Você está na página 1de 3

UNIVERSITY OF LA VERNE

SPECIAL EDUCATION LESSON PLAN


TEACHER Randy Raymond SDC/RSP/Inclusion RSP SUBJECT: Language Arts Date: 3/7/2013 School: Todd Elementary GRADE: 6th Grade Site Support Provider: LENGTH OF LESSON: Rebecca Wilson 45 mins/day for 4 to 5 days LESSON TITLE A Kind of Grace Vocabulary and Summary

CONTENT STANDARDS AND CONTENT OBJECTIVES


STATE STANDARD : Language Standard: Vocabulary Acquisition and Use 6.L.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Reading Standards for Informational Text Key Ideas and Details 6.RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions and judgments. Writing Standards Text Types and Purposes 6.W.2.b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. INSTRUCTIONAL STRATEGIES: (minimum of 4) Group discussion Brainstorming Storyboarding of vocabulary cards using PPT or illustrations Q&A Modeling Discussion Activating Prior Knowledge Think-Aloud IEP GOAL: Following teacher led prewriting activities; student will compose a single paragraph including a topic sentence and at least 3 supporting sentences with correct punctuation and capitalization scoring 3 or better on a 4 point rubric/checklist. INSTRUCTIONAL OBJECTIVE: Students will demonstrate knowledge of story vocabulary words to increase comprehension of written text. Students will communicate findings using a completed Bio-Cube as a prompt. Students will demonstrate comprehension of what has been learned about summarizing information during class activities and a final written activity.

PRE-REQUISITE SKILLS: Students know how to use a computer and basic word processing functions. Students have worked in group settings in prior assignments and know what is expected of them. Students know how to navigate to required web pages. Students know how to use a dictionary and appropriate web pages for vocabulary acquisition.

ASSESSMENT
PRE ASSESSMENT: (Prior knowledge, interest, experiences, etc.): Students have been reading the story in their homeroom class. Although the students have covered the vocabulary in their class, they have been asked to complete a PPT in which they find at least three pictures depicting the word and writing a complete and perfect sentence showing they have an understanding of the meaning of the word. The students activate prior knowledge during this exercise. During the writing portion of this lesson, the students are told that we will be using a new computer program that allows them to make a Bio-Cube. The students like working with technology and this excites and motivates them to proceed to that goal. CFU: (minimum of 3): 1. Q&A What are biographies and why are they important? 2. Discussion of why summarizing is important (helps readers to process and comprehend text). 3. Completion of Bio-Cube Planning Sheet.

4.

Review of completed vocabulary exercise.

FINAL ASSESSMENT: (traditional paper pencil, alternative, curriculum based, etc.) Student will create a paragraph that summarizes the biography, A Kind of Grace, in which all areas of a summary (utilizing the Bio-Cube graphic organizer). Students will using complete and perfect sentences.

LEARNING ENHANCEMENTS

Strategies for Universal Access and Differentiated Instruction: (adaptive and modifying)
Students are given the choice of using a PowerPoint or pencil and paper to complete vocabulary assignment. Some students do not like to draw and prefer to utilize technology to help them convey their message. Bio-Cube graphics organizers

MATERIALS, EQUIPMENT, and (ADAPTIVE) TECHNOLOGY NEEDED: (as needed to promote access) Markers, colored pencils, and/or crayons Computers

STEPS THROUGH THE LESSON


INTO: (engaging students, activate prior knowledge, state objective and standard) This lesson is supplemental to the students Language Arts rotation. Students are asked to create a visual representation of the vocabulary words from the story. o This can be completed with pencil and paper which contains an illustration and a complete and perfect sentence that demonstrates their understanding of the words or o PowerPoint utilizing at least three pictures per word and a complete and perfect sentence that demonstrates their understanding of the word. Students will review what a biography is. Students will review how to summarize and given a preview of the Bio-Cube they will be using to complete the exercise. RATIONALE: Into will engage students by reinforcing their understanding of the vocabulary for this story. Students are given a choice of activities to complete the vocabulary activity and are eager to use technology, which motivates them to begin this part of the lesson. Students activate their prior knowledge of the content and then provided with a teaser of using an electronic graphic organizer to complete the lesson.

RATIONALE: THROUGH (type of instruction, modeling, pacing, Discussion of the Bio-Cube planning sheet provides the guided practice, questioning, CFU, etc.) students with a clear understanding of the sections to Students will be given a Bio-Cube planning complete. sheet and, as a group, we will read each section and discuss what is being asked in Modeling how to complete the first section through a each. think-aloud provides the students with the thought I will model how to complete the first section process they should use when completing the remaining by thinking aloud as I find the persons name, sections of the planning sheet. date of birth, and place. Students will then collaborate as a team to find Collaboration with other students helps to build the remaining answers to the subsequent confidence and lower their affective filters. In addition, sections. group exercises help to build students interpersonal skill set.

BEYOND: (independent practice, application, RATIONALE: assessment, transition, portfolio completion and projection) Using a planning sheet to organize their thoughts allows Students will transfer the information from the students to be better prepared to complete the online their planning sheets to the online Bio-Cube. Bio-Cube. Students will use complete and perfect sentences when transferring to the Bio-Cube The completed Bio-Cube provides students with a online. manipulative containing the information needed to Students will print their Bio-Cubes, cut out, complete their final paragraph about the biography they and assemble their completed Bio-Cube. read. Students will pair-share their work. At this point they will edit each others work. Reflecting on what the lesson taught them provides Once finished with their Bio-Cube, the reinforcement of the lesson objectives and relevance to students will write a paragraph utilizing their skills learned. completed Bio-Cube to organize their paper. Students will reflect about how summarizing helps them to understand what they have read and how use of graphic organizers help them to summarize. Students will also discuss how these skills may be carried over to other content areas.

Instructional Aides Role:

(where is aide, what is s/he doing to assist you and students) The aide is working with other groups during this time as my group is small enough to effectively instruct without her services. Other: This lesson piggybacks on the students Language Arts rotations. The vocabulary is used as a transition activity to get the students ready to think about the story. In addition, review of the vocabulary assists the students in comprehension of the current and future texts. Finally, this lesson is broken into two subsections. The first section involves the vocabulary activity and is 30 minutes in length. The second section is set aside for writing and is 15 minutes in length.

Reflection will be e-mailed tomorrow. (Absolutely, without excuse!)