first things I will do are introduce myself to the class and explain my expectations for their behavior during the lesson. Hello, class! My name is Miss Joines, and I will be teaching you a lesson today. I hope that all of us will be on our best behavior during this lesson, because if you behave nicely I may have a little prize for you! Who thinks they know the expected behavior for today? Allow this time for student contribution Now, I will begin to read the objective for the day: UPDATE: Voki reading the objective Students will be able to identify characteristics/examples of fantasy and realism by telling what is real or make-believe in a story. Next I will explain the four terms in the objective that may be confusing to students. I will place the words fantasy and realism on sentence strips along with their definition. Fantasy will be on a blue sentence strip, while realism will be on a yellow sentence strip. Lets review some of the words in this objective so we know exactly what is expected of us. Identify means to pick out specific things. Fantasy means make-believe. Realism talks about things that can happen in real life. UPDATE: We will not present the concepts to students right away. In order to obtain student background knowledge of these concepts, students will actively participate by moving and dragging concepts/pictures to match the definition they believe to be accurate using a flip

chart. I will instruct students to begin their group discussion about movies that reflect qualities of fantasy or realism. Ok, now when I say go, I want you to turn to the members in your group and think of movie titles that you feel would be fantasy or realistic. Be prepared to share two titlesone fantasy and one realistic. You will have two minutes to discuss. (may model titles I would pick) Go! After two minutes are up, I will call on each table to their answers and I will record them on the Promethean board. UPDATE: After students discuss among their groups, a representative from each group will be able to come up and write their movie title on the flip chart under the appropriate terms. This concludes the warm-up section of the lesson. Transition: I will instruct students to come to the carpet with nothing except for themselves. I will call students according to birthday month. UPDATE: This section was completely reworked. Initially in this lesson, the response is integrated with the reading, where the teacher records student responses. In the new version, the response will still be integrated with the reading, but no recording will take place. Instead, students will just be discussing with the teacher as the reading is taking place. After the class finishes the story, students will be placed in groups of two. Students will be given a term to create a tagxedo or a word cloud on. They will be instructed to include examples from the story and words that describe that term. After inviting students to the carpet, I will introduce the story we will be reading. The story we will be reading today is called Minerva Louise at school. As we are reading this story, we will think about things that happen in the story and if those things are real or makebelieve. We will be using this chart (point to chart) to document our findings. One column is for fantasy and one column is for realistic. Remind me again what fantasy means?

Development of the New Learning (Clearly explain instructional activities in sequence.)

25 minutes 10:2510:50

(student response) And Realism? (student response) Next, I will display the cover of the story. Students, what do you see on the title page? Do you see anything real or make-believe? (student response). After I respond to their responses, I will say Well, lets keep reading to find out if were right! I will, alone, read pages 25-29. After reading those pages, I will model how to identify the characteristics. As I was reading these pages, I found out that Minerva took a walk in the tall grass. I know that real hens can walk in the tall grass, so I know this is an example of realism. I will place that sentence on our chart under the word realism. I also found out that Minerva thought school was a barn. I know that hens would not think that a school was a barn so this must be an example of fantasy. I will put this sentence under the word fantasy. Lets keep reading. I will, alone, read pages 30-31. Minerva thinks animals live in school. Do you think that hens would have this thought in real life? (student response) Probably not, right? So this sentence goes under the fantasy column. For pages 32-33, I will invite students to read the story with me. So, here, on page 33, Minerva thinks that the blocks are for the pig pen! Blocks arent for the pigpens are they? No, they arent. So this sentence must go under the word fantasy. I will instruct students that they may keep reading with me for pages 34-37. This time I will ask them if they see anything we could put on our chart for fantasy or realism. I will place their answers on the chart in the correct columns. After recording their answers, repeat this process for pages 38-39. Then, read to the end of the story from page 40 to 46. Instruct students that now they need to go back to their seats and open their books to page 40. Once you are at your seat with your page open you need to find two examples of fantasy and realism using the text. Your fantasy example

goes on the blue post-it, and the realism example goes on the yellow post-it. When you are finished recording your findings, you may come stick it up on the chart. Your example may be something you draw or something you write. I will call students by hair color to go back to their seats. I will give students about five minutes to record their answers and stick them on the chart. We will review the chart, as a class, once everyone has stuck their sticky-notes to the chart. If students finish their assessment early, they will be able to draw a picture either of something reflecting fantasy or realism. I will have paper supplied for them.

Enrichment or Remediation (As appropriate to lesson) 3 minutes 10:5010:53

Planned Ending (Closure) Summary Homework

As a class, we will re-read our objective for the day. Then, we will review the definitions of fantasy and realism. So, can someone please remind me what fantasy means? (student response). And what does realism mean? (student response) Option 2 (if there is time): To go back to the movie chart that we made in the warm-up. We can revise it or add to it.

IV. Analysis and Reflection To what extent are my students learning? How can I improve their learning experience? How can I improve my professional skills? (complete after teaching) Analysis: What does the data from the The formative assessment revealed that 15/15 (100%) formative assessment of students circled the correct answer for both stories on indicate about the extent to the assessment exit ticket. The reason this ratio is out of which students acquired the 15 instead of 23 is because 8 students were pulled from intended learning? (Cite the class to receive extra help (happens every week). specific numbers or The formative assessment also revealed that only 12/15 percentages of students.) (80%) students circled the correct answer and correctly

What trends or patterns do you notice that indicate strengths and/or areas of need for the class as a whole, subgroups, or individuals? What will be your next steps based on this analysis?

explained their choice. One student surpassed all of my expectations, because she wrote a well-constructed explanation that was well above the level of her classmates. This individual appears to be in stage three of spelling (Within-word pattern), while the majority of her classmates perform at the stage two level of spelling (Letter-Name Alphabetic). Areas of weakness do not directly apply to my objective. All of the students were able to identify when a text/movie is fantasy or realism, which was one of their strengths during the lesson, but many of the students had great trouble expressing this in a written form. Orally, the students were motivated and excited to tell me what was make-believe/real and why. However, they had much more difficulty doing this for this assessment, because the students were instructed to write their responses. Due to the vast amount of students who perform at a lower than average-level compared to children their age, many of them have difficulty spelling words. I can see that they know there is a connection between the words we say and the words we write, but I feel that this group of students would greatly benefit from practice of how to write what you are trying to say. They express this slightly already, but the next step for them is to work on writing in complete sentences. There are two students in the class that I would consider to need remediation in the following areas: spelling and phonics. Once these two students remediate their problems in writing, I feel that they would have excelled exponentially greater in the assessment. There was one instance during the shared reading that was questionable, however. At one point in the story, Minerva Louise is balancing on a trashcan rim. I asked the students, could a hen really balance on a trashcan in real life? and all of the students responded yes! To investigate this instance further, I then proceeded to ask the students to raise their hands if they have seen a hen balance on a trashcan before. Again, all of their hands shot up. From my experience in life, I know that there is no way for every student to have seen a hen balance on a trashcan, but they all deemed this to be ultimately correct. Obviously, hens do not balance on trashcans in real life, so this is one instance where the students were slightly confused, but I ultimately attribute this to the creative imaginations that first graders tend to have. As a class, the students did exceptionally well with participating during the shared reading activity. All

students had their eyes on me, and were paying attention to what was going on with the lesson. Of course, some students like to share more than others, while some students prefer on being quiet and taking on more of a listener role. However, every now and then I would randomly call on a student who didnt have their hand up. The students were able to actively identify what was real and make-believe in the story. I scaffolded the students to the point for them to be able to tell me why their answers were either real or makebelieve. The students also willingly joined in when I invited them to read certain parts of the story with me. The student who excelled the most throughout the lesson was Malena. If I were Malenas real teacher I would provide her with a more challenging extension activity that would include more abstract instances of fantasy and realism. My next step based on this analysis would be to remediate the two students who proved to struggle with the written assessment exit ticket (Victoire and Nick). I would first, re-complete the assessment with each of them orally and independently. I would read the prompt to them and allow them to pick an answer and explain it. I would record their answers. This is so I will have proof that they do comprehend the content, and that they just need writing/spelling remediation. Nick actively participated (9 times out of 10) during the shared reading section of the lesson, so I know he can decipher what reflects fantasy and realism, but I think that he needs assistance with expressing his thoughts in a written fashion. Victoire did not participate as much as Nick, but she still did raise her hand and offer her thoughts relatively often (6 times out of 10). Like I mentioned earlier, I would provide Malena with a more challenging extension activity, in which would include more abstract instances of fantasy. This would enable me to be able to decipher if she is performing well above her grade level (classmates) or just slightly above.

Reflection: Prompts to consider: What is working? What is not? For whom? Why? What multicultural

I was actually pleasantly surprised with how smooth this lesson progression went. I was nervous at first, because I was aware that the group of students I would be working with are low-achieving students. I was just afraid that this lesson might be too hard and that they might not respond in the expected manner. But, this wasnt the case at all. Each student seemed genuinely

considerations emerged during this lesson that you had not anticipated? How would you address those in the future? How did you think on your feet to make instructional decisions while you were teaching the lesson? What worked or did not work about these decisions? What changes would you make to your instructional procedure that would improve student learning? How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning? How did the oral or written feedback you gave students help address their needs in relation to the instructional objectives? How did you /will you give students an opportunity to use this feedback to grow? What was surprising or challenging during this lesson? What did you learn through it? How does that impact your future decisionmaking? How does this lesson demonstrate your growth as a teacher in relation to one or more of the INTASC principles? (required for portfolio)

excited about what we were doing in class that day. I think the motivation of the lesson contributed to this excitement. In my opinion, the motivation works wonders for enabling students to become excited about applying this skill to text forms, as well. By allowing students to connect their schema (what they already knew) to a new skill, was brilliant, because I believe this to be one of the reasons for the success on the assessment. It simply made the new information stick with the students on a much deeper level. For the weeks prior to my lesson, I never observed the students being excited in what the teacher was showing them. I realize now that they dont show as much enthusiasm with their general education classroom teacher because of the way she presents information. In my lesson, I was so excited to teach the students, and I feel like the kids definitely fed off of my positive energy. After I was finished with my lesson, I thought to myself, this is what its all aboutits all about keeping student interest throughout the entire lesson, so they perform at their best. Its all about the studentsIt truly touched my heart to see my lesson provide them with so much joy. As I am reflecting on this lesson, I am noticing that a lot of things went really well, but also there are things I would change if I ever taught this lesson in the future. First, Ill begin with discussing the things that went well in the lesson. First, the motivation went extremely well. I had each table participate in a think-pair-share activity, in which students had to come up with movie titles that reflected fantasy or realism. This went particularly well, because it actively engaged all students and enabled them to be the social beings that they are. I think this was relief for many of the students, because I dont observe any social interaction between peers integrated in their normal routines. Each group developed at least one answer to add to the board. However, it was definitely apparent that all of the groups had more difficulty coming up with realism movies. So, maybe I could have scaffolded them to assist them with coming up with more movies for that column. The second thing that went really well was the shared reading/read aloud. I feel confident to say that I read with great prosody and consistently asked questions relating back to the objective. Throughout reading the story, I would stop, clarify a part of the story, and then ask the students if they thought that was an example of fantasy or realism. I would encourage students to also explain to me why they deemed the example fantasy or realism. This

allowed me to informally prepare them for their assessment, in which they have to explain their choice. The third thing that went well was my transitions to and from the carpet. Initially, this confused the students because they are normally just told to go back to their seats, but once they got the hang of it, my transitions worked relatively smoothly. Looking back, there were a couple things that I could have done differently and improved upon. The first thing I would improve upon is my choice to integrate the reading and the response. It was brought to my attention that I could have read to the class first, and then completed the T-chart afterwards. This seems like it could have been better for my group of students, because they wouldnt have gone off on tangents during the reading. Theoretically, it could have even saved time because it would enable us to speed through the reading at a much faster rate. This brings me to my second thing I need to improve upontime management! My lesson ended up taking an hour instead of forty-five minutes. It did not interfere with my mentor teachers plans, but I would like to be able to manage my time more efficiently in the future. I think I underestimated the amount of time needed for the read aloud/shared reading. This section ended up taking quite a while, because the students were so enthusiastic about participating that it ended up taking way too much time. To alleviate this problem, next time, I would be stricter with how many people get to share. I just get into trouble when I feel bad that everyone doesnt get to share! The third thing I need to work on is following through with my behavior rules set up at the beginning of the lesson. Establishing these rules at the beginning of the class reminded students of how they should act. However, when I was conducting the read aloud, I would allow students to kind of call-out. At the time, I knew they were calling out, but I was just so excited about the amount of participation, I didnt want to do anything to jeopardize it! But, I know that in the future, the implementation of the behavior rules must be consistent. During the lesson, my plan was to have the students explain how a barn is, what it looks like, and what happens in it, but many of the students could not find a way to express their experiences with farms. In the future, I would probe them with questions such as where do we see farms?, who works at farms?, who lives at farms? I would probe them with these questions, because it will enable their background knowledge of farms to shine through in a more efficient way.

Throughout the duration of the lesson, there were a couple of times where I needed to think on my feet. These instances often occurred during the shared reading, because there is no way to predict what students are going to say. There was no way for me to predict that the students would genuinely think that hens balance on trashcans, but I had to roll with it! I knew that this instance would not happen in real life, but I didnt want to undermine the entire class or say that they were lying, because they all admitted to witnessing such a case, before. Another instance where I was forced to think on my feet was also during the read aloud. There was an example that I had originally thought to be fantasy, but as we were reading I realized that it could be both fantasy and realism, so I quickly brought that to the students attention. The first instructional change I would make is to the integration of reading and response. I would conduct the reading first, and then the response afterwards. This could enable the students to experience how to read and then go back through the text to find textual evidence to support their choices. I would also plan to model the assessment before the students complete it. There was a lot of confusion on how to complete the assignment. Although there were directions, the students couldnt read it, so they were constantly confused as to what to do next. If I modeled the assessment, the students would have a greater chance of knowing exactly what is expected of them. My assessment tools were very helpful in monitoring student progress. The assessment helped me to see which students need extreme remediation in writing and spelling. All students excelled with the assessment, but it took some effort to get there. If I had modeled the assessment first, it would have went much smoother. I could also consider allowing students to draw a picture of the example that was fantasy and of the example that was realism. The oral and written feedback greatly helped me to address their needs relating to the instructional objective. Most students excelled more in the oral feedback as opposed to the written feedback (assessment). However, this relates back to their lack of writing and spelling skills. 100% of the class could identify which story was fantasy and which story was realism. However, they had difficulty expressing this in a written form. This problem would take time and effort to alleviate. However, since they could identify the examples of fantasy and realism, they met the objective.

The written feedback provided me great insight for the two students who need the most remediation in spelling and the student who exceeded all of the rest. I found it to be challenging to manage my time in an efficient way without compromising the participation of students. I also found classroom management to be challenging. It could be because it was the first time I taught a lesson by myself to the class, or it could be because I needed to put on a thicker skin (probably a little of both). In the future, I will be more consistent and follow through with the rules I so diligently drilled with the students in the beginning of the lesson. Also, in the future, I will keep my eye on the lock in a more effective way. This lesson demonstrates my growth as a teacher through INTASC principles 5, 7, and 8. INTASC principle 5 states that the teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and selfmotivation. I demonstrated individual and group motivation in the warm-up of the lesson where students were able to connect their schema of movies to the fantasy and realism genres. This motivated the students because they were able to connect enjoyable memories of movies to a skill taught in school. Here, the students engaged in a think-pair-share activity, in which students were able to socially communicate with the peers at their table. This interaction was most certainly positive, because as I was circulating throughout the classroom, listening to student discussion, students were effectively collaborating to come up with different movie titles. I also provided an incentive for learning, which was the prize at the end of the lesson (book genre bookmark, and pencils). I made students aware of this incentive at the beginning of the lesson to motivate students to demonstrate their best work. INTASC principle 7 states that the teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals. I created my instructional lesson plan based on the curriculum my mentor teacher follows. Throughout the week, the students had been reading fantasy and realism stories. My lesson was meant to provide a sense of connection between the weeks works. I reinforced what the students had been working up to learn the whole week. The standard I chose accurately fit my objective for the lesson, which demonstrates knowledge of correlation between common core standards and objectives. INTASC principle 8 states

that the teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. I demonstrated knowledge of this INTASC principle by providing knowledge of developmental characteristics and instructional procedures for intellectual, social, and physical attributes (refer to page 2). My assessment reflected this principle, as well, because it serves as a student-writing sample.

Name:________________________________ Exit Ticket: Fantasy and Realism Directions: Read each story sentence. Decide if you think the story is fantasy or realism. Circle your answer. Then, explain your choice. Story 1: This morning I woke up, got dressed, and ate breakfast. I fed my gold fish and my dog. Circle your choice: Story 2: Two hundred years ago, I lived on the planet Jupiter. When I was hungry, I reached out and ate some stars. Circle your choice:

Fantasy or Realism I picked ______________ because,

Fantasy or Realism I picked ______________ because,