COLLEGE OF EDUCATION AND ORGANIZATIONAL LEADERSHIP

ED 468: INTRODUCTORY SUPERVISED TEACHING

Candidate:
L. Rachel Lee
Date:
December 9, 2013
Content Area: English Language Arts Grade Level: First
Subject Matter: Narrative Writing (Holiday theme)
Lesson Content Description: Students will use information from the
text as well as their background information to create an
informational text, or, poster to help find their lost gingerbread man.
Type of Lesson: Direct Instruction
Instructional Strategies/Method of Delivery: Whole group instruction
Content Standard: CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they
name a topic, supply some facts about the topic, and provide some sense of closure.
CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to
questions and suggestions from peers, and add details to strengthen writing as needed.
ELD Standard: Listening/speaking: 1. Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and adults in small and larger groups.
CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.
Lesson Objective: All students will be able to retell story details and events by creating a Lost
poster about their lost gingerbread man.
Assessment:
Formative: assessing student knowledge by creating a word web graphic organizer on the
whiteboard and asking students to give ideas that can be used for the writing assignment.
Summative: assessment of completed informational text classroom assignment (Lost poster).
Lesson/Assessment Modifications: ELL: Special Needs
Special needs student requires additional working time to complete the written poster. All
students will be instructed to work with an elbow partner to discuss ideas for their poster.
ELL students will be paired with a fluent English speaker to help read directions and
sentences being used in poster.
Technology: Describe the types of technology you will be utilizing in your lesson
If no technology is used, please explain why.
Poster making machine to enlarge worksheet for Lost poster.
Computer to show PowerPoint presentation, examples of what real Lost posters look
like.
Document camera/projector (ELMO) to show parts of the book that can help with
creating Lost posters.
INTO
Anticipatory Set/Orientation
I will assess background knowledge by asking if anyone has ever lost something
important (pet, watch) and asked what they did to try and find it.
If correct answer is not given (Made a Lost poster) I will give that idea and show some
pictures (PowerPoint presentation) of what actual posters may look like.
State technology that will be used:
Computer for PPT presentation
ELMO to project PPT on white board
Re-state Content Standard and Objective in student friendly terminology:
Today we are going to create an informative text, or, a Lost poster about our lost
gingerbread man. We are going to work with a partner to create our posters.
Outline adaptations for EL and special needs students
EL students will have visuals of the Lost posters on the whiteboard and explanations of
information that is required for a poster.
Special needs student will be allotted additional time to complete the poster along with a
partner (as needed).
THROUGH
Modeling/Presentation
I will read the book, The Gingerbread Man Loose in the School, by Laura Murray.
The class will create a word web on the white board of what items we need to include on
our posters
PowerPoint presentation can be shown again to remind students the types of information
to add to their posters
We will create a Lost pet poster together
Pages from the book can be projected on the whiteboard for students to revisit the text (if
needed)
State technology that will be used:
Computer and ELMO to show the PowerPoint presentation and to create our lost pet poster
Guided/Structured Practice
I will post a blank lost poster template on the whiteboard
Students will be asked to give examples of information to include on our poster
Completed poster will remain on the board for students to refer to during independent
practice
State technology that will be used:
ELMO
Outline adaptations for EL and special needs students
None

Checking for Understanding/Formative Assessment
I will ask students to give me examples of information about the lost gingerbread man in
the story
I will listen to students details to assess what they know about writing an informative
text about a lost pet or lost gingerbread man
State technology that will be used: None
Outline adaptations for EL and special needs students:
Additional time allotted for special needs student.
Will be saying and writing student ideas on the poster projected on the white board for
the EL student.
BEYOND
Independent Practice/Summative Assessment/Closure
Students will work with a partner to create their informational text/Lost gingerbread
man poster
State technology that will be used: None
Outline adaptations for EL and special needs students
Instructions will be read aloud to whole group to assist both the EL learners and
special needs learner.