Instructional Lesson Plan Interns Name Elizabeth Joines Subject Reading Grade 2nd 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. Students will present their word clouds to the class, in order for students to discover new perspectives. 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

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

25 minutes 10:2510:50

chart) to document our findings. One column is for fantasy and one column is for realistic. Remind me again what fantasy means? (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.

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: Fantasy or Realism I picked ______________ because, 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,