Sed Lesson Plan 1

WAYNE STATE LESSON PLAN FORMAT
Name: Mackenzie MacDormott
School Name: Wayne State University

Grade Level: Fourth Grade I-Time
Subject Area(s): Reading
Time Needed for Lesson: 30 minutes
Lesson Title: Thin Ice Lesson 69
1. LEARNERS & LEARNING ENVIRONMENT

a) Engaging and Supporting Diverse Learners: (InTASC 1,2,3)
During the time frame of 10:25 to 10:55 I work with two 4th grade male students who
both struggle with reading comprehension, math computation, and written expression.
One of the young boys reads at a level N, according to Fountas and Pinnell. The other
student reads at a level O according to the same test. Both of their reading levels state
that the students are behind in reading by 1 grade level (3.0 and 3.2 GLE). One student
exhibits aggressive behaviors, such as walking out of class, throwing his fidgits, talking
bad about others, and more. The other student likes to talk about Martin Luther King Jr.,
has trouble sitting still in a seat, and can be easily distracted. Both students do work
well together and enjoy each others company.
b) Universal Design for Learning (InTASC 1,2)
Universal Design for Learning or UDL is a way to make curriculum accessible to all. It
helps to create equal opportunities for all learners. In my lesson I plan to use UDL to
relax the students before they begin instruction and to allow them to focus their
learning.
The classroom is very small and only fits one kidney table with 4 chairs around it for the
students. Behind the table is a projector where relaxing music or go-noodle will be
played to help the students feel calm. The room is supplied with bumpy seats to help
children stay seated and there is a bin full of fidgits that allow students to move their
fingers without moving from their seats. A blue comfy seat can be found in the corner
and is consider a break area for students who have either earned a break or have
schedule ones throughout the day.
For the two learners today students will be offered whisper read or partner read.
This is so that I can still hear the students while they read but in a way that makes
them comfortable.
The students will be working on an LLI reading program (This is the intervention
used to help students who struggle in the area of reading comprehension).
Both students prefer to be active while they learn, and so giving them fidgits
and/or allowing them to get their bodies involved will help them focus.
Mini-mindfulness exercise in the beginning.
Schedule break at the end of the lesson.
Altered guided lesson to fit the needs of the students.
An agenda breakdown of the time spent in class.
Earning sheet for behavior.
c) Materials and Digital Tools Needed (InTASC 7,8)
2 copies of the book Thin Ice by: Anne Sibley OBrien

Reading Journals
Pencil
Fidgits based on student preferences
Bumpy seat
iPad
Timer
Whiteboard
Projector with relaxing music
2. OUTCOMES AND ASSESSMENT

a) State Standards and Student Outcomes Related to the Content of the Lesson (InTASC
4,5,6)
CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text (e.g., a character's thoughts, words, or actions).
CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
During reading instruction, students will be able to infer the setting, the plot, and
the characters traits and feeling from illustrations in a graphic text.
During reading instruction, students will be explain character changes and infer
why those changes occurred.
b) Assessment and Evaluation Evidence of Student Learning (InTASC 6)

Students will be asked the following questions:
What do you think will happen when you walk on thin ice?
o Now why do you say that?
How would you expect them to behave?
What do you think the problem is going to be?
o What makes you say that?
They will reflect on the reading before they go back to class by answering the following
question:
What is an inference? What inference can you make about the story so far?
Students will take part in a discussion to show understanding of the questions being
asked. Look for:
If they are using information from the text
If they are using past experiences
Information will be recorded on a chart. Checks for understanding, Xs for if there is still
work that needs to be done in that area.
Question
Student 1
Student 2
Using the Text
Using Own Experiences
Knew what an Inference
was?
Notes
3. INSTRUCTIONAL PRACTICE
a) Introduction Engaging Students, Activating Prior Knowledge, and Setting Lesson
Goals (InTASC 7,8)
Before giving the introduction please write: Today I can make inferences about the
setting and characters in a text.
Give 2 minutes for mindfulness. Have them do breathing exercises. Ask them what
fidget they would like to use during the lesson. Make sure that you have the calming
music ready to go on the projector. Have Donald whisper read while go over earned
sheet with Jerry.
We have been reading lots of new stories during our reading i-time and today is no
different. Thin Ice is a realistic fiction in graphic fiction form. What do you think we will
see in a graphic novel? Correct we will see lots of pictures. Who would like to read our
goal for todays lesson? (Wait for response). Now who knows what an inference is? An
inference is using our own experiences and the text to create a conclusion about the
text.
b) Instructional Procedure: Engaging Students in Actively Constructing Deep
Understanding (InTASC 7,8)
1. Now I want you to look at the cover, what do you think will happen when you walk
on thin ice? (Wait for response, any response is acceptable because you are
activating their prior knowledge and having them create an inference)
2. Now why do you say that? (Any response is acceptable, try to have them connect
it to what they know about ice) Excellent, you connected your prior knowledge to
the text to create an.inference.
3. Turn to page 2 and 3. This is Rosa and her cousin Manny. Rosa watches Manny
every afternoon. As we read, well see that Rosa is very responsible and Manny
can be a little adventurous. Write on the whiteboard, Rosa and Manny. Tell them
to write it down in their notebooks and then ask them to write ideas for the
following question: How would you expect them to behave?
4. Ask students to share out ideas.
5. Turn to page 4. What do you think the problem is going to be? Wait for response.
6. What makes you say that? Any response is acceptable.
7. Now at this time I want to whisper read to yourself the story of Thin Ice. As you
read I will listen in.
8. At 10:50 ask the students to stop where they are. Let them know that tomorrow
they will finish reading if they hadnt that they will be looking into character
changes.
9. Their ticket back to class is for them to answer the following question: What is an
inference? What inference can you make about the story so far?
10.
At 10:55 they can go back to class.

c) Technology Use Technology as a Tool for Effective Teaching and Learning (InTASC
7,8)
The projector.
The projector will play calming music. The calming music is about the UDL and make
the environment a comfortable place for the kids to work.
d) Closure - Students Summarize and Synthesize Their Learning (InTASC 7,8)

So as I said tomorrow we will be looking at character changes of Rosa and Manny.
However, we are out of time for today. I want to you know that you both did a great job
today. I hope the rest of your day goes well.
In the next lesson we will be using inferences to discuss the character changes that
Rosa and Manny have in the story Thin Ice.
4. REFERENCES AND RESOURCES

http://www.udlcenter.org/aboutudl/whatisudl
OBrien, A. S. (2013). Thin Ice. Portsmouth, NH: Heinemann
Lesson 69 from the Red Book lesson plans (altered to fit the needs of the students).
5. PROFESSIONAL RESPONSIBILITY
a) Teacher Reflection (InTASC 9)

Overall, I know my lesson was good. I know that I executed what I had planned above
and that I tried my best to teach to the student abilities. With all that being said, this
was one of the hardest lessons I have ever done. It was hard because of the content, it
was hard because of the student behaviors. I thought I had planned for everything. I
had mindful minute, sand, music, and dim lighting. I even talked to both the principal
and my mentor teacher beforehand because I knew this was going to be a difficult class.
The students couldnt sit still, they were laughing at every little thing, they werent
listening to me or following directions the first time given. It was really one student who
influenced the other. I can honestly say I have never felt so defeated by a class or
lesson before. This was a class that has made me question why I wanted to be a
teacher. After some time away from the kids, I now know why I want to be a teacher. I
want to help those students who cant focus or listen to learn. I want to be the one who
keeps them engaged and shows them new and interesting things. Since the lesson I
have already begun to work on active learning and shortened assignments. I think that
this says a lot about who I am as a teacher. That I wont give up until I find what works, I
will learn from my struggles, and I will explore new information and studies.

Question
Using the Text
Using Own Experiences
Knew what an Inference
was?
Notes
Student 1
Student 2

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WAYNE STATE LESSON PLAN FORMAT

Name: Mackenzie MacDormott

School Name: Wayne State University

Lesson Title: Thin Ice Lesson 69

1. LEARNERS & LEARNING ENVIRONMENT

WAYNE STATE LESSON PLAN FORMAT

2 copies of the book Thin Ice by: Anne Sibley OBrien

2. OUTCOMES AND ASSESSMENT

b) Assessment and Evaluation Evidence of Student Learning (InTASC 6)

WAYNE STATE LESSON PLAN FORMAT

WAYNE STATE LESSON PLAN FORMAT

d) Closure - Students Summarize and Synthesize Their Learning (InTASC 7,8)

4. REFERENCES AND RESOURCES

WAYNE STATE LESSON PLAN FORMAT

WAYNE STATE LESSON PLAN FORMAT

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