Simmons College Programs in Special Education Lesson Plan Practicum Student: Katie Worden Sub$ect%S&ills: Language 'rts +umber

o, Learner s#: Lengt0 o, Lesson: /0 minutes Curriculum Frameworks (rade Le)el: 11*12 Date: December 2, 2013 !onda"# (rade Le)el: 11*12 .ime o, Lesson Period#: 3 10:0-*10:/- '!#

Sub$ect: Englis0 Language 'rts and Literac"

Strand: 1eading * Literature Standard: Ke" 2deas and Details 13 Cite strong and t0oroug0 te4tual e)idence to support anal"ses o, 50at t0e te4t sa"s e4plicitl" as 5ell as in,erences dra5n ,rom t0e te4t, including determining 50ere t0e te4t lea)es matters uncertain3 Page +umber: /0 Publication Date: !arc0 2011 Strand: Language Standard: 6ocabular" 'c7uisition and 8se 93 Determine or clari," t0e meaning o, un&no5n and multiple*meaning 5ords and p0rases based on grades 11*12 reading and content, c0oosing ,le4ibl" ,rom a range o, strategies3 a3 8se conte4t e3g3 t0e o)erall meaning o, a sentence, paragrap0, or te4t: a 5ord;s position or ,unction in a sentence# as a clue to t0e meaning o, a 5ord or p0rase3 b3 2denti," and correctl" use patterns o, 5ord c0anges t0at indicate di,,erent meanings or parts o, speec0 e3g3 concei)e, conception, concei)able#3 c3 Consult general and speciali<ed re,erence materials e3g3 dictionaries, glossaries, t0esauruses#, bot0 print and digital, to ,ind t0e pronunciation o, a 5ord or determine or clari," its precise meaning, its part o, speec0, its et"molog", or its standard usage3 d3 6eri," t0e preliminar" determination o, t0e meaning o, a 5ord or p0rase e3g3 b" c0ec&ing t0e in,erred meaning in conte4t or in a dictionar"#3 Page +umber: =Publication Date: !arc0 2011 1) Purpose/Objective/Function 's a result o, t0is lesson, students 5ill select appropriate te4tual e)idence to respond to compre0ension 7uestions3 .0e" 5ill introduce, cite, and anal"<e t0ese 7uotations in 5ritten responses3 .0e" 5ill identi," components o, a strong response3 Se7uential 8nit o, Stud": Students 5ill practice using direct 7uotations in structured e4ercises be,ore incorporating t0em into ,i)e*paragrap0 or longer# essa"s3 .0e" 5ill practice 5riting more t0oroug0 anal"ses 5it0 practice3 2) Pre-requisite Skills/Knowle !e

Students need to 0a)e read up to page 20= in K0aled >osseini?s no)el And the Mountains Echoed3 Students 0a)e been introduced to @DAEB ,ormat o, using direct 7uotations and ,ollo5ing !L' structure3 .0e" 0a)e used t0is ,ormat in essa"s, but t0e" 0a)e not "et mastered t0e s&ill and 5ill bene,it ,rom ,urt0er practice3 Students 0a)e been introduced to strategies ,or using conte4t clues to understand un,amiliar )ocabular"3

"#$) Sc%e ule& Pacin!& an 'aterials Sc0edule .ransition into class 1e)ie5 agenda 'cti)ator: Students must sort c0aracter traits and in,ormation based on t0e reading ,rom t0e )acation3 >W 1e)ie5: Compre0ension As ,rom ATME 2 5ill pro$ect t0e 0ome5or& assignment ,rom .0an&sgi)ing )acation3 Students 5ill re)ie5 t0e ans5ers and ma&e corrections as needed3 2 5ill collect t0e >W3 Pacing C/ minutes !aterials * mar&ers * 50iteboard * paper strips o, c0aracter in,ormation ,rom t0e no)el And the Mountains Echoed

C1/ minutes * digital document o, >W * laptop and pro$ector * copies o, t0e no)el

'ssign +e5 >W: C10 minutes * 5or&s0eet o, )ocabular" terms * laptop and pro$ector C0apter = 6ocabular": Students 5ill use conte4t clues to determine part o, speec0 and a de,inition guess3 We 5ill start t0e assignment and students 5ill ,inis0 ,or 0ome5or&3 'lso, 2 5ill gi)e students t0eir long*term assignment due Wednesda": 1ead p3 20=* 21= in '.!E D ans5er compre0ension As3 Lesson: 8sing Direct Auotations We 5ill re)ie5 &e" points o, using @DAE EormatB E4ercises F1 5ill be done as a class3 E4ercises F2*9 5ill be done in pairs3 We 5ill go o)er t0e ans5ers as a group3 C1/ minutes * laptop D pro$ector * printed copies o, 5or&s0eet

Lesson Closure: Components o, a Strong DAE C / minutes * slips o, paper 5it0 2 )ersions o, DAE responses Students must di,,erentiate bet5een a strong and 5ea& )ersion o, a DAE response3 .0e" must gi)e t0ree pieces o,

e)idence t0at s0o5 50" t0e" @li&eB t0e one )ersion and @disli&eB t0e ot0er )ersion3

() )*P +oals/Objectives/,enc%marks Gral 1eading%Compre0ension Student 1, )erbatim#: @Student 5ill demonstrate t0e abilit" to appl" t0e ,ollo5ing s&ills on at least 9 out o, / measured occasions: pre*read compre0ension 7uestions and acti)el" see& e)idence in t0e te4t to support oral%5ritten responses3B 1e5rite: After direct instruction on the skill, when provided with a written comprehension question, Student will select relevant textual evidence and accurately include this evidence in her written responses on 4 out of 5 measured occasions over the course of one academic quarter Written Language Student -, )erbatim#: @Student 5ill 5rite complete sentences in response to 0ome5or& 7uestions on H out o, 10 occasions3B !hen provided with comprehension questions that require a direct quotation, Student will write structured responses of at least three sentences that accurately follow Standard En"lish conventions and M#A format on $ out of %& occasions over the course of one academic quarter 1eading Compre0ension Student 3, )erbatim#: @Student 5ill use conte4t clues to understand un,amiliar )ocabular" on H out o, 10 occasions3B !hen unfamiliar words are isolated from a novel and presented in context '%(4 sentences), Student will use context clues to accurately determine part of speech and lo"ical definition of the words on 4 out of 5 measured occasions over the course of one academic quarter

-) Speciall.-/esi!ne )nstruction Content: .0e content o, t0e general curriculum 5ill be modi,ied t0roug0 t0e pro)ision o, &e" concepts and t0e accompan"ing elimination o, e4traneous detail3 .e4ts in content areas 5ill be at t0e instructional reading le)el3 !et0odolog"%Deli)er" o, 2nstruction: 1:1 and small group instruction: multimodal approac0: collaborati)e approac0: t0ematic approac0: pro)ide grap0ic organi<ers%templates: 0ig0l" structured approac0: positi)e approac0: cuing strategies ,or language: multisensor" approac0: e4tra processing time: 0ands*on acti)ities: manipulati)es: teac0er modeling3 Per,ormance Criteria: dail" 0ome 5or& per,ormance: teac0er*generated tests and 7ui<<es, standardi<ed tests, 7uarterl" grades and narrati)e reports

0) 1ccommo ations/1 aptations 5rite a dail" agenda on t0e board be,ore beginning instruction

pro)ide ,re7uent reminders regarding due dates introduce ne5 material in small steps 5it0 ,re7uent re)ie5 o, pre)iousl" introduced material pro)ide prompts%cues to aid in personal organi<ation pair auditor" in,ormation 5it0 )isual in,ormation allo5 ,or discussion prior to and during reading acti)ities

2) Possible Problems an Solutions Possible Problems 2 ,orget an" o, t0e printed materials3 Students did not complete t0e 0ome5or&3

Solutions 2 0a)e digital copies on m" laptop and an accessible printer3 .0e" 5ill recei)e >ome5or& !a&eup and can pass in a summar" o, t0e reading on .uesda"3 .0e" s0ould still be able to complete t0e class5or& and !onda"?s 0ome5or&3 2 5ill re,er t0em to t0e beginning o, toda"?s DAE lesson or to t0e GWL at Purdue 5ebsite3 2 5ill create opportunities ,or transitions and partner 5or&3 2 5ill also remind t0em t0at t0ese s&ills 5ill be on t0eir midterm e4ams in a ,e5 5ee&s3

Students do not ,ollo5 proper !L' ,ormat 50en t0e" use 7uotes3 Students 0a)e trouble attending to t0e lesson because t0e" 0a)e not transitioned bac& ,rom .0an&sgi)ing )acation3

3) 4esson Closure5 Students 5ill s0o5 t0eir &no5ledge o, proper ,ormat o, direct 7uotations b" identi,"ing t0ree di,,erences bet5een a strong and 5ea& DAE response3 16) 1ssessment5 .0e acti)ator s0o5s me 50at t0e" immediatel" recall ,rom t0e reading ,or 0ome5or&3 2 5ill ma&e notes on 50at 2 5ould li&e to ,urt0er re)ie5 during .uesda"?s lesson on c0aracteri<ation3 .0e 0ome5or& re)ie5 s0o5s me 50at students compre0ended 5it0 and 5it0out oral discussion3 2 5ill encourage students to 5rite additional in,ormation t0e" get ,rom discussion3 ',ter 2 collect t0e assignment, 2 can re)ie5 it more t0oroug0l" a,ter class3 Students recei)e a c0ec& or c0ec& minus ,or t0e 7ualit" o, t0eir 0ome5or& gi)ing credit ,or additional notes ta&en during re)ie5#3 'n" students 50o did not complete t0e assignment get a <ero and >ome5or& !a&eup3 During t0e DAE lesson, 2 5ill use a c0ec&list to record students? abilit" to select rele)ant 7uotes and incorporate t0em into t0eir 5or&3 During t0e lesson closure, students 5ill complete a 7uic& assignment to identi," t0ree components o, strong%5ea& DAE responses3 2 5ill use a c0ec&list to record 0o5 man" components t0e" identi,"3

11) *7tension o8 t%e 4esson5 Students 5ill continue to ans5er 7uestions ,rom C0apter = in DAE ,ormat3 .0en, t0e" can use t0eir notes during t0eir ne4t essa" on t0e no)el3 Students can use t0e in,ormation ,rom toda"?s acti)ator 50en t0e" complete c0aracter c0arts during .uesda"?s lesson3 Students 5ill continue to practice using t0e C0apter = )ocabular" terms in a )ariet" o, 5a"s3 .0e" 5ill use t0e strategies ,or )ocabular" ,ound in later c0apters3 .0e midterm e4amination in December 5ill include direct 7uotations, conte4t clues, t0ematic )ocabular", and c0aracter%plot in,ormation ,rom t0e te4t3