EDU232 Reading Literature I Spring 2017
Guidelines for Language Experience Approach (LEA) Lesson Plan * This lesson plan is designed for ELLs at the Entering, Beginning, or Lower Developing ELP levels. Please keep your student levels in mind when you plan your lesson. Candidate’s Name: Jillian Hayes Date: April 13, 2017
Course Prefix/Number/Section: D03
Subject: Reading and Language Arts
Grade Level/Cluster: 2-3
Duration: 30 minutes
Students ELP Level(s): Developing
Lesson Topic: Planting a flower or vegetable 1. Big Ideas & Essential Questions Big Idea: We can work together to write about an experience that we shared in class. Essential Questions: How can use our shared experience and write about it? 2. Learner Outcomes (Instructional Objectives) (Use “observable and measurable” terms.) SWBAT: use new vocabulary that they learned in a shared experience to answer a writing prompt with 95% accuracy. 3. Both Common Core State Standards (CCSS) and PA ELD Standards ELP.1.W.1-3.3 Proficiency Level: Developing Participate in a shared writing activity about a common experience. Standard - ELP.1.R.1-3.3 Proficiency Level: Developing Follow written directions supported visually. CCSS.ELA-LITERACY.L.1.1.H: Use determiners (e.g., articles, demonstratives). CCSS.ELA-LITERACY.L.1.1.J: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 4. Vocabulary Shovel Soil Bury Seed Enough Sunlight 5. Materials/Resources 3 types of seeds Pot Shovel Water
EDU232 Reading Literature I Spring 2017
Soil Whiteboard Whiteboard markers Graphic organizer Worksheet Projector Lined paper with a word bank and space to draw 6. Instructional Procedures Provide an experience. (describe how you would have the ELLs experience the stimulus): As a class, we will choose three different plants to grow in our classroom. I will begin by modeling the steps to planting a vegetable or flower while using and explaining the vocabulary. I will then break the students up into two groups and have them take turns completing the steps that I demonstrated. We will learn the steps to planting flowers and vegetables and learn how to care for them as they grow. We will then watch them grow and observe the changes that we see as they continue to grow. Talk with students about the experience. Teacher questions: What were the steps we followed to plant our flowers and vegetables? (Shovel the soil into the pot, put a seed on top of the soil, bury the seed into the soil, water the soil and the seed, make sure the plant gets enough sunlight, watch over and care for it every day.) What do you think would happen if we missed a step? (the plant would not grow) How can we make sure that our plants continue to stay happy and grow? (we water it, make sure it has enough sun, give it love) Graphic organizer: The steps to helping a plant grow: 1.
Shovel the soil into the pot.
2.
Put a seed on top of the soil.
3.
Bury the seed into the soil.
4.
Water the soil and the seed.
5.
Make sure the plant gets enough sunlight.
6.
Watch over and care for it every day.
.
EDU232 Reading Literature I Spring 2017
Record the students’ dictation (i.e., what students have said). (Please include your anticipated text or sentences here.) I will ask students to tell me the steps of helping a plant grow by starting their sentence with, “The first (second, third, etc.) step is ________.” John says, “The first step is to shovel the soil into the pot.” Sarah says, “The second step is to put a seed on top of the soil.” Tyler says, “The third step is to bury the seed into the soil.” Charlotte says, “The fourth step is to water the soil and the seed.” Sophia says, “The fifth step is to make sure the plant gets enough sunlight.” Rob says, “The sixth step is to watch over and care for it every day.” Read the student-dictated text aloud. • I ask students to read the sentence as a group as I point to each step. • I will ask a few students to individually read one of the steps. • I will give students a number that represents one of the steps and they will individually read the step. • I will read the steps to the class as I point to each word. Individual writing: After the lesson, I will give students a lined piece of paper, which includes a word bank with the vocabulary that we discussed, to write down the steps to planting a flower or vegetable plant. They can start by describing whichever plant they would like and the steps they would take to plant it. Then students could draw a picture of what the plant would look like when it’s fully grown. Formative assessment: Throughout this lesson, I will be monitoring student’s responses to assess their understanding. I will also collect the students sentences and drawings to see how much of the information they were able to retain from the lesson. This will also be used as formative assessment. Other Follow-up Activity ideas (Please include the following two ideas in addition to your other ideas. You can find out more about these two ideas for Language Experience Approach on p. 378 of Tompkins’ book): Make sentence strips. After we have reviewed the steps to planting a flower or vegetable, I will create sentence strips to hang in the class for students to reference as we continue to talk about our shared experience in the following days. I will also ask students to read the steps that are listed on the sentence strips out loud for their classmates as the lesson continues and as the experience is reviewed throughout the week. Add words to word bank When it is time for the students to complete the individual writing portion of the lesson, I will give them a sheet of lined paper that includes a word bank of some of the new words we learned, such as shovel or soil. Students will have these words as a reference when they are writing about a plant or vegetable they would like to grow. Add word to the word wall
EDU232 Reading Literature I Spring 2017
I will also incorporate these words into the word wall for the week to ensure that students are fully understanding the vocabulary from the lesson and so they can see how the vocabulary from the word wall is applicable to their experiences.
Grading rubrics LEA Lesson Plan (10%) (Maximum Possible Points: 52 points) Points: Your lesson topic SJU lesson plan rubrics: Sections 1 – 5 (See SJU Lesson Plan Rubric on page 16 of the syllabus) Instructional procedures Provide an experience – describe how you would have students experience the stimulus Talk about the experience • Teacher questions • The graphic organizer (You need to include a graphic organizer that captures the key words generated by students) Record the students’ dictation (You need to include your anticipated text or sentences in here.)
/2 /15 /5 /5
/5
Read the student-dictated text aloud (list at least 4 different oral reading ideas)
/5
Students write on their own: (create opportunity for students to write or copy the sentences of their choice) Formative assessment (SJU lesson plan format section 8): – state specifically what and how you will be assessing your ELLs throughout the lesson. Other Follow-up Activity ideas: (make sure you include “make sentence strips” & “add word cards to word bank” in addition to your own ideas) Total Points:
/5 /5 /5 /52
