Lesson Preparation Teacher Candidate: Amber Chesney Title of Lesson: LID: To help me compare and contrast ideas or things

Grade Level: Third Grade Subject Area: Advanced thinking skills Lesson Topic (What is the big idea?): To teach the student a strategy to use when he has to compare and contrast ideas or things. What standard(s) and/or IEP goal(s) will it address? Colorado Academic Standards (2010) Grade Level Expectation: Third Grade Content Area: Reading, Writing, and Communicating Standard 3: Writing and composition Grade level expectation 3: Correct grammar, capitalization, punctuation, and spelling are used when writing Main Objective of Instruction (What do you want the student(s) to learn?): The student will learn a strategy that will help him to compare and contrast ideas or things. Supporting Objectives: The student will complete a graphic organizer with neat handwriting and correct spelling. Specific Strategies to be taught/modeled: The LID strategy will be taught. L-list the items to be compared, I-identify the similarities and differences, D-draw a graphic representation of the relationship. Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? I do not know what background knowledge this student has about comparing, contrasting, or the use of graphic organizers. I will be prepared to explain the terms to him and how to use the graphic organizer if he is unfamiliar with them. What background knowledge do the students have? How will you assess students learning pre, during and post? Prior to the lesson, I will ask the student what it means to compare and contrast things or ideas. I will also ask him if he has ever used a graphic organizer to represent his information. During the lesson, I will ask for his input and ideas about what should be included in the graphic organizer and where the items belong on the diagram. After the lesson, I will assess his learning based upon how well he independently compares and contrasts his items, and how accurate he is with filling in a graphic organizer.

What management/grouping issues do you need to consider? This lesson will be taught to an individual student so I will not have any grouping issues. This student does not have any behavioral issues so I will not have any management issues with him. Materials and Resources: Blank copies of a Venn diagram Colored markers or pencils Minskoff, E., & Allsopp, D. (2003). Academic success strategies for adolescents with learning disabilities & ADHD. Baltimore, Maryland: Paul H. Brookes Publishing Co How/where will students be able to integrate (generalize) this learning? The student will be able to integrate his learning across the curriculum anytime he needs to compare or contrast something. This strategy can also be used in his personal life as well. How will you evaluate the lesson (judicious review)? I will evaluate this lesson based upon my questioning the student about his understanding of the concepts of comparing and contrasting, and how accurately he completes his own graphic organizer.

Lesson Title: LID: To help me compare and contrast ideas or things Main Objective of this lesson: The student will learn a strategy that will help him to compare and contrast ideas or things (CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson. I will ask the student if he has ever had to compare or contrast two things and how he did it. If he does not understand the two terms, I will explain them to him. I will tell him that I have a great way to do a compare and contrast using graphic organizers and colored pencils that I would like to show him. It is a strategy called LID that will help him remember how to go about comparing and contrasting two different things

Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This is a direction instruction lesson. Strategies (I Do): I will explain the parts of the strategy: L List the items to be compared I-Identify the similarities and differences D-Draw a graphic representation of the relationship Then I will model the strategy by deciding on two things to compare and then proceed with the strategy.

Check for Understanding- What will you ask? Do you know what the word compare means? If yes, explain it to me. Do you know what the word contrast means? If yes, explain it to me. Have you ever compared and contrasted two things before? Do you remember what they were? How did you do it? Have you done it using a graphic organizer? Differentiation: I will teach this lesson in the library where it is quieter and away from the general education classroom.

(PRODUCT) Guided Practice (We Do): The student will choose a set of topics to compare and contrast, and we will do the LID strategy together.

Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). Formally END the lesson. Student will complete a graphic organizer independently and I will ask the student to explain what compare and contrast means.

L: List the items to be compared

I: Identify the similarities and differences

D: Draw a graphic representation of the relationship

University of Northern Colorado Department of Special Education Program Mentor Observation Form Teacher Candidate Name: ________________________ Date: ___________ Time: _______________ Lesson Objective(s):

Indicators Comments/Observations ____________________________________________________________________________________________

Planning and Organization:

Provides lesson plan for field experience instructor Plans lessons which include: Set Relevant objectives or skills A variety of instructional strategies/materials Information and activities to support objectives Closure Structures class time to maximize student learning _______________________________________________________________________________________________

Classroom Management:
Establishes and maintains positive relationships with students Effectively communicates expectations and outcomes Sets behavior standards that are well communicated & consistently applied Responds appropriately to inappropriate or serious behavior problems Engages students through skilled questioning and use of wait time Uses questions to stimulate independent, creative and critical thinking Encourages students to use higher levels of thinking Makes appropriate accommodations for specific students based on need Maintains appropriate pace and transitions _______________________________________________________________________________________________

Instructional Strategies:
Makes appropriate instructional decisions in collaboration with general education teachers Provides all student with problem-solving and decisionmaking opportunities Provides students with opportunities to apply prior Knowledge

Reinforces/encourages learning efforts of students Demonstrates effective use of instructional grouping Uses effective modeling Monitors for understanding Provides immediate feedback Uses cues and prompts Develops materials which are appropriate and accessible _______________________________________________________________________________________________

Knowledge of Developmental and Diversified Needs:

Plans and/or implements instruction at appropriate levels Utilizes mediated scaffolding to ensure all students are able to participate Uses the diversity in the classroom as a resource to enrich the learning of all students Demonstrates knowledge of differentiated instruction and universal design for learning _______________________________________________________________________________________________

Use of Materials and Resources:

Uses a variety of media and technology Creates, adapts or obtains materials to meet individual needs Has materials, aids and facilities ready for use Demonstrates knowledge of assistive resources to support all students in the classroom ____________________________________________________________________________________________

Areas of Developing Proficiency:

Areas for Refinement:

Focus of next visit:

Next Observation Date: ________________________________ Time: _____________________ FE/Obs/07

Post Observation Conference

Teacher Candidate: _______________________________ Date ___________________ Field Experience Instructor: __________________________ Lesson ________________

I.

As you reflect on this lesson, what are some strategies that worked? What captured your attention?

II.

What did you notice about the students? Where there specific challenges?

III.

What will you take away from this lesson to apply to your future lesson planning and teaching?

IV.

What specific strengths are you developing in your teaching?

V.

What are some areas of challenge on which you need to focus?

Goal for next observation: _________________________________________________

Self-Reflection
To be used by the teacher candidate after observation by the Field Experience instructor and post conference

Name ___________________________________________ Date ________________________________

Directions: Reflect upon the overall lesson and write a reflective narrative about the experience using the three-part organizer below.

Description: (Include information about the students, the content of the lesson itself, the materials, the timing and fit of the lesson for the school/curriculum and your students needs, and your preparation.)

Impact: (Discuss student engagement, student behavior and student success with the learning outcomes for the lesson, as well as reflecting on what went well and what didnt go so well with your instruction.)

Intent: (Based on this lesson, what are some future ways you could improve student learning, i.e. materials, pacing, learning styles, etc.? And explain changes you will explore in developing a more effective lesson if you were to teach this lesson again.)