Você está na página 1de 13

Reading & Performing Art Lesson Plan

Preparation Tasks Teacher Candidate


1. Write the date of your formal observation. Double check March 12, 2019
that you have signed up for an observation on the Google
calendar.
2. Write the date of when you need to provide a lesson plan March 4, 2019
draft to your Field supervisor.
3. Write down the dates of when you and your mentor teacher Feb 19, 2019
discussed the lesson plan.
4. Write down the date of when you “sent” or “printed” a draft Feb 9, 2019
of your lesson plan for your mentor teacher.
5. Write the names of students who do not have an approved Logan was not approved.
video media release form (disregard if you do not need to
videotape).
6. If you are teaching the lesson outside of the classroom, did Teaching in class
you coordinate with your mentor teacher and other faculty
about the use of space? What is your back up plan if this
space becomes unavailable that day? (e.g., you might want
to teach outdoors but the weather forecast is rain for that
day)
7. Does your lesson plan include:
● any text that students will read?
● a teacher assessment tool to measure students
learning based on the standards and benchmarks?
● activity sheets that students will use in the lesson?
● A completed copy of your teacher sample of the
student activity sheet?

1)Scholastic text 2)Scholastic text


Art assessment Main idea worksheet
Picture cards for Tableau Main idea Answer Key
Exit Slip
8. Describe any parts in the lesson that you would like more Feel free to provide any suggestion or feedback
guidance within planning. *NOTE: the amount of
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
feedback/suggestions you receive from your field supervisor
and/or mentor are contingent on your submittal of the
lesson plan draft by the specified 7 working days prior to
observation.

First Name Last Name Email Date and Time


Mahasen Katoush mahasenk@hawaii.edu March 12, 2019
8:25- 9:40
Semester and Year Grade Level Subject/Content Area Lesson Duration
Spring 2019 Third grade Language Arts, Reading 75 minutes
& Performing arts -
Drama (Tableau)
Title
My Grandpa Changed America
(Martin Luther King)

Overview
A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the skills and knowledge are important for
students to develop. Include prerequisite student knowledge required to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)

● The students will learn how to analyze the text looking for the main idea, key details, new vocabulary,
and explain how it supports the main idea.
● Students will practice Tableau into the lesson by creating a frozen picture using their bodies and facial
expression.

v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Enduring Understanding(s) Essential Question(s)
Important ideas or processes for the students to explore and uncover Promote inquiry to discover the enduring understanding(s)
(1a: Demonstrating Knowledge of Content and Pedagogy) (1a: Demonstrating Knowledge of Content and Pedagogy)
● Understanding a text’s features, structures,
● How does understanding a text’s structure help me
and characteristics facilitate the reader’s
better understand its meaning?
ability to make meaning of the text. ● What do readers do when they do not understand
● The arts serve multiple functions: everything in a text?
enlightenment, education, and entertainment. ● How does creating and performing in the arts differ
● Performing arts expression brings ideas to
from viewing the arts?
life.
● Movement and gesture can demonstrate
meaning and understanding of reading.

Content Standard(s)
Standardized statements about what the students should know or be able to do (i.e., The Common Core State Standards (CCSS) or Hawaii
Content & Performance Standards III) that align with the enduring understandings, essential questions, and student learning objectives.
(1c: Setting Instructional Outcomes)

CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
I can figure out the main idea and key details by using information from the text.
FA.3.3.1
The student: Improvises or dramatizes a scene based on a current event or personal experience.
I can create a clear frozen image using my body and my facial expression.

Knowledge of Students
A description of 1) studentsʻ current level of understanding and experiences with the content in the lesson and 2)the students’ interests, unique
characteristics, and needs. (1b: Demonstrating Knowledge of Students)

● Students prior knowledge of reading nonfiction text, finding the main idea, analyzing the key points
and connect it to the main idea of the text.
● Students were introduced to Tableau once as an introduction.

v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Student Learning Objectives/Instructional Goals
What the students are expected to be able to do and/or to know by the end of the lesson or by the end of multiple lessons.
(1c: Setting Instructional Outcomes)

● Students will be able to analyze a nonfiction text by looking for the text structure and connect them to
the main idea.
● Students will learn new vocabulary.
● Students will be able to demonstrate an understanding of the text using Tableau.

Application of skills and strategies


(Briefly describe what skill and strategies will be used by students to learn the benchmark)
Skill Strategy
(a learning behavior that is intended (Techniques that will help students learn the skill)
for students to do automatically)
Comprehension Identifying the main idea and key details using the main idea worksheet.
Thought tracking The characters speak inner thoughts by creating a frozen image with their
bodies and facial expressions.

Student Assessments
Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the students have met the student
learning outcomes including the evaluation criteria (summative assessments) and all assessment tools. (1f: Designing Student Assessments)
● The teacher will use formative assessment to measure the students understanding of the text using the
main idea worksheet and exit slip. The teacher will walk around and see if there are any students who
are struggling or need more clarification.
● The teacher will walk around using a clipboard with the assessment chart while performing the
Tableau.

Academic Language Demands and Supports


The ways that students will be required to use content area language during the lesson and the instructional strategies to be used to help the
students to meet the language demands. (1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Academic vocabulary:
Hero
Segregation
Speeches
Marches
Inspired
Tableau
Language Supports:
The teacher will ask the students:” What do you understand from the story of Martin Luther King and his
legacy?”. Students will share their thoughts and how they can relate to the character. The teacher will ask the
students:” How they can create a frozen image using their bodies and facial expression that can relate to the
story.

Lesson Procedures
A description of the sequence of learning experiences (what the teacher will do and say and what the students will do during the lesson)
including the launch of the lesson, the ways the materials will be presented, the ways the students will actively engage in learning, the questions
posed, and the lesson closure. (1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)

Use GRR model provided below OR content specific lesson framework (5E model, IDM etc.)

v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Procedures: Instructional Strategies and Learning Tasks
A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps that
convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of participation
Keep in mind that each lesson may not have all of the GRR Instructional components and add/delete rows if adapting). Be specific,
write what you plan to say and include examples of what you will do. Start with an action verb.
CORRECTLY NUMBER BULLET EACH STEP in one numeral sequence (e.g., 1, 2, 3). Use letters if there are substeps (1a,
1b, 1c)

Instructional component Sequence of Activities

Classroom management ● First, get their attention by saying eyes on me or using attention getter
attention getter “Waterfall”
● Give a brief introduction to the lesson and its sequence.

1. Introduction
● The teacher will ask “What do you know about Martin Luther King?”
3minutes ● The teacher will remind the students about Tableau and inform them that
we are going to perform Tableau that is related to the article we are
reading. “What do you know about Tableau?”.

2. Building Background ● The students were introduced before to the main idea and key details.
3 minutes ● This lesson will be more like a guided practice, where students will be
guided while reading the article to look for the main idea and key details.
● The teacher will remind the students about Tableau.

3. Focus/mini-lesson ● The teacher will introduce Tableau, and she will model one example.
● The teacher will explain how the procedure is and how the students are
4 Minutes supposed to follow the direction provided.
● The teacher will inform the students that Tableau is about MLK, and we
need to make a connection between the article we are reading, and the
Tableau performed.

v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
● Tableau is a frozen image using their bodies and facial expressions to
deliver a story.
4. Guided Practice
25 minutes ● The teacher will share a copy of MLK article and ask the students to read
together as a whole class (choral read).
● The teacher will pass out the worksheet before they read.
● The teacher will start reading first and then the students should follow
along with their teacher, the students should be able to ask questions as
they read.
● Some students might want to read for the rest of the class.
● The teacher will focus while reading on finding the main idea and key
details, and at least one example for each paragraph.
● The teacher will ask the students as they read “what do you think stands
out in the article?”,” How do you know?”.
● the teacher will do the first paragraph as an example for the students to
follow by asking students about “what they think are the supporting
detail?” , “what a hero does?”
● The teacher should ask the students to focus on “what is important in the
article?”, “what are the supporting details?”
● The students might come up with more than one supporting detail and
examples that support the main idea of the article.
● The teacher will ask” How you can use text structure to understand the
article?”

5. Collaborative Group ● Each group will be given a picture card, and ask them “Can you show
work me?”
25 minutes ● There will be five groups, students should look at the cards and read the
sentence provided to help them figure out how to present their story.

Group1 Group2 Group3 Group4 Group5

Ava Joshua Maila Aman Chloe

Joel Kaina Noah Ana Mica

Chase Rayden Makayla Raylan Kaylee

v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Carter Cole Zarina Kuaiva Logan

● These picture cards will create a story that is related to the article, where
students will use their imagination to relate these picture cards to the
article we read.
● Give other group members personal space.
● Assist students with getting into their tableaux that illustrates what is
happening in the picture in a creative way.
● Each student will perform all together following the direction provided,
by using their facial expression and bodies to create a frozen image.
● Once students are in position, the teacher will say: “On the count of three
come to your positions as a group. One, two, three, FREEZE! ...Keep
holding your shapes/position...class/audience can you see what they are
communicating?”.
● Ask questions such as:
● “What are the actors trying to show?”
● “What do you think the story is about?”
● Thought tracking, I will then tap on the shoulder of each group member
and ask what they are thinking?
6. Independent work
● Students will have an exit Slip attached to the article, the exit slip will
10 minutes
wrap up the lesson.
● The students will use the exit Slip to share their thought of Tableau” How
they think it relates to the graphic organizer?”
7. Monitoring Plan
● The teacher will look for the students who are struggling during the
guided practice, and plan for future adjustments.
● The teacher will walk around during the independent work (Formative
assessment) and observe the challenges the students come across and help
them overcome any difficulty. The teacher should be open to breaking
down some instructions for some students if needed.
● During the Tableau, the teacher will be collecting data using the
assessment chart provided.

8. Closure
● The teacher will ask the students: “What did you learn from this lesson?”.
v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
5 minutes ● The teacher will ask if anybody has any questions at this point.
● The teacher will ask the students:” What do you think about integrating
art into the lesson?”.

Differentiation According to Students’ Needs


Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment tasks to ensure that all students (e.g.,
students who have IEPs/504 plans, students who are speakers of other languages, students who have advanced or emergent proficiency with the
content and concepts) have access to and are able to engage actively in the lesson.
(1b: Knowledge of Students;1e: Designing Coherent Instruction)

Use the table below to address specific student needs in your classroom.

UDL Proactive Differentiated Instruction


Intentional instructional activities in place to minimize the need for future RTI.

Category Type of Proactive Differentiated


Instruction
Representing Content The teacher will guide the students through reading, analyzing the text, recognize
the main idea, and come up with the key details and connect it to the main idea.
Engaging Student ● The students will watch a short video that will get them engaged and focus on
Interest the story.
● The students will get engaged by performing the Tableau activity where they
need to work hard to recreate the picture provided and allow the audience to
figure out what is the story about.
Demonstrating Learning ● The whole class will work together to finish the main idea worksheet, by
gathering thoughts and information from the text.
● The students will follow the directions for the Tableau activity.
● If any of the IEP students have any difficulty, I will work with them as a group
using the round table in the class.
Cultural Considerations ● The students will understand and value the freedom they have after reading
this text.
● They will also understand that all humans are created equally, and we should
treat each other the same.

v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Instructional Materials/Resources
All materials, handouts, resources, and technology tools that are needed to execute the lesson. (1d: Demonstrating Knowledge of Resources)

Resources:
Brainly. (2017, November 11). why is Martin Luther King considered a hero of freedom and tolerance?
research the Jim crow laws to - Brainly.in. Retrieved February 20, 2019, from
https://brainly.in/question/1749525
Englishlinx.Com. (n.d.). Englishlinx.Com | PDF Viewer Page for English Worksheets. Retrieved February
20, 2019, from http://englishlinx.com/cgi-bin/pdf_viewer.cgi?script_name=%2Fpdf-content-
by-subject%2FMain-Idea-and-Details-Worksheet.pdf
Martin Luther King, Jr. - BrainPOP. (n.d.). Martin Luther King, Jr. - BrainPOP. Retrieved February 9, 2019,
from https://www.brainpop.com/socialstudies/famoushistoricalfigures/martinlutherkingjr/
Scholastic. (2019, January). A Hero in the Family. My weekly reader, 75(4), 1–4.
Tableau Telling Stories with Pictures. (n.d.). Retrieved from http://sites.uci.edu/class/files/2013/08/T-
%E2%80%93-GR1-new-Lesson6.pdf

Materials:
Copies for the article, Main idea worksheet, exit slip worksheet, picture cards for the Tableau activity.

v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Lesson Plan Reflection (if the lesson is carried out)
An analysis of the effectiveness of the lesson (what worked well? what did not work as well?) in terms of student learning and the extent to which
the instructional outcomes were achieved based on specific evidence from the lesson and references to evidence-based practices and theories of
student learning. A description of how you will use what you learned from reflecting on this lesson in your future teaching.
(4a: Reflecting on Teaching)

Use Reflection Template

https://docs.google.com/document/d/1Qdy3nrTkKxQUMRgCjvgxRQESz
3un7_KHQOyj8229uAw/edit?usp=sharing

Teacher Assessment Tool


(Insert below the tool/s that you will use to measure student learning)

v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
Student Assessment Data Table
(You may use this data table or create one using Excel to assess students’ progress in this lesson)

Students’ First Name Exit Slip Tableau


assessment
1. Carter C 50%

2. Aman D 33%

3. Kiana K 67%

4. Ana K 33%

v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa
5. Rylan K 0

6. Kuaiwa K 100%

7. Chase K 67%

8. Joshua K 100%

9. Rayden L 67%

10. Micah L 0

11. Zarina M 67%

12. Joel M 100%

13. Kaylee P 67%

14. Noah S 100%

15. Chloe S 67%

16. Makayla S 33%

17. Cole S 50%

18. Ava Z 100%

19. Maila M 67%

20. Logan 33%

Insert images of completed student work with captions here. See rubric for more information.

v7 – 08/01/17
Elementary Education Program (EEP) – College of Education – University of Hawai‘i at Manoa