Practicum Lesson Plan

Name: Cathy Pham

Student’s Name: Kyra Grade: 5th

Lesson #2/3

1. What will you teach?

TEKS:(1) (1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

(2) (3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:(C) explain the effect of a historical event or movement on the theme of a work of literature

(3) (16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas.

Objectives:(1) Kyra will read aloud an excerpt on Martin Luther King Jr. from Holt Social Studies, Our World, Our Regions, and Our History by JoAnn Cangemi with no more than 3 word errors.

(2) Kyra will draw conclusions on the historical context of the excerpt and will retell the story in her own words with supporting evidence from the text.

(3) Kyra will write 1-2 paragraphs expressing her ideas and feelings about what she read with little to no grammar or punctuation errors.

2. How do you know this is a need for your student? Evidence.During my interview with Kyra, she expressed that she had a hard time comprehending texts that weren’t of much interest to her. According to our first session, she loves mystery and drama books and struggles to recall books about other topics besides those she mentioned. I want to test her comprehension ability and skills on an excerpt that is not the genre that she typically gravitates towards.

3. How will you teach the Objective?

Materials used:Martin Luther King Jr. by JoAnn CangemiPen and paper for notetakingK-W-L chartPencilNotebook paper

Describe the procedures you will use in detail. Attach student work if possible.

1. Activate inference skills: I will ask Kyra, “Given that the title of the passage is Martin Luther King Jr., what ideas do you think the passage will be about?”

2. Activate prior knowledge: I will tell Kyra, “Before you read, I want to know what you already know about some ideas in the text. I will introduce the K-W-L chart and we will complete the “know” and “want to know” part of the chart.

3. Read the excerpt: Kyra will read the excerpt on Martin Luther King Jr. aloud to me.4. Retelling: Kyra will draw conclusions on the historical context of the excerpt and will retell the story

in her own words.5. Prompting: I will assess Kyra’s comprehension of the excerpt and if needed, prompt her with concept

questions from Holt Social Studies, Our World, Our Regions, and Our History by JoAnn Cangemi.6. Writing response: Kyra will write 1-2 paragraphs expressing her ideas and feelings about what she

read.7. Assessment: We will complete the last part of the K-W-L chart by writing down what Kyra learned

after reading the excerpt.

Student Observations: How did the student respond during the lesson? What evidence can you provide from the interaction during the lesson that it is/was within student’s instructional range?

Kyra responded very well to the lesson. She seemed enthusiastic even after saying, “I’ve already learned about Martin Luther King Jr.!” She was very eager to learn and kept asking what we were going to do next. She didn’t seem to like that she had to read aloud to me, but didn’t have trouble with it. I know that the lesson plan was within Kyra’s instructional range because according the score sheet that went along with the paragraph on Martin Luther King Jr., she was able to comprehend the text because she was in the “familiar” range and her percentage of miscues was 0-7, meaning she was an independent level reader for this passage. She struggled to understand some concepts and I needed to provide prompts twice, but I can tell she was using higher-order thinking skills to assess and summarize what she read so that it makes sense to her.

Did the student meet the instructional objective(s)? Next instruction?Kyra met every instructional objective. She read the excerpt and had 0-7 miscues, retold the story and reached the familiar range of comprehension, and wrote a paragraph detailing her ideas and feelings of what she learned.For the next instruction, I would ask her to use technology to find out interesting facts about Martin Luther King Jr and make an informational poster board on it.Self-Reflection After Teaching (*To be filled out AFTER teaching and turned in with lesson plan) Self-evaluation is a powerful tool that will help you become a better teacher. Reflecting on and evaluating your teaching after a lesson is over will give you insights that will make your future lessons stronger. This evaluation is focused on YOU as the teacher and decision-maker rather than the student.

1. Did your lesson plan goals connect with your student’s assessment data? How?Yes, my lesson plan goals connected with Kyra’s assessment data. The assessments included Kyra’s miscue percentage, comprehension range, and summary paragraph. She had 0 miscues, a “familiar” comprehension range, and her summary was thoughtful, reflective, and accurate.

2. Did the instruction that you planned help the student achieve the goals? How?The instruction that I planned helped Kyra achieve the goals that I set for her. I felt like I was very detailed in the steps and order that we were going to take during the lesson. I felt like each step of the lesson built on one another. After analyzing the lesson plan and Kyra’s assessments, I feel like the lesson was successful.

3. What went well during your lesson? Why?

The K-W-L chart went very well. Although she was familiar with it, I still introduced it in case her teacher completes it another way. She seemed to enjoy the fact that at the end of the lesson, when we still had questions that were left unanswered in the “W” section, we went online and did research to find the answers to them.

4. Did you encounter any problems during your lesson? Why?A problem that I encountered during my lesson was that Kyra was not fully invested in the lesson because she was a little tired. I had to come right after she got out of school, and I felt like she was a little burnt out. Another problem that I encountered was that not a lot of what she “wanted to know” in the “W” section of our K-W-L chart were answered after reading the passage. We had to go back and look up the answer by doing research.

5. What instructional decisions did you make during the lesson that paid off in terms of student learning?Presentation: Was your student engaged? Were you clear in your directions and explanations? How was the pacing of your lesson?I felt like I made a good instructional decision when I decided to do research online with Kyra to answer the questions from our KWL chart that were not answered in the passage that we read. I also felt like it was a good idea to incorporate that chart into my lesson because it gave me somewhat of a pre-assessment and post-assessment for Kyra as well. My student was not very engaged at first, but after reading the passage, she was eager to learn and answer any questions that I had. I was clear in my directions and explanations, but I feel that I can work on transitions. My transitions were a little choppy moving from one step of the lesson plan to another. Our lesson lasted about 30 minutes in total, which I feel like is a good pacing.

Assessment: What did you learn about your student today? I learned that Kyra seems to be impatient when she feels like she is learning something that she already knows enough about. This response was quickly diverted after reading the passage and realizing there was more to know about Martin Luther King Jr. Kyra is very consistent with the work that she shows and gives me.

What did you learn from planning and teaching this lesson that will help you in the future?I learned that it’s so important to stick to the information on the “student interest” sheets to determine the themes of certain lessons to keep the student engaged. I planned the lesson not knowing how much Kyra already knew about Martin Luther King Jr. or if she was interested in learning about him at all. I also learned that transitions are very important.