This is where you will upload your own Lesson plans. Be sure to include all materials needed. Follow the Rubric in the Field Based Assessment Assignment for Section Three. This is worth 60 points.
Section 3: Lesson Development- Develop two lesson plans for the two grade bands (one for each grade band).
- Teacher
- Grade Level
- Subject
- Content & Language Objectives
- ELP standards, common core, and PA Academic standards/anchors
- English language proficiency levels
- Academic & social interactions
- Materials
- Introduction- Activating/Building Prior Knowledge
- Procedures/Development
- Assessment- Formative and/or authentic methods
- Adaptations- Scaffolds, supports used during lessons.
- Connection- Connect adaptations to ELP levels of ELLs.
- Reflection on instructional methods and assessments incorporated in lesson plans. Explain, connect, and defend reasoning.
4 pages / Possible Points: 60
Points Achieved:
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K-2 Lesson plan based on the book Elvira, by Margaret Shannon. The story is about a young dragon, who has her own style. She is unlikeother dragons because she likes to make daisy chains and refuses to eat princesses. The message of this book is that it is ok to be different.
Key: SW=Student will; TW=Teacher will; SWBAT=Student will be able to…; HOTS=Higher Order Thinking Skills; SF=Student friendly
Unit: Character analysis
SIOP Lesson: Making predictions about Story Plot
Lesson Plan #1
Teacher: Ms Emanuel
Grade Level: Cluster K-2
Subject: Making Predictions about Story Plot
Content and Language Objectives: 1.SWBAT read statements and develop opinions and beliefs about the main ideas and concepts of the book, Elvira by Margaret Shannon. 2.SWBAT make predictions about Elvira’s character after viewing the cover of the book.
Language Objectives: 1. SWBAT track words and read the Anticipation/Reaction Guide in a shared reading lesson 2. SWBAT orally support opinions made about different statements on the Anticipation/Reaction Guide.
ELP Standards, common core, and PA Academic standards/anchors:
ELP Standard: #1, Social and Instructional Language.
Common Core:
PA Academic standards/anchors:
Objectives and principles of the Lesson: Comprehensive literacy instruction lesson aims at:
(1) Developing students’ reading and text-comprehension capabilities in a generally interactive way so that the students are able to read and comprehend the story.
(2) Fostering their Phonemic Awareness to advance their literacy development
(3) Enriching their common knowledge and steering ESL students to actively get to know a typical story under U.S. culture so that the ESL students are able to culturally understand the story
(4) Having students study 2 specific words and correcting their specific errors so that they are able to correctly use the 2 new words
(5) Improving their writing by understanding and rewriting a story
(6) Guaranteeing that all students have fair access to the lesson
(7) Paying more attention to the theme and practice and emphasizing students’ thinking and problem-solving.
PA Common Core
3.3 Make, confirm, and revise predictions
English Language Proficiency Levels
ELP Level #3 Intermediate (WIDA Level-Developing)
Content Vocabularycourage (courageous, tease, creative.
Academic vocabulary:Opinion, belief, prediction
Academic and Social Interaction:
HOTS: When is it Ok to tease someone? Why does it take courage to be different? What makes you think that? Why do you feel that way?
Links to Students’ Background Information: Ask students if they have ever been made fun of because of something they were wearing, or how their hair looked, or how they pronounced words.
Links to Prior Learning: Remind students that they previously used a t-chart to make predictions about nontraditional dragons. Tell them that they are now going to make predictions about a character named Elvira, who is a nontraditional dragon.
Objectives / Meaningful Activities/Lesson Sequence: / Review/AssessmentContent Objectives:
1. SWBAT read statements and develop opinions and beliefs about the main ideas and concepts of the book, Elvira, by Margaret Shannon / TW display and explain the Anticipation/Reaction guide on the overhead.
SW read the Anticipation/Reaction guide with the teacher
TW ask students to think about the statements and decide if they agree or disagree with the statement. / You can adjust your method of reading as needed based on the proficiency of readers in your class.
Use think-aloud demonstrating how to complete the Anticipation/Reaction Guide. After giving all directions, have students self-assess their understanding of the task with a finger response: 1 –I need help.
2 –I have a question.
3-I’m ready to start.
4-I could teach this.
Once students begin independent workfocus on assisting those students that held up one or two fingers.
When students complete the final four boxes of the guide, it is important to make clear that theyare predicting characteristics of Elvira, and what the story will be about. As you listen to partners share, you canchallenge higher ability students with the frame, “I predict___because___.”
SF: Your job today is to read and think about what it means to be different from other people. / SW complete the four boxes on the Anticipation/Reaction guide. / Monitor students as they share with a partner. Make sure they are using complete sentences and they are referring to the t-chart adjectives as a resource.
2. SWBAT make predictions about Elvira’s character, after viewing the cover of the book. / TW Show students the cover of the book Elvira, by Margaret Shannon. SW describe the main character, Elvira, to a partner. / During the Split Decision, allow students to be persuaded to change their mind and move to the other side. Promote healthy discussion and debate on statements that appear heavily “split.” This activity allows an excellent opportunity to observe students’ academic language outside one a sentence frame.
Language Objectives:
1. SWBAT track words and read the Anticipation/Reaction guide in a shared reading lesson. / SW will complete the final four boxes on the anticipation side on the Anticipation /Reaction guide.
SF:Your job today is to read the Anticipation/Reaction guide. / SW choose and share a statement for the final four boxes with a partner. They will use the frame “I predict______.”
2.WBAT orally support opinions made about different statements on the Anticipation/Reaction Guide. / TW use an overhead of the Anticipation/Reaction guide to tally results of the prompts using Split Decision. Students will stand in the middle of the with their Anticipation/Reaction guide in their hand. TW reads a statement/Guide intheir hand, read a statement from the Anticipation/Reaction guide. Students will move to opposite sides of the room, labeled “Agree,” and “Disagree.” To demonstrate how they responded to the statement TW select students to provide a rationale for their decisions.
SF:Your job today is to say the sentences frame: I feel _____because ____.
Or, I believe that statement is true/false because______.TW / SW will orally share their opinions from their Anticipation/ Reaction guide during the split decision activity. Ex. I feel it’s ok to tease someone who is different from be because _____.’
Wrap-up: Student will say one sentence about the results of the Anticipation/reaction Guide tally. Ex. “Most of the class thinks that it takes courage to be different.”
Review content and language objectives with students.