Interns Name Amanda Call Nicole Tanjutco Subject Language Arts

Grade 1st

Class Size 23

Date / Time 10/3/2012 Mentor Initials

School Church Lane Elementary

I. Purpose of the Lesson What will the students learn? How does this learning fit within broader
unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning?

Standard 1) Ask and answer questions about key details in a text 2) Retell stories, including key details and demonstrate understanding or the central message of the lesson 3) Identify words and phrases in stories or poems that suggest feelings or appeal to the senses 7) Use illustration and details in a story to describe its charater, setting, or events Lesson Objective Students will be able to use context clues to predict what will happen in the story Students will be able to tell what are the sight words that they have been using Students will be able to differentiate different emotion throughout the story Formative Assessment (planned for use in this lesson) The teacher will have the students return to their desks for a reflection on the book. They will draw a picture of their favorite scene and join together in small groups to discuss why they liked that part of the book so much. They can continue in their small groups to talk about anything else that they liked or disliked about the book until their time is up and the teacher calls them back to the carpet for the closure. Students will also be assessed on by the worksheet that will be given out and that the students will take home for homework to be turned in the next day.

II. Instructional Decision-Making What knowledge of students influences my instructional

decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or build on students strengths?

Knowledge of Learners Knowledge of Age-Level Characteristics 1) Students in the 1st grade cannot sit for a long period of time 2) students are developing question and making predictions Knowledge of Academic Readiness (based on pre-assessment)

Instructional Decisions based on this knowledge

1) We will have them get up to move and interact with the reading throughout the story. 2) Instructors should do a lot of modeling how to predict. Teachers should encourage students to ask questions. Students have learned sight words talked about in the book earlier in the week and are able to read them prior to the lesson.

Students have been learning about rhyming words and have a working knowledge about them and are able to identify words that rhyme. Knowledge of Subgroup or Individual Needs (IEP accommodations, ELLs, G/T, other strengths/needs) 1)Lindsay- has a hearing problem must have preferential seating 2) Andrew- has visual issues and has to have directions repeated

1) Lindsey will be with the star group (first group called) to have a seat upfront. 2) Andrew will also be in the star group. When directions are given, instructor will say the direction once and then ask a student to repeat the directions for the second time to subtly have Andrew hear directions twice. 3) Justin will be the teachers helper and will assist with getting books collecting the symbols when students come to sit down if he wants to. 4) Johnny will be first to be dismissed to his seat so he will have more time than the other students to work on the assigned work. 1) Students will be given a chance to show their expressions and to be interactive with the book. 2) Teacher will give out stickers for childrens sticker book when students correctly identify words that rhyme on the page as motivation to answer and pay attention.

3) Justin- has Aspergers syndrome and wants to constantly help the instructor. 4) Johnny needs extra time to work on assignments. Knowledge of Interests and other Motivational Factors 1) Students in this grade level will enjoy being able to show the expressions represented in the book. 2) Students like to be acknowledged for their work at this age.

Multicultural Considerations / Equity Measures Lesson Sean doesnt have a mom and lives with his grandmother. Madison has 2 dads

Implications for this

Teacher will tell these students before the lesson that we will be reading a book about a son going shopping with his mom. The teacher will acknowledge that she knows their home situations are different and will ask if they are comfortable sharing their shopping stories with the class.

Academic Language Demands

Scaffolds to support language development in this lesson

Rhyme Context Clues Prediction Emotions Vocabulary to develop: Aisles Fussing Whine Sweep Clearance Discount

Before reading the book, the instructor will model what prediction means. Another part to discuss is what are context clues will be pointing out while reading the book. The instructor will give various examples about context clues and see if the students understand context clues. Students would be asked what other examples of context clues are. After context clues, there would be a discussion on what rhyming words are. Ask them if they can give examples of rhyming words. Instructor should ask students what other rhymes they can think of that they remember. Ex. Jack and Jill, Little Miss Muffet. While reading the book, instructor will ask about emotions and what type of emotions does the llama feel. They should show their angry, happy, sad, excited, and surprised faces.

III. Instructional Procedures What instructional strategies and sequence will I use to ensure that
every child is a successful learner?

Instructional Materials and Technologies Large Book White Board Markers Crayons/ Colored Pencils Pencils Journals Symbol Cut Out Management Considerations (Procedures, Transitions, Materials, Behavior) To transition the students from their desks to the floor the teacher will have cut out symbols. There will be 4 groups of 6 symbols (Star, Circle, Triangle, and Square). The students will be called to the carpet based off of what symbol they were randomly given by the teacher.

Instructional Sequence Planned Beginning Warm-up Motivation Bridge

Approxima te Time

Procedure Introduction: Teacher will give examples on how to get clues from pictures. Show that looking at a picture closely they can make some sort of prediction on what is going on during the situation. Transition: Students will gather on the carpet when their symbol group is called. Teacher will ask students if they have been mad or frustrated about anything before. How did they react? What made them feel better?

10 Mins The teacher will introduce the book by presenting the Title, Author, and Illustrator. Development of the New Learning (Clearly explain instructional activities in sequence.) Modeling: Teacher will ask students what they think the word predict means, explain it to them and have them predict what they think will happen in the book. Teacher will have a picture walk through half of the book and have students create questions that they have before the book starts and see if they are answered through the reading of the book. Teacher will be writing the questions on the board. Example Question: Why is Llama mad at Mama? The teacher will tell the students that their goal by the end of the book will be to have answered all of the questions they created. The teacher will remind students of the sight words they have been learning and will tell the students to pay close attention because they might be used in the book. (play, with, go, no, you, and) Once the picture walk is done, students have predicted what they think will happen, and have gone over their sight words again the teacher can start reading the book. ********************************************* Teacher will start reading the book Teacher will ask a student to point out a sight words when it appears on the book Teacher will ask the students to show the different emotions that Llama feels Model Questions: Page 2, Teacher will ask students to point out the word play.

25 mins

Page 3, Teacher will ask students if they had to do something that they did not want to do and would rather play. Page 6, Teacher will ask students to point out the sight word with. Teacher will ask students if they have ever felt like they have been somewhere that was too crowded. Teacher will discuss the word aisle with the students having them use context clues and background knowledge to define it. Page 8, Teacher will ask has the student ever shopped with an adult before. (If they did, did they like it? Did they have fun?) Teacher will discuss the word whine with the students and have them imitate what they think Llama was doing when he started to whine. Page 9, Teacher will ask if students have felt angry towards an adult before. Teacher will discuss the words clearance and discount with the students and use context clues to figure out their meaning. Page 14, Teacher will ask the students to point out the sight word go. Page 18, Teacher will ask the students to show their angry face. Teacher will ask the students if they have ever got angry in a public place Page 19, Teacher will ask the students to point out the sight word no

Page 21, Teacher will ask the students to point out the sight word you Page 22, Teacher will discuss the word fussing with students and can ask if they have ever fussed or been around someone who was fussing. Page 23, Teacher will ask the students to show their sorry face. Page 25, Teacher will discuss the word sweep with students and have them show her how they would sweep up the pasta like Llama. Page 26, Teacher will ask students to show their happy faces. Teacher will ask students how they think Llama feels leaving the store with Mama. Page 27, Ask students what they liked about the book and what they got from the book. Transition: Students will be asked to go back to their seats by their group symbol.

Enrichment or Remediation (As appropriate to lesson)

10 mins

For students that complete their drawing in their journals early, they can choose between writing a sentence about why they chose to draw that scene from the book or they could draw a second picture depicting their least favorite scene from the book. All students will be able to discuss their favorite scene in the book even if they are not able to finish their drawing.

Planned Ending (Closure) Summary Homework

5 Mins

To end the lesson the teacher will bring all of the students back together on the carpet to talk about what they discussed in their small groups. The teacher can have students present their drawings to the class and explain why they chose that picture. The teacher can end by talking about all the different emotions Llama had during the book and introduce the worksheet they will have to complete that night based on the emotions Lama experienced.

IV. Analysis and Reflection To what extent are my students learning? How can I improve their learning experience? How can I improve my professional skills? (complete after teaching) Analysis: What does the data from the formative assessment indicate about the extent to which students acquired the intended learning? (Cite specific numbers or percentages of students.) What trends or patterns do you notice that indicate strengths and/or areas of need for the class as a whole, subgroups, or individuals? What will be your next steps based on this analysis? Reflection: Prompts to consider: What is working? What is not? For whom? Why? What multicultural considerations emerged during this lesson that you had not anticipated? How would you address those in the future? How did you think on your feet to make instructional decisions while you were teaching the lesson? What

worked or did not work about these decisions? What changes would you make to your instructional procedure that would improve student learning? How effective were your assessment tools in helping you monitor student progress? What modifications would you make to help students better demonstrate their learning? How did the oral or written feedback you gave students help address their needs in relation to the instructional objectives? How did you /will you give students an opportunity to use this feedback to grow? What was surprising or challenging during this lesson? What did you learn through it? How does that impact your future decision-making? How does this lesson demonstrate your growth as a teacher in relation to one or more of the INTASC principles? (required for portfolio)