President’sDayLessonPlan

MorganHashSubjectArea:ReadingandSocialStudies(RTISmallGroup)GradeLevel:SecondGrade

LessonPlanElementsObjectives:

• Thestudentwilldemonstratecomprehensionofthetextbyidentifyingthemainideaandansweringwho,what,where,when,why,andhowquestionsrelatedtothetext..

• Thestudentwillcreateanonfictiontext,intheformofapoem,abouthimselforherself.

VASOL’S:ReadingSOL2.9Thestudentwillreadanddemonstratecomprehensionofnonfictiontexts: (c)Usepriorandbackgroundknowledgeascontextfornewlearning (d)Askandanswerwho,what,where,when,why,andhowquestionsaboutwhatis read. (h)Readandrereadfamiliarpassageswithfluency,accuracy,andmeaningful expression.WritingSOL2.12Thestudentwillwritestories,letters,andsimpleexplanations

(a) Generateideasbeforewriting(b) Organizewritingtoincludeabeginning,middle,andend

CivicsSOL2.11ThestudentwillidentifyGeorgeWashington,AbrahamLincoln,SusanB.Anthony,HelenKeller,JackieRobinson,andMartinLutherKingJr.,asAmericanswhosecontributionsimprovedthelivesofotherAmericans.MusicSOL2.9Thestudentwillidentifytherelationshipsbetweenmusicandotherfieldsofknowledge.ACEIStandardsAddressedandDemonstratedThroughLessonArtifacts:

• ACEI2.1Reading,Writing,andOralLanguage-CandidatesdemonstrateahighlevelofcompetenceinuseofEnglishlanguageartsandtheyknow,understand,anduseconceptsfromreading,languageandchilddevelopment,toteachreading,writing,speaking,viewing,listening,andthinkingskillsandtohelpstudentssuccessfullyapplytheirdevelopingskillstomanydifferentsituations,materialsandideas:

o Inthislesson,ImetthestandardsandcriteriasetinACEI2.1.First,thislessonwastaughttoanRTIreadinggroup.Thisgroupofstudentsweregroupedbasedontheirreadingfluencyandcomprehensionlevels,which

connectstooneofthemajorapproachestoteachingreadingandwriting.RTItierssupportsstudents’readingandlearningontheirinstructionallevel,withintheirzoneofproximaldevelopment.Withtheinformationaboutthestudents’instructionallevel,Iamalsoabletoincorporateatextthatisappropriateformystudents.ThetextIchoseintegratessocialstudiesintoourreadingbyusingapoemaboutGeorgeWashington.Withinthislesson,IincorporatedmanysecondgradeSOLstoensuretheinstructionwasatanappropriatestagelevel.Whilereadingthepoem,Iconsistentlymonitoredthestudents’comprehensionthroughtheuseofquestioningtechniques.Iusedquestionsthatstartedwithwho,what,where,when,why,andhow,whicharespecificallymentionedintheSOLs.Lastly,IamabletomeetthisstandardbecauseIusedreadinginstructionthatisintegratedwithnotonlylanguagearts,butalsothestudents’livesbytheuseofpoemsabouteachstudent.

• ACEI2.4SocialStudies-Candidatesknow,understand,andusethemajorconceptsandmodesofinquiryfromthesocialstudies--theintegratedstudyofhistory,geography,thesocialsciences,andotherrelatedareas--topromoteelementarystudents'abilitiestomakeinformeddecisionsascitizensofaculturallydiversedemocraticsocietyandinterdependentworld:

o Inthislesson,ImeetthestandardsofACEI2.4.IintegratedthestudyofhistoryinthislanguageartslessonthroughtheuseofapoemaboutGeorgeWashington.StudentsreadthepoemaboutGeorgeWashingtonasaclassandansweredquestionsaboutthebiographicalinformationtheylearned.Throughthisactivity,IengagedstudentsinalessonthatenhancestheirknowledgeononeofthesocialstudiesSOLs,whichistoidentifyfamousAmericans,suchasGeorgeWashington.Throughoutmyinstruction,Idemonstratedanunderstandingofthismajorconceptwithinthesecondgradesocialstudiescurriculumandhelpedmystudentstofurtherdeveloptheirknowledgeonthesubjectaswell.

• ACEI2.5TheArts-Candidatesknow,understand,anduse--asappropriatetotheirownunderstandingandskills--thecontent,functions,andachievementsofdance,music,theater,andtheseveralvisualartsasprimarymediaforcommunicationinquiry,andinsightamongelementarystudents:

o InmyPresident’sDaylesson,IamabletomeetACEI2.5.Tointroducetheconceptofmainideatomystudents,Iusedasongfoundonyoutube.com.ThissongwastothebeatofaverypopularsongandthelyricsexplainedwhatthemainIdeawas.Theselyricshelpedmetocommunicatewithmystudentstheconceptofmainidea.Sincethelyricsweretoafamiliarbeat,studentsbecameengagedalmostinstantly.Byincorporatingthemainideasongvideointhislesson,Iusemusic,whichisaformofart,tohelpstudentsconstructknowledgeaboutmainidea.Iincludedthisformofartwithinmycurriculumtocommunicatewithmystudentsthemeaningofmainidea.

• ACEI3.5CommunicationtoFosterCollaboration-Candidatesusetheirknowledgeandunderstandingofeffectiveverbal,nonverbal,andmediacommunicationtechniquestofosteractiveinquiry,collaboration,andsupportiveinteractionintheelementaryclassroom:

o InthislessonImeetthecriteriaforACEI3.5.IdisplayverbalcommunicationskillswithmystudentsthroughtheuseofquestionandanswerduringthereadingoftheGeorgeWashingtonPoem.Ialsouseofnonverbalcommunicationwiththeuseofthethumbsup,down,ormiddleassessmentpiece.Withthis,studentsareabletononverballycommunicatetheirunderstandingofthecontent.Byhavingstudentswriteapoemthatincludesimportantdetailsaboutthemselves,Ifosterapositiveenvironmentwherestudentsareabletocommunicationthingsaboutthemselvestomyself,aswellasotherclassmates.ByusingthisasaformofcommunicationIhopetoincreaselearningalongsidefellowstudents.Afterthelessoniscompleteandstudentshaveanopportunitytodisplaytheirwork,thiswillbeanassignmentthatstudentstakehometotheirparents,whichwillcommunicatetotheparentswhathasbeenworkedonduringclasstime.

• ACEI3.1IntegratingandApplyingKnowledgeforInstruction-Candidatesplanandimplementinstructionbasedonknowledgeofstudents,learningtheory,subjectmatter,curriculargoals,andcommunity:

o WiththisPresident’sDayLesson,Iintegratedbothsocialstudiesandartintomyreading/writinglesson.First,Ibeganwithasong,whichisaformofart,tointroducestudentstotheconceptofmainidea.Then,studentsreadabiographicalpoemonGeorgeWashingtonandansweredquestionsabouthim.BothoftheseactivitieswereplannedbasedontheobjectivesIsetandsecondgradeSOLs.Byincorporatingmanydifferentactivitiesintothislesson,suchasthetwodiscussedhere,Iwasabletocreatealearningenvironmentthatwasconducivetolearning.Studentsalmostinstantlybecameengagedwiththesong.Then,studentswereabletobuilduponbackgroundknowledgeofGeorgeWashingtonwiththepoem.Bothengagementandbuildingonbackgroundknowledgeareimportantforlearning.Thesedifferentactivitiesalsoaccommodatedfordifferentlearningstyles.

• ACEI4Assessment-Candidatesknow,understand,anduseformalandinformalassessmentstrategiestoplan,evaluateandstrengtheninstructionthatwillpromotecontinuousintellectual,social,emotional,andphysicaldevelopmentofeachelementarystudent:

o Inthislesson,ImeetthestandardsinACEI4inmultipleways.First,Iusepre-assessmentdatatodevelopcertainobjectivesandexpectationsformystudentsduringthislesson.Afterthelessonistaught,Icomparethisdatawithpost-assessmentdatatodocumentlearninggains.ThroughoutthelessonIusedathumbsup,down,ormiddletocheckforunderstandingonanongoingbasis.Usingthismethodallowsmetoensurethatallstudentshaveunderstoodwhatisexpectedofthem.Italsoallowedmetomakeinstructionaldecisionsduringthelesson.Lastly,throughtheuseofbar

graphsandanalysisofthegraphs,Idemonstratemycompetenceinrecordingandreportingmystudents’achievement.

Materials:

• MainIdeaYoutubevideo-https://www.youtube.com/watch?v=Ox54tmqHYQ8• Chalkboardandchalk• Smartboard• Projector• GeorgeWashingtonPoem• HandwritingPaper

Artifacts:

• AppendixA–GeorgeWashingtonPoem• AppendixB–Pre-Assessment• AppendixC–Poemworksheet• AppendixD–Brainstormingmap• AppendixE–Pre-AssessmentStudentWork• AppendixF–Post-AssessmentStudentWork• AppendixG–UniversityMentorEvaluation• AppendixH–SelfEvaluation• AppendixI–ObservationChecklist(AppendixC)• AppendixJ–UniversitySupervisorEvaluationRubric

LessonPlanandAnalysis:Pre-Assessment: Thepre-assessmentwillconsistofashortnonfictionpoem,whichstudentswillreadaloudfluently.Theteacherwillshowthispoem(appendixA)ontheboardusingthedocumentcamera.Afterreadingthepoem,studentswillbegiventhepre-assessmentworksheet(appendixB)whichincludesquestionsaboutthemainideaandwho,what,where,when,why,andhowquestionsaboutthepoem.Afewofthequestionsareconceptsthatcanbefoundinthepoem,butmaydrawfromstudents’backgroundknowledge.Onthisworksheet,studentswillalsobeaskedtowritethreelinesofapoemaboutthemselves.Theworksheetconsistsofatotalofninequestions;appendixAshowsthepossibleanswersthatcouldbeacceptedforeachquestion.Asdiscussedearlier,studentswereaskedtowriteathree-linepoemaboutthemselves.Studentsweregivencreditforthissectionaslongastheyhadatleastthreelinesandhaditinapoem,notparagraph,format.

Asseeninthedataabove,fivestudentsreceivedascoreof66%ontheirpre-assessment,whilethreestudentsreceivedascoreofa55%.Withallstudentsscoringbelowapassingscore,Ifeelthatitisessentialthatstudentsreviewtheobjectives.Allstudentsmissedthefirstquestion,whichwas“Whatisthemainideaofatext?”Duetotheirscores,Ifeelthatstudentsneedtheopportunitytopracticeidentifyingthemainidea.Ichosetousethesamepoemthatweusedonthepre-assessmenttoclarifysomeoftheiranswersandhelpthempickoutthemainidea.Consideringthedataonthemainidea,Ihavechosentoshowavideothatclarifieswhatthemainideaofatextis.J1,J9,andB14werenotabletocompletethreelinesofapoem.J9onlycompletedtwolines;EBandB14wroteinaparagraphform.DuetothisIwillexplaintothestudentsthestructureofapoemone-on-onewhenIgivethemtheirpaperfortheirroughdraft.

0%

10%

20%

30%

40%

50%

60%

70%

J1 B2 W5 W7 J6 J9 J15 B14

PercentageofCorrectAnswers

StudentID

PercentageofCorrectAnswersbyeachStudentonthePre-Assessment

NarrativeDescription:Introduction:MainIdeaVideo(5minutes) Studentswillbeshowntheobjectivesfortheday:“IcanpickoutthemainideaandanswerquestionsaboutwhatIread”and“Icancreateapoemaboutmyself.”Asanintroductiontothelessontheteacherwillfosteradiscussionwiththestudentsandshowthemaportionofavideowithasongaboutmainidea.Studentsshouldonlybeshowntheportionofthevideobetween1:20and2:12.Studentswillfirstbeaskedtosharewhattheythinkthemainideais.Afterstudentsshare,theywillwatchthevideo.Then,theteacherwillhaveastudentsharewhattheylearnedaboutthemainideafromthevideo.Finallystudentswillbeaskedtodiscusshow“who,what,where,when,why,andhowquestions”canbeusedtohelpidentifythemainidea.

• Teacher:Goodmorningboysandgirls.Doesanyoneknowwhatisspecialabouttoday?

• Student:ItisPresidents'Day!• Teacher:Thatisright!!So,sinceitisPresidents’Daywearegoingtodoan

activitywherewelearnalittlemoreaboutoneofourpresidents,butfirstIneedyouguystothinkaboutwhatthemainideaofastoryorpoemis.Raiseyourhandwhenyouthinkyouhaveananswer.

• Student:Ithinkthemainideaiswhatthestoryisallabout• Student:Themainideaisthemostimportantideainthestory.• Teacher:Thatisexactlyright!Themainideaisthemostimportantpointin

thestory.Nowwearegoingtowatchavideowithasongaboutthemainidea!• *Teacherwillplayvideo*• Teacher:Alrightboysandgirls!Ihopeyouallenjoyedlisteningtoourmain

ideasong,whichhelpedustousemusictorememberoneoftheveryimportantthingsweneedtoknowforlanguagearts.Whowantstosharewhattheylearnedfromourvideo?

• Student:Ilearnedthatthemainideaisthebigidea.• Student:Itisalsothemostimportant!• Teacher:Great!Givemeathumbsupifyouthinkyoucouldpickamainidea

outofsomethingyoureadnow!*teacherwillobservewhogivesthumbsup*Ifyoustillarenotsuretherearesomequestionswecanusewhenpickingoutimportantpartsofthestory.Thesequestionsincludequestionsthatanswerquestionsthatstartwithwho,what,where,when,why,andhow.Nowwearegoingtoreadashortpoemandworkonansweringsomeofthesequestions.

InstructionandActivities:(25minutes)

• Model:GeorgeWashingtonPoem(10minutes) ThepoemonGeorgeWashingtonthatwasusedinthepre-assessment(appendixA)willbedisplayedontheboardagainasamodelofwhatthestudentswillbewriting.Eachstudentwillgettoreadonelineofthepoem.Theteacherwillencouragethestudentstoreadfluentlyandwithexpression.Duringthereadingtheteacherwillaskthestudentsquestionsbasedonthereading.Afterreadingthepoem,studentswillbeaskedtoturnandtalkwithapartnerfor30secondsaboutwhattheythinkthemainideais.Studentswillbe

giventheopportunitytosharetheideas.Thenthestudentswillbegivenasimilarworksheettotheworksheettheyweregivenasapre-assessment.Thisworksheet(appendixC)willbeusedasthepostassessmentforthestudents’comprehensiononmainidea.

• Teacher:Someofyouallmayrememberthispoemfromlastweek.Thisweekwearegoingtopracticereadingitwithexpression.Eachpersonwillreadonelineofthepoem.StudentA,youmadereadlineoneofourpoem.

• *Studentwillreadlineone.*• Teacher:(afterlineoneisread)Whoisourpoemabout?• *Studentwillreadlinetwoandanotherstudentwillreadline3*• Teacher:WhatwardidGeorgeWashingtonfightin?• Student:Revolutionary!*Studentwillreadlinefourandfive*• Teacher:WhenwasGeorgeWashingtonourpresident?• Student:Whenwebecameourowncountry!• Teacher:Verygood!Sothatmadehimourfirstpresident?!• *Studentswillreadlinesixthrougheight.* • Teacher:WhatdosomepeoplecallGeorgeWashington?• *Thefatherofourcountry!*• Teacher:GreatJobboysandgirls!Nowlet’sseeifwecananswersomeofthese

questionsonaquickworksheet!• *Studentswillcompleteashortworksheet.*• Teacher:*Teacherwillcollectthepapers*Nowwethatwehavereadthepoem

aboutGeorgeWashington,wearegoingtowriteapoemaboutourselves!Ifwearewritingapoemaboutourselveswhatmightthemainideabeboysandgirls?

• Students:ME!!

• GuidedPractice:Brainstorming(10minutes) Aftercompletingtheirworksheet,studentswillbeginbrainstormingfortheirpoem.Theywillbegivenabrainstormingmap(appendixD).Studentsshouldputthemainideafortheirpoeminthecenterbubble.Studentswillbepromptedwiththefollowingquestionsthattheymayincludeintheirpoem:Whoareyou?;Whatdoyouliketodoforfun?;Wheredoyoulive?orWheredoyouliketogo?;Whendoyouliketodoacertainthingyouincludeinyourpoem?Whyarethesepointsimportant?ThesequestionsshouldbeshownonaPowerPointtopromptthinking.Theteacherwillalsodrawabrainstormingmaponthechalkboardanddemonstratewritinginthemainideaandansweringoneofthequestionsontheboardinthedetailssection.Whenstudentsareworkingontheirbrainstorming,theteachershouldcircletheroomtoensurethatallstudentsareontask.

• Teacher:Nowwearegoingtostartbrainstormingforourpoem!!Wewantourpoemtobeatleast8lineslong,liketheGeorgeWashingtonpoemwereadwas.So,weneedtofillatleast8bubbleswithdetails!InthemiddlebubbleofmymapIamgoingtowritethemainideaofmypoem!Whatshouldourmainideabeboysandgirls?

• Student:Myname!!

• Teacher:Exactly!SoIamgoingtowriteMissHashinmymiddlebubble!NowIwanttoaddadetail,soIamgoingtolookatmyquestions.IthinkIwanttoanswer“Whatdoyouliketodoforfun?”forfunIliketoplaywithmynewpuppy!SoinoneofmybubblesIamgoingtowrite“playwithpuppy.”BoysandgirlsdidyounoticethatIjustwroteashortphraseinmybubble?

• Students:Yes!• Teacher:Good!ThatisbecausewhenIambrainstormingIdonotneedto

writecompletesentences.Infact,youmayevendoodlepicturesofyourideasifyouwouldlike!NowIwantyoualltofillinyourbubbleswithinformationaboutyouthatyouwanttoincludeinyourpoem!Youmayusethequestionsontheboardtohelpyouoryoumayincludeotherinformationaswell!Onceyouthinkyouaredonewithyourbrainstorms,raiseyourhandandIwillbringyoupapersothatyoucanstartyourroughdraftofyourpoem!

• *Studentswillworkonbrainstorming*• IndependentPractice:CreatingtheRoughDraft(5minutes)

Oncestudentsaredonewiththeirbrainstormingactivity,theteacherwillcomearoundandgivethemasheetoflinedwritingpapertobegintheirpoems.Theteacherwillremindstudentsthatpoemsdonotnecessarilyhavetohaveafullsentenceononeline.Studentswillworkontheirpoemsindependently.Theteacherwillcheck-inwitheachstudenttoensurethattheyareontask.Studentswillworkontheirroughdraftuntilthereisonlyfiveminutesleftinclass.Thentheteacherwillcollectthebrainstormingworksheetsandpoems.Studentswillfinishtheirroughdraftthefollowingdayandcontinuetheassignmentinthefollowingdays.

• Teacher:Ifyouallhaveanyquestionspleaseraiseyourhand!• *Teacherwillcheckinwithstudents*

Closure:(5minutes) Asclosureforthelessontheteacherwillreviewwhatthemainideais.Thenstudentswillbeaskedtoshareonefunfacttheyplantoincludeintheirpoemthatanswersawho,what,where,when,why,orhowquestion.

• Teacher:Okayyouall,itisalmosttimeforlunch!Beforewego,cansomeoneremindmewhatthemainideais?

• Student:Themostimportantideainatext!!• Teacher:Exactly!Raiseyourhandifyouwanttoshareonefunfactthatyou

areincludinginyourpoemthatsupportsthemainideainyourpoem,whichisyou!!

• StudentA:Ihaveacat!• StudentB:Iliketoplayxbox!• StudentC:Isaidthattoo!!• StudentD:Iliketodance!• StudentE:Iliketogotothebeach!• StudentF:Ihaveadog!• StudentG:Ilovemymom!• StudentH:Myfavoritesubjectismath!

• Teacher:Greatjobboysandgirls!!Iamgoingtocollectyourpapersandthenwewillgetreadytolineupforlunch,don’tgetupuntilIcallyou!

AccommodationsandDifferentiation:

• Duetothislessonbeingareadinggroup,thestudentsarearoundthesamelevel.Theirsimilarknowledgeandcapabilitieswereshownonthepre-assessmentbecausetheyallscoredeithera55%ora66%.Duetothesescores,Iknowthatallstudentsneedareviewonthetopics.

• StudentsEB,J9,andB14willbegivenone-on-oneinstructionsonthestructureofthepoemwhentheycompletetheirbrainstormmapbecausetheywerenotabletocompletethelastproblemonthepre-assessmentcorrectly.

• Noneofthestudentsinthisreadinggrouphavespecificaccommodationsthattheyaresupposedtoreceive,butthereareacouplestudentsthatgetofftaskveryeasily.Theteacherwillcheck-inwiththesestudentsmorefrequentlywhentheyareworkingindependently.Theteacherwillalsogivereminderstothesestudentstostayontaskwhenneeded.

• Inthislesson,studentswillalsobeabletolearnusingawidevarietyoflearningmodalities.Studentswillbeintroducedtomainideathroughtheuseofasong,whichisanauditorymodality.Studentswillalsobeusingabrainstormingmap,whichallowsthestudenttohavevisualsupportwhilecompletingtheirpoem,whilewritingonthebrainstormingmapstudentswillalsobeusingthetactilemodality.APowerPointwillbeusedtoencouragelearninginvisuallearners.Finally,theteacherwilltalkthroughthebrainstormingprocessandwriteideasontheboard,whichisawayfortheteachertoincorporatebothtactile,visual,andauditorymodalities.

Assessment: Thepost-assessmentforthislessonwillbebasedontheworksheet(appendixC)thatthestudentscompleteaftertheyreadtheGeorgeWashingtonPoem.Thequestionsonthisworksheetareverysimilartotheonesthestudentssawonthepre-assessment.Thisworksheetfocusesmainlyonthemainideaofthepassageandwho,what,where,when,why,andhowquestion.Studentswillalsobeinformallyassessedonthisobjectivewhilereadingthepoem.Theteacherwillaskstudentsquestionsduringthepoemreadingtocheckforcomprehension. Studentswillalsobeassessedonhowwelltheyareabletograsptheconceptofapoemacompleteoneoftheirown.Sincestudentsarenotabletocompletethewholeactivityinoneclassperiod,theteacherwillassessthisobjectivemainlythroughtheuseofobservation.Theteacherwillmainlybewatchingtoseethateachstudentiswritingthepoeminlines,ratherthaninparagraphformlikeacouplestudentsdidonthepre-assessment. Evaluation: Duringthislesson,Iwanttocontinuetoworkonprovidingclear,succinctlywordeddirectionsthatallstudentsunderstand.Akeycomponentofthisgoalisrealizingwhenstudentsdonotunderstandthedirections,sothatthedirectionscanbegiveninadifferent

way.Inmylastlesson,Iimplementedusingathumbsup,down,orinthemiddleasaquickcheckforunderstanding,thisallowedmetorealizewhenstudentsneededclarification.Duringthislesson,IwillusethismethodagaintoensureImeetthisgoalandgiveallstudentsthedirectionstheyneedtosuccessfullycompletetheassignment. Ialsowanttoworkonkeepingeachandeverystudentontaskduringthislesson.Ifindthisisverydifficultwhenthereisawholeclassfullofstudents.Duringthislesson,Iwillbeabletoworktowardsachievinggoalinasmallgroupsetting.IfeelthatIwillbebetterabletomeetthisgoalinthissettingandIthinkitwillbeagreatstepping-stoneformetoeventuallyachievethisgoalinalargegroupsetting.

Post-LessonEvaluation:

LearningEvidence:Objectives:

• Thestudentwilldemonstratecomprehensionofthetextbyidentifyingthemainideaandansweringwho,what,where,when,why,andhowquestionsrelatedtothetext..

• Thestudentwillcreateanonfictiontext,intheformofapoem,abouthimselforherself.

0%

20%

40%

60%

80%

100%

120%

J1 B2 W5 W7 J6 J9 J15 B14

PercentageofCorrectAnswers

StudentID

PercentageofCorrectAnswersbyeachStudentonthePre-andPost-Assessment

Pre-Assessment

Post-Assessment

AsdiscussedintheAssessmentsectionofthislesson,AppendixC,wasusedasapost-assessmentforthislesson.Thisassessmentwasgiveninthemiddleofthelesson,beforestudentsstartedworkingindependently.Ifeltthiswasthebesttimetogivethepost-assessmentbecausethepoemwasfreshinthestudents’minds.Ialsofeltthiswasthemostappropriatetimebecauseoncethestudentsstartedworkingindependentlytheywereeachatdifferentpartsinthewritingprocess. Thisassessmenthadfourquestionsonit.Thefirstquestionwas“Whatisthemainideaofatext?”Thisquestionwastheonlyquestionthatstudentsmissed.StudentsJ9andJ15missedthisquestionontheirpost-assessment.Sincetherewereonlyfourproblems,thisleftthesestudentswithascoreofonly75%.Theotherstudentsallreceiveda100%onthepost-assessment.J1doesnothaveascore,becauseshewasnotpresentforthelesson.Duetoherabsence,Ididnotmakehertakethepost-assessment.Thedayafterthislesson,Ididdoaquickreviewofthelessonwiththestudentbeforeshestartedherpoem.Iquestionedtheotherstudentsaboutwhatwehadlearnedforherreview,whichalsorefreshedtheotherstudents’memories. Overall,allstudents’scoresimprovedonthepost-assessment.Asseeninthedataabove,allstudentsscoredbetween55%and66%onthepre-assessment.Onthepost-assessmentallstudentsscoredbetween75%and100%.Withonlytwostudentsscoring75%onthepost-assessment,theclassaverageforthepost-assessmentwas93%,whereastheaverageonthepre-assessmentwas62%.DuetothisdataIbelievethatallstudentswereabletomeettheobjectives.Allstudentswhereabletoanswerwho,what,where,when,why,andhowquestionsaboutthetext,bothduringreadingandonthepost-assessment.Theonlyportionthatsomestudentsstruggledwithwasidentifyingthedefinitionofthemainideaonthepost-assessment. Duringtheclosureportionofthelesson,Iusedthethumbsupmethodtoassessthestudentsunderstandingofmainideaagain.BytheendofthelessonallstudentswereabletogivemeathumbsupwhenIaskediftheyknewwhatthemainideawas.Ifeelthataftercontinuingthelesson,thestudentswereabletobetterunderstandwhatthemainideawas.Sincetwostudentsmissedthisquestiononthepost-assessmentthough,Irevieweditthenexttwodays.Ialsohavethestudentspracticeidentifyingthemainideawitheachtextthestudentsreadnowasareview.

StudentID Pre-Assessment

Post-Assessment

J1 55% -B2 66% 100%W5 66% 100%W7 55% 100%J6 66% 100%J9 66% 75%J15 66% 75%B14 55% 100%

Reflection: Ibeganthislessonwithavideotointroducetheconceptofmainideatomystudents.Thisvideowasveryengagingforthestudentsandtheywereeachveryexcitedtobelisteningtothesong.AfterthevideoIwasslightlydisappointedbecausenoneofthestudentswereabletocomprehendthelyricsofthesongtobeabletosharewhatthemainideaofatextis.Ithenrepeatedthelyricstothestudentssothattheywouldbeabletohearthemmoreclearly.Afterrepeatingthem,thestudentswereabletotellmewhatthemainideaofatextis.IdofeelthatifIweretoteachasimilarlessonagain,Iwouldgivethestudentsthelyricsofthesongtofollowalong.Ialsowouldwanttohavethedefinitionwrittenoutsomewhereforvisuallearners.AftercompletingthevideoImovedontotheGeorgeWashingtonPoem.ThroughoutreadingthepoemIaskedstudentswho,what,where,when,why,andhowquestionsaboutthetext.Afterreadingthepoem,wediscussedthemainideaofthepoem.Iinstructedstudentsonhowtousedetailstoidentifythemainidea.Ialsopointedthemtowardthefirstlineofthepoemtofindthemainidea. Oncethestudentscompletedthepoem,Ihandedoutthepost-assessmentworksheet.Therewereafewstudentswhoneededmetoclarifywhattheword“text”meant.Igavestudentstimetoworkonthisassessment.Asstudentswerefinishing,Iaskedthemtoreadwhileotherstudentsfinished.Finally,withonlytwostudentsstillworking,Icollectedpapers.Ihadthosetwostudentsfinishthepost-assessmentthenextdayduringindependentworktime,thiswaytherestofthestudentswereabletostartthenextactivity.Ipassedoutthebrainstormingmapandmodeledhowtobrainstorm.Iinstructedstudentsthattheycouldusewords,phrases,orpicturesontheirbrainstormingmap.Iinstructedthestudentsonhowtowriteapoemandthenletthembeginbrainstorming.Ihadquestionsontheboardtopromptideasfortheirbrainstormingmap.Assuggestedbymyuniversitymentor,inthefutureIwouldhaveshorterphrasestopromptthinkingthatIcouldhandouttoeachstudent. Whileeachstudentwasfinishingtheirbrainstorming,Ihandedthemthewritingandexplainedhowtowriteapoemusinglinesandnotparagraphsagain.Asstudentswrote,Icircledtheroomandpromptedthemtokeepworkingortowritelinesnotparagraphs.Inthefuture,Iwouldwanttopresentstudentswithexamplesofpoetryandparagraphsandhavethemcomparethetwo,assuggestedbymyuniversitymentor.Ifeelthiswouldhelpstudentstofeelmoreconfidentwritingpoetry.Whentherewasafewminutesleftinclass,Icollectedallpapersandconductedtheclosureofthelesson.Thestudentswereabletocompleteandtypetheirpoemsinthedaysafterthislessonwastaught. Basedonobservationsandthepost-assessment,Ifeelthatstudentswereabletoachievetheobjectives.InthefutureIwouldwanttoputmorefocusonthemainideabeforebeginningthepoem.Iwouldalsowanttomodelmorepoetrybeforehavingstudentswritetheirown.IwouldalsomakeotherchangesthatIdiscussedearlierinthissection.Ithinkbeginningthelessonwiththevideocaughtstudents’attentionandkeptthemengagedthroughoutthelesson.Beingasmallgroup,IwasconfidentintheamountofsupportIwasabletogiveeachstudent.ThestudentsraisedtheirhandsthroughoutthelessonandIgavesupportandscaffoldedstudentswhennecessary. IfeelthatIwasabletoimproveongivingclearerdirectionsandkeepingallstudentsengagedduringthislesson.Workinginasmallgroup,Iwasabletobettermanagetheclassroom.Thiswillhelpmetofindwaystoimproveclassroommanagementinfullclasses

aswell.Igavedirectionsinmultipleways,whichseemedtohelpstudentsunderstand.IalsousedthethumbsupmethodthatIhaddiscussedusinginmyevaluationportionofthislessonplan.Ifeelthatthisallowsmetoassesshowthestudentsfeeltheyunderstandduringthelesson,whichhelpsmetoplaninstructionduringandinfuturelessons.IfeelthatthegoalsIsetforthislessonwerealmostmet.Iwillcontinuetoworktowardsthesegoalstobecomeabetterteacher.

AppendixA

AppendixBName: _______________________________________________

Pre-Assessment

1 . What is the main idea o f a text?

• Themostimportantidea • Themostimportantpointinthestory

2 . What is the main idea o f the poem we just read?

• GeorgeWashington(WhoGeorgeWashingtonwas,WhatGeorgeWashingtondid)

3 . Who is the poem about?

• GeorgeWashington

4 . Who was George Washington?

• Thefirstpresident;the“FatherofOurCountry;”LeaderoftheRevolutionaryWar

5 . Accord ing to the poem, why is George Wash ington important?

• Hewas:theleaderoftheRevolution,thefirstpresident,the“FatherofOurCountry”

6 . What is George Wash ington somet imes ca l led?

• The“FatherofOurCountry”

7 . Where d id George Washington l i ve?

• VA,MountVernon,orUSA–Thiscouldbefoundinthepoemorwaspriorknowledge

8 . When d id the events in the poem take p lace?

• AroundtheRevolutionaryWar

9 . Wri te three l ines o f a poem about yourse l f . Make sure the main idea is c lear in the

poem.

AppendixC

Name: __________________________________ George Washington Worksheet

1. What is the main idea of a text?

2. What is the main idea of this poem?

3. What is George Washington sometimes called?

4. Who was George Washington?

Name: __________________________________ George Washington Worksheet

1. What is the main idea of a text?

2. What is the main idea of this poem?

3. What is George Washington sometimes called?

4. Who was George Washington?

AppendixD

AppendixE

AppendixF

AppendixG

APPENDIXDOBSERVATIONFORM Date: 2/20/17 Candidate: Morgan Hash Observer: Amanda Banks Purpose Supervisor: This purpose of this observation and feedback tool is to provide a place to capture your observations and areas of specific development during your on-site visits. Please type your observations and developmental feedback in the areas indicated. Feel free to use the General Note-taking space to capture your observations to be entered in the appropriate areas prior to your post-observation conference. Candidate: You will receive a succession of observations and feedback throughout your field experience and student teaching. Please understand that you are not expected to be perfect in all of these areas, but you are expected to accept and reflect on the feedback in order to enable your own professional growth. This feedback should be considered formative to support your development. Category: Observation & Feedback Notes: Creating an environment of respect and rapport to establish a culture of learning How did the candidate create an environment of respect and support? CAEP Standard 1.1

Observations: Morgan was able to effectively redirect students who got off task. She verbally prompted them.

Morgan’s voice and demeanor were calm, soothing, supportive for this tier of learners. Her students appear to feel comfortable and reassured. Several times when a student got distracted or off task, Morgan used positive behavior support and gently redirected the students back to the lesson. Developmental Feedback:

Managing classroom procedures and student behavior What actions did the candidate take to optimize efficiency and fluidity of procedures, to engage students, and to minimize distraction? CAEP Standard 1.1

Observations: The students transitioned well between segments of the lesson. There were no signs of distraction or disengagement.

For students who completed the GW questionnaire before their peers, Morgan suggested that they get out a book to read – nice approach to maintain structure. Developmental Feedback:

Demonstrating knowledge of content and pedagogy; Asking appropriately leveled questions/prompts and discussion In what ways does the candidate demonstrate competency in the content area? How did the candidate orchestrate questioning and discussion to

Observations: Morgan began her lesson at the carpet and SmartBoard. She taught an RtI tier 1-2 reading group of 8 students. Morgan effectively opened her lesson by posing questions that stimulated students’ prior knowledge. Opening activity –listening to a rap song on main idea. Students instantly began to engage in smiling and moving to the song. Student did mention that it was hard to tell what the rapper was saying. In response, Morgan located lyrics and explained the

promote content learning? “Main Idea” to students. When discussing the main idea (GW, in this case), Morgan drew students’ attention to the first line of the poem. She also shared other strategies for finding the main idea of a poem. Morgan consistently asked questions about key information throughout her lesson to check for student understanding.

To help students organize details about the GW poem, Morgan provided a questionnaire that students answered independently at their desks. The questions were excellent – very developmentally appropriate for this group of children. Most of the students were able to independently complete the worksheet with appropriate answers. Good demonstration of a solid understanding of content area and pedagogical approaches. Morgan provided students with helpful tips on how to complete their brainstorming graphic organizer (e.g., don’t write in complete sentences, just write down words or phrases). Developmental Feedback:

CAEP Standards 1.1 & 1.4

Communicating with students – instructional purposes & procedures are clearly communicated In what ways were the purpose and procedures communicated to students to support participation and learning? CAEP Standards 1.1

Observations: Opening activity –listening to a rap song on main idea. Students instantly began to engage in smiling and moving to the song. Student did mention that it was hard to tell what the rapper was saying. In response, Morgan located lyrics and explained the “Main Idea” to students. Good introduction to having students write poems about themselves. Morgan provided a nice projected slide to reinforce what she was saying. I love that way that Morgan opened her demonstration of how students might go about writing poems about themselves. She verbally reinforced the meaning of “main idea” by asking questions and elaborating on students’ responses.

Morgan did an excellent job with visually reinforcing

what she told students. She effectively explained to students one of the key differences between a paragraph and a poem. She drew a bubble organizer on the chalkboard and demonstrated how to complete it as she explained verbally. Developmental Feedback:

Demonstrates flexibility and responsiveness How did the candidate maintain flexibility and responsiveness to support learning? (e.g. diversity, assessment, willingness to adapt if lesson is not going well) CAEP Standard 1.1

Observations: Morgan used the Elmo projector a great deal in her lesson, which is very good for visual learners. The projected poem she focused on reinforced for students what she was reading aloud. During the brainstorming activity, there was one student who reached out to Morgan for help. She immediately stopped and provided support to him. Afterward, she roved the group to check for each students’ understanding.

Morgan was very well organized and provided students with prompts about how much time was left in some segments of her lesson. Just a suggestion to help students who struggled with brainstorming. You may want to provide idea sheets for each student at their desks –could be visually oriented or contain key words or both. Might want to steer away from questions for this group. Sentences longer than 5-7 word might interfere with their focus on brainstorming.

Another helpful suggestion. Perhaps provide students with a poem template that students can copy and organize their brainstormed ideas into. Developmental Feedback:

General Notes:

AppendixHScoringRubricforFormalLessonPlansforStudentTeaching

ElementaryEducationRubricforFormallyObservedLessonPlansforStudentTeaching

InternName: MorganHash

DateofLesson: 2/20/2017 SubjectArea&GradeLevel:SecondGrade–Math

LessonPlanElementsRequirement Unsatisfactory–0 Adequate–1 Strong–2 ScoreObjectives x 2

VirginiaSOL’sorFoundationBlocks

x 2

ACEIStandardsAddressed

x 2

Materials x 2

DevelopmentallyAppropriateContent

x 2

Color-codingoflessonelementsandwritingquality

x 2

Artifacts x 2

Total:14/14 LessonPlanandAnalysisRequirement Unsatisfactory–0 Basic–1 Proficient–2 Distinguished–3 ScorePre-Assessment x 3

NarrativeDescription-Introduction

x 2

NarrativeDescription–InstructionandActivities

x 3

NarrativeDescription-Closure

x 3

AccommodationsandDifferentiation

x 3

Assessment x 3

Evaluation x 3

PostLessonEvaluationLearningEvidence x 3

Reflection x 3

Total:26/27

LessonPlanElements14/14+LessonPlanandAnalysis26/27=40/41

ApproximateGradeEquivalents:

A+ 39 40 41

A 37 38

A- 35 36

B+ 33 34

B 31 32

B- 30

Scoresof29orbelowqualifyasanF.Forallfailinglessonplans,thestudentwillneedtodesignandteachanotherlessonasareplacement.

Comments&Recommendations(back)

AppendixI

APPENDIX C OBSERVATION CHECKLIST

Teacher Observation – University Supervisor Announced Observation Checklist

Directions: Teacher Candidate - Please complete this form prior to your observation. This pre-observation plan should be agreed upon between the University Supervisor and the Candidate, and shared with the Cooperating Teacher either in person or electronically before the observation occurs. Teacher Candidate: Morgan Hash University Supervisor: Amanda Banks Area: Math Observation Date: 2/20/2016 Location: Eastern Elementary/Middle School; Second Grade; Mrs. Williams Provided Standards-based Lesson Plan: � Date Provided: 2/15/2017 This lesson is part of unit plan: President’s Day – Poetry Lesson

Pre-observation Conference Scheduled: □Date Scheduled: 2/15/2017

□ Agreed electronically (date): 2/15/2017 Observation focus areas (Teacher Candidate Provided): Please list:

1. Direction giving – clear and precise directions

2. Use of thumbs up/thumbs down to assess

3. Questions during reading of poem

4. Classroom management

5. One-on-one discussions with students when they are working independently Post 0bservation Process – Ideally the post-observation would occur with the candidate, supervisor, and the cooperating teacher as well. Please follow the order presented on this page in the post-observation meeting Post-observation Conference Schedule: � Date Scheduled: 2/20/2017 Attending: � Teacher Candidate � University Supervisor � Cooperating Teacher

Candidate reflection: I felt this lesson went very well. All students were engaged throughout the lesson and seemed to enjoy the activities I had planned. Students were very respectful of their peers and myself during the lesson. In the future, I would make minor changes to improve instruction. Major points of discussion in conference: During the post conference, my University Supervisor and I discussed each section of the lesson. We discussed ways to improve each activity and how to make accommodations for different students. We discussed how the students were engaged throughout the lesson and the presentations of information I used within the lesson. Developmental Feedback: It was suggested that in the future I could provide idea sheets for students with small words or phrases during the brainstorming activity. These idea sheets would better allow students to focus on their writing rather than reading the questions that were presented on the board. Another suggestion made was to provide a poem template for students to use and have the students compare and contrasts poems and paragraphs so that students understood the way a poem should be formatted. Candidate strengths: During the post conference, we discussed how my students seemed to feel comfortable around me and how the majority of students were engaged throughout the lesson. When a student would get off task, I would redirect their attention. I visually reinforced verbal instruction and gave effect explanations. I was organized throughout the lesson. (InTASC 9): In what ways have your reflections about your practice impacted your classroom conduct? What outside sources have you used to help you reflect on and make choices and actions? Through the reflections I have made, I have been able to see what works well and what does not. Through these reflections I have brainstormed new ideas for future lessons. I have also been able to improve my practice because I realize what methods I should not use. Aside from reflections, I have used discussions with my University Supervisor, Cooperating Teacher, and Peers to reflect on my lessons. By discussing my lessons, I have been able to work together to form new ideas and improvements for future lessons. (InTASC 10): In what ways have you involved yourself in this community outside of the classroom? How do you reflect on those activities in terms of your relationships with your students and their learning? I have attended a PTA meeting, sent home a letter to parents with my contact information, and will be participating in a family reading night. Through this involvement, I have involved myself in the community and have been able to meet students’ parents. This gives me insight to my students’ lives and builds stronger relationships with my students. By building stronger relationships, I am able to give better instruction to promote learning.

Appendix J

ScoringRubricforFormalLessonPlansforStudentTeaching

ElementaryEducationRubricforFormallyObservedLessonPlansforStudentTeachingInternName:MorganHash

DateofLesson:2/20/17SubjectArea&GradeLevel:LanguageArts;2ndgrade

LessonPlanElementsRequirement Unsatisfactory

0Adequate1

Strong2

Score

Objectives X 2

VirginiaSOL’sorFoundationBlocks X 2

ACEIStandardsAddressed X 2

Materials X 2

DevelopmentallyAppropriateContent

X 2

Color-codinglessonelementsandwritingquality

X 2

Artifacts X 2

Total:14/14

LessonPlanandAnalysisRequirement Unsatisfactory

0Basic1

Proficient2

Distinguished3

Score

Pre-Assessment X 3

NarrativeDescription-Introduction

X 3

NarrativeDescription–InstructionandActivities

X 3

NarrativeDescription-Closure

X 3

Accommodations&Differentiation

X 3

Assessment X 3

Evaluation X 3

PostLessonEvaluationLearningEvidence

X 3

Reflection X 3

Total:27/27

LessonPlanElements14/14+LessonPlanandAnalysis27/27=41/41

ApproximateGradeEquivalents:

A+ 39 40 41

A 37 38

A- 35 36

B+ 33 34

B 31 32

B- 30

Scoresof29orbelowqualifyasanF.Forallfailinglessonplans,thestudentwillneedtodesignandteach

anotherlessonasareplacement.

Comments&Recommendations(back)Morgan,youdidsuchagreatjobwithyourlesson2!YourobjectiveandACEIstandardstatementswere

verywellworded.Yourwritingoverallwasexemplary,aswereyourgraphsandassessmentanalyses.

Welldone!