Berry College Teacher Education Lesson PlanName: Lindsey WhittenburgCourse: EDU 370

Preliminary InformationLesson: 1/3 Date of Teaching: 9/27/2018Grade: First GradeNumber of Students: 4

Course/Subject: English Language Arts

Unit/Theme: Writing Opinions Period/Time: 8:15-8:45Estimated Duration: 50 minutes

Where in the unit does this lesson occur? (underline one)

Beginning of the unitMiddle of the unitEnd of the unit

Structure(s) or Grouping for the Lesson: (underline all that apply)

Whole groupSmall groupTeam-taught

1. Identify student learning objective(s) and why it is appropriate for these students at this time.Central Focus for the Lesson

Write opinion pieces and be able to support the stated opinion with supporting details

Rationale/ContextWhy this lesson at this time? How does it build on previous lessons or connect to succeeding lessons?Students have been previously exposed to opinion writing but have not extended this knowledge to creating their own opinion pieces. This will guide the students in the future to being able to write their own comprehensive pieces.Prior Academic Learning and Prerequisite Skills Related to the Central FocusCite evidence of what students know, what they can do, and what they are still learning to do.In prior lessons, students have read an opinion piece whole group, developed their own opinion, then in a sentence (in a certain sentence frame provided by the teacher for support) supported their opinion. This lesson will be extending the previous lesson for the students to write a letter to support their opinion, which builds on their previous writing of one sentence. In Kindergarten, the students addressed the following standard:ELAGSEKW1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are “writing” about and state an opinion or preference about the topic or book (e.g., My favorite book is…).

Standard(s) Learning Target(s)/Objective(s)ELAGSE1W1: Write opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

What do you want the learner to know and be able to do at the end of the lesson?

Based on the book I Wanna New Room, the student will write an opinion piece with two supporting details to support their opinion.

Academic Language

Identify academic language components listed below.Language Demands

Language Function (identify one): WriteVocabulary: signed, privacy, careless, diplomatic, iguana, opinion,Syntax and/or Discourse

Discourse: Argumentative letters using short declarative, interrogative and exclamatory sentences.Syntax: “I wanna ___________ because ________________.”

2. Describe the instruction you will provide to help students to meet your objectives.Resources and MaterialsI Wanna New Room by Karen Kaurman Orloff, Anchor Chart paper, marker, four “I Wanna” letter outlines, four I wanna” Letter Templates, four pencils

Anticipatory SetHow will you get the lesson started? How will you activate students’ schema, focus students’ attention on the lesson, check for understanding? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?Time:

5 min.

TTW gather students at a small group table.TTW say “What have we been doing in writing?”TSW respond “Writing sentences”TTW ask “What kind of sentences?”TSW respond “’I like’ sentences.”TTW say “That’s right. Are ‘I like’ sentences facts or opinions?”TSW respond “Opinion.”TTW respond “Perfect. We are going to read about Alex, a boy who wants his own room, and after we read this book, we are going to write a letter to our parents about something we want.”

Instruction and Student Learning Task(s)Detail step-by-step lesson procedures that provide instruction to guide students toward meeting your learning objective(s) and allow for the students to develop, apply, and practice the content. Clearly state the instructional strategies used and the questions asked to students during instruction.Time35 min.

TTW read “I Wanna New Room” by Karen Kaufman OrloffTTW ask questions periodically throughout the story to incite discussion (questioning)

“Why do you think Alex wants his own room?” “What do you think Alex’s mom/dad will say?” “Why do you think Alex is sad in this picture?”

TSW pay attention to the story and answer questions as they are asked throughout the book.After the book, sentence frames will be written on the anchor chart such as:

“ I want a __________.” “I want a ________ because _____________.” “I also want this because ____________.”

“So, can I have a ___________.”After the book, with guidance, TSW come up with something that they want and use the graphic organizer and sentence frames provided to come up with supporting details to defend what they want and why.Based on their graphic organizer, TSW fill out their letter to their parents.

Accommodations/Differentiation/ExtensionWhat specific instruction will you offer to meet the needs of all learners’ needs to ensure they meet the learning objectives? Address instruction for students with IEPs or 504 plans, as well as ELLs, underperforming students, and/or gifted students.There are no IEPs or 504s in this class. Sentence frames are to be provided for ELL students, similar to what have been provided for them in the past to complete similar tasks. As an extension, when a student has finished, they can think of and discuss reasons their parents may say no to what they are asking for and think of what they might say in return. When two students are done, they may discuss this together until it is time to move on to closure.ClosureIn this section, TT checks for understanding as it relates to the objective(s). How will you actively involve the students in the review of the objectives and lesson activities? Write the specific questions you will use.Time10 min

TTW ask the students to share what they want and one reason why.TSW share their opinion on why they should get what they want from their parents with the rest of the group.

AssessmentHow will you assess students’ understanding of the objective?How will you differentiate assessment for students with specific learning needs?I will informally assess the students by asking them questions about the supporting details through their writing process, such as “why did you pick that for your supporting detail?” to assess that they understand the purpose in these statements.MisconceptionsBe proactive: consider what might not go as planned with the lesson. What misconceptions might students have? What will you do to overcome these?I am concerned about the students being nervous around me because I am not the normal teacher. I will overcome this through trying to make the students comfortable with me at the beginning of the lesson.I am concerned about students not being verbal with the questions I ask during the discussion in the book. I will overcome this by rephrasing questions in ways that are more easily comprehensible.I am concerned about the students not grasping the concept of supporting details. I will overcome this by ensuring that I explain this part of the lesson very clearly with examples.

Research and/or Theory that Justifies InstructionIdentify and cite specific sources as you discuss how your instruction is based on appropriate research and/or theory.John Dewey believed that students learn best through doing as opposed to simply listening or observing. Having the students come up with their own personal letters to their parents about

something they want allows the students to write their own content instead of the teacher modeling writing an opinion piece.

Laverty, M. J. (2016). Thinking My Way Back to You: John Dewey on the Communication and Formation of Concepts. Educational Philosophy and Theory, 48(10), 1029-1045. Retrieved from http://ucheck.berry.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1110001&site=ehost-live

3. Reflect on the effectiveness of your teaching.ReflectionAnalyzing TeachingFocus for this section needs to be on the “teacher” and not how the students react to the teacher, environment or content. Pros and cons related to instruction should both be addressed.Throughout the reading, I tried to do a read-aloud think-aloud with the students, and some of the words I asked about in the story were too difficult for first grade. I also allowed too much discussion of personal stories related to something within the book. I did not provide an example of this specific letter format for the students to see and reference and did not prepare them adequately enough to write their own letters. I did a good job of keeping the students engaged in the activity, and my handwriting for the sentence models was legible and easy to follow for the students.

AdjustmentsThese adjustments should be based on the analysis section above.In the beginning of the lesson I could have asked the students to look at how in I Wanna Iguana Alex was communicating to his parents in order to prepare the students to write their own letter. I also should have had an example of a letter to show the students a version of their specific task for them to see and reference.

Proposed ChangesThese proposed instructional changes should be based on the analysis section above.Reviewing words and their level, as well as the students reading level, may diminish the difficulty in the read-aloud of the book. Allowing only a short text-to-self connection will also help to reduce the time spent on the book and allow more time to be spent on the assessment. Adding an example will help the students complete the task more easily as well.

JustificationThe justification should be based on the analysis section above.The inclusion of the above adjustments and changes will ensure the students will become more engaged and will therefore ensure that the students will understand the purpose of the lesson and

learn the content provided more effectively.

Attach each assessment and associated evaluation criteria/rubric.

Evaluation:

Did the student write “Dear ___________,”? Yes NoDid the student write what they were asking for? Yes NoDid the student provide two supporting details? Yes NoDid the student sign with “Love, [Name]”? Yes NoDid the student write legibly? Yes No