Strategy Lesson Plan 2

Teacher Candidate: Amber Chesney Title of Lesson: CANDY Strategy Grade Level: Third Grade Subject Area: Study Skill Lesson Topic (What is the big idea?): To teach students the CANDY studying strategy. This strategy consists of: CCategory title, A Attribute of all category members, N Name all category members, D Differentiate category members, Y You can draw the categories. This strategy will help students understand how information is organized into categories. What standard(s) and/or IEP goal(s) will it address? Colorado Academic Standards (2010) Grade Level Expectation: Third Grade Content Area: Reading, writing, and communicating Standard 3: Writing and composition 3. Correct grammar, capitalization, punctuation, and spelling are used when writing Standard 4: Research and reasoning 1. Researching a topic and sharing findings are often done with others Main Objective of Instruction (What do you want the student(s) to learn?): By the end of this lesson, students will be able to independently use the CANDY study strategy. They will demonstrate their abilities by implementing the strategy with their current science course of study which is volcanoes. They will do this with at least 80% accuracy. This strategy will help students to understand how information is organized into categories. By learning how things are categorized, students will be able to learn without having to memorize. Supporting Objectives: The students will be able to independently use the strategy as they are learning about different topics. They will use neat handwriting, complete sentences where necessary, and use correct spelling with 80% accuracy. Specific Strategies to be taught/modeled: The thought processes behind the different parts of the strategy and how to represent this thinking in a graphic representation.

Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? At the beginning of the lesson, the students will have full teacher support which will decrease during the lesson, until they are expected to use the strategy independently. Assessment: How will you assess students learning pre, during and post? Prior to the lesson I will ask the students if any of them use strategies of their own to help them remember facts that they are going to need to know for their different classes. I will have them explain their strategy and how well it works for them. During the lesson, I will check for understanding by asking for the students input about what should be considered for the different parts of the strategy as it relates to the marine mammal topic that I will be using for modeling. After the lesson, I will assess the students by asking them to explain the parts of the strategy and how to use it. Students will then share the results of their own independent work with the class and we will compare what they came up with. What student management/grouping issues do you need to consider? This will be taught to an entire class so I will need to keep appropriate seating in mind so that all students will be able to concentrate on the lesson without distractions from others. As students are working independently, I will walk around the room and observe how they are doing. I will offer my input as appropriate Materials and Resources: My materials will include: Classroom whiteboard and markers My resources for this lesson: Minskoff, E., & Allsopp, D. (2003). Academic success strategies for adolescents with learning disabilities & ADHD. (pp. 287-289). Baltimore, Maryland: Paul H. Brookes Publishing Co. Generalization: How/where will students be able to integrate (generalize) this learning? Students can use this strategy whenever they are learning about a topic that has several different categories, particularly in science or social studies. How will you evaluate the lesson (judicious review)? The students will share their independently completed graphic representations with the class. I will evaluate their work based upon how detailed their finished product is which will consist of the five different types of volcanoes they are learning about in science.

Lesson Title: CANDY study strategy Main Objective of this lesson: By the end of this lesson, students will be able to independently use the CANDY strategy and will demonstrate their knowledge of it with at least 80% accuracy. This strategy will help students to understand how information is organized into categories. By learning how things are categorized, students will be able to learn without memorization. (CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson. I will ask the students what they do to help them remember information in their classes that they need to know for their end of unit tests. I will have them share some of their ideas and ask the class if others use that same strategy. Then I will tell them that I know a strategy that will help them remember information by categorizing the information they know into a graphic representation that they can use to study from. This process will help them to remember the information without having to memorize all of the facts because they will understand the relationships between the topics in a different way. Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This lesson is direct instruction. Modeling Strategies (I Do): I will model the use of the CANDY strategy using types of marine animals as my overall topic. I will write the information on the classroom white board as I model the strategy. C: Category title Write the title of the category that you are studying **Marine Mammals A: Attribute of all category members Ask yourself why the members are grouped together in the category. What they all have in common. Write down the factor(s) that all the members of the category share. **Nurse their babies, have hair, warm blooded, large brains N: Name all category members Write down all the members of the category **Humpback whales, polar bears, seals D: Differentiate the category members Ask yourself how each of the members in the category differ from each other. Write a description of each category showing what is common to all members in the category and what is unique about each member. **Humpback whales: rely on the ocean to live, very large, no teeth

**Polar bears: rely on the ocean to live, dont live in the water, large teeth, four feet, furry **Seals: rely on the ocean to live, breed on land, small sharp teeth Y: You can draw the categories Make a graphic representation of the category title and members that belong in the category. Put the title of the category in a circle in the middle and write the attribute that is common to all members of the category. Then, draw smaller circles with the names of the category members, and write what is special about them. Use this graphic representation to help you study, not by memorizing, but by seeing the interrelationship of the members of the category. Draw the representation on the board Check for Understanding- What will you ask? I will ask the students about what they think should go in each part of the strategy in relation to the topic of marine mammals.

Differentiation: At the beginning of the lesson, the students will have full teacher support. The students will be expected to do the strategy independently by the end of the lesson. (PRODUCT) Guided Practice: (We Do): After modeling some of the CANDY strategy with the mammal topic, I will then ask for student input to complete the rest of the strategy. Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice: (You Do). The students will independently execute the CANDY strategy using their current topic in science which is volcanoes. Formally END the lesson. I will discuss with the students how they felt about using the strategy. Was it difficult or easy for them? Did it help them understand their topics better? Were they able to see the interrelationships between the different categories?

University of Northern Colorado Department of Special Education Program Mentor Observation Form Teacher Candidate Name: ________________________ Date: ___________ Time: _______________ Lesson Objective(s):

Indicators Comments/Observations ____________________________________________________________________________________________

Planning and Organization:

Provides lesson plan for field experience instructor Plans lessons which include: Set Relevant objectives or skills A variety of instructional strategies/materials Information and activities to support objectives Closure Structures class time to maximize student learning _______________________________________________________________________________________________

Classroom Management:
Establishes and maintains positive relationships with students Effectively communicates expectations and outcomes Sets behavior standards that are well communicated & consistently applied Responds appropriately to inappropriate or serious behavior problems Engages students through skilled questioning and use of wait time Uses questions to stimulate independent, creative and critical thinking Encourages students to use higher levels of thinking Makes appropriate accommodations for specific students based on need Maintains appropriate pace and transitions _______________________________________________________________________________________________

Instructional Strategies:
Makes appropriate instructional decisions in collaboration with general education teachers Provides all student with problem-solving and decisionmaking opportunities Provides students with opportunities to apply prior Knowledge

Reinforces/encourages learning efforts of students Demonstrates effective use of instructional grouping Uses effective modeling Monitors for understanding Provides immediate feedback Uses cues and prompts Develops materials which are appropriate and accessible _______________________________________________________________________________________________

Knowledge of Developmental and Diversified Needs:

Plans and/or implements instruction at appropriate levels Utilizes mediated scaffolding to ensure all students are able to participate Uses the diversity in the classroom as a resource to enrich the learning of all students Demonstrates knowledge of differentiated instruction and universal design for learning _______________________________________________________________________________________________

Use of Materials and Resources:

Uses a variety of media and technology Creates, adapts or obtains materials to meet individual needs Has materials, aids and facilities ready for use Demonstrates knowledge of assistive resources to support all students in the classroom ____________________________________________________________________________________________

Areas of Developing Proficiency:

Areas for Refinement:

Focus of next visit:

Next Observation Date: ________________________________ Time: _____________________ FE/Obs/07

Post Observation Conference

Teacher Candidate: _______________________________ Date ___________________ Field Experience Instructor: __________________________ Lesson ________________

I.

As you reflect on this lesson, what are some strategies that worked? What captured your attention?

II.

What did you notice about the students? Where there specific challenges?

III.

What will you take away from this lesson to apply to your future lesson planning and teaching?

IV.

What specific strengths are you developing in your teaching?

V.

What are some areas of challenge on which you need to focus?

Goal for next observation: _________________________________________________

Self-Reflection
To be used by the teacher candidate after observation by the Field Experience instructor and post conference

Name ___________________________________________ Date ________________________________

Directions: Reflect upon the overall lesson and write a reflective narrative about the experience using the three-part organizer below.

Description: (Include information about the students, the content of the lesson itself, the materials, the timing and fit of the lesson for the school/curriculum and your students needs, and your preparation.)

Impact: (Discuss student engagement, student behavior and student success with the learning outcomes for the lesson, as well as reflecting on what went well and what didnt go so well with your instruction.)

Intent: (Based on this lesson, what are some future ways you could improve student learning, i.e. materials, pacing, learning styles, etc.? And explain changes you will explore in developing a more effective lesson if you were to teach this lesson again.)