ED 315 LESSON PLAN #5 (linked with 4 and 6) Format and Cooperating Teacher Feedback Form Name: Molly Rozga

Date: March 17, 22, 24 2011 Content Area: English Language Arts Grade Level: 7th grade

Attach lesson plan and give this form to cooperating teacher for feedback before you teach your lesson.

Goal(s):

(Must state appropriate WI Model Academic Content Standard)

Wisconsin Model Academic Standards, English Language Arts A.8.1 - Use knowledge of the visual features of texts, such as headings and bold face print, and structures of texts, such as chronology and cause-andeffect, as aids to comprehension

Pre-assess:

(Pre-assess Prior Knowledge observations, instructional strategies, talk with cooperating teacher)

Compile a list on the board of why chronology is important, and what clues an author gives us for chronology.

Objective(s):

{Use the format (fill in the blanks): A student will be able to (Blooms verb) (Knowledge or skill). }

A student will be able to use a storys chronology to help them check for comprehension. A student will be able to sequence the events of a story in a cartoon comic strip.

Assessment:
Today: Review of story Big Picture: Students will create a comic strip summarizing the story in chronological order.

Materials Needed:
Materials Needed by Teacher: o Marker board o Markers and erasers o Story of Young Arthur Materials Needed by Students: o Paper o Pen/Pencil o Literature Text book

Total time needed: Total time needed:

Up to 30 minutes

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Procedures: Procedures:
(Include time allotments) Introduction: One of the strategies that readers use is to put a story together chronologically. What do we know about chronology? <Focus attention to why it is important and clues from the author, 2 lists on board.> Steps for instruction (engagement, demonstration, participation, practice): Engagement (2 minutes): When we think about understanding a story using chronological order as our strategy, what do you think are some different ways to help you organize details? We can use a time line or a story map. We are going to read a story about King Arthur. What do you know about King Arthur? Demonstration (5 minutes): While we are reading this story, please take notes for yourself on the chronology of the story. Keep these notes organized so that you are able to refer back to them next week. Participation (5-7 minutes) We are going to read this piece of literature popcorn-style. I will read until I am done reading, then say Popcorn You! You would then need to pick up where I left off. The goal is that everyone will have a chance to read a part of the story out loud. Because you wont know when your turn is coming, you will need to make sure to pay attention. Are you sitting somewhere that will help you focus? Practice (5-10 minutes): Read literature. At designated points, we will stop for vocabulary explanations or comprehension checks.

 Questioning (Create 3-5 higher order thinking questions): What are the clues that this is the sequence? What would you recommend to a student that doesnt think this will help? Evaluate how this strategy helped you understand the literature. Strategies for students requiring additional assistance: We will be reading this story together, out loud, pausing at times to ensure comprehension. Reading in the popcorn method allows a student to read as much or as little as the student is comfortable reading out loud. Students will be following along in their text. Closure: We are going to keep on working with King Arthur and chronology next week. Before I collect your notes sheets, please take a moment to tell me if understanding chronological order is a strategy you will use. Did it work for you? How would you tweek this strategy for you?

Cooperating Teacher Feedback:

Cooperating Teacher Signature: