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Name: Christy Chen School: St. Gregory the Great Academy Date:3/10/16
Teacher(s): Mrs. Robin Muccia

Cooperating

Primary Subject Area and Grade Level: List the primary content area for this lesson. List the beginning and ending grade levels for
which this lesson is appropriate.
This lesson is for a 6th grade integrated language arts class. Specifically for 6-1 ILA at Saint Gregory the Great Academy.

Interdisciplinary Connections: Provide a listing of the subject area(s), in addition to the primary subject area that is incorporated in this
lesson.
(1a: Demonstrating Knowledge of Content and Pedagogy)
Language Arts- Reading, writing, comprehension, grammar
Science- Identifying problem and solution, text from partner reading
Social Studies- Number the Stars, Panama Canal
Technology- Starboard, Chromebooks

Lesson Duration: State the approximate time frame for this lesson.
(1e: Designing Coherent Instruction)
1:35- 2:18
1:35-1:45 Do Now
1:45- 2:00 Read A Loud
2:00-2:05 Short comprehension work with partner
2:05-2:18 NTS Problem and solution work

Relevance/Rationale: Consider how your outcomes and plan will engage students cognitively and build understanding. Why are the lesson
outcomes important in the real world? How is this lesson relevant to students in this class (interests, cultural heritages, needs)?
(1b: Demonstrating Knowledge of Students)
This lesson was designed to allow the students to enjoy a short lesson after their Terra Novas. I wanted to incorporate a read aloud
in the lesson in which the students will enjoy, because it is a light read. I also wanted them to learn a small skill even though they
have been working very hard during Terra Nova week. This skill is something they most likely have been practicing while taking
the Terra Novas.
I am utilizing their NTS book because this is the unit book that we have been reading throughout this month. Students are familiar
with chapters 1-4, therefore they will be asked to find a problem and the solution within the text. Students had completed a previous
comprehension test at the beginning of the month. I am teaching them small skills they can use to enhance their reading and
organize their thoughts during reading, so that they can comprehend on a higher level. Utilizing this problem and solution method
students will be able to pick out main topics in many readings and it also helps them summarize what the text is about.
I am also using a gradual release model in this lesson. Students will see me model and work with me during the read a loud then
students will be working with a partner to come up with ideas within a short passage. After students are finished with that, they will
complete an individual exercise so that I can grasp their knowledge of the topic.

Outcomes/Objectives: What will students know and be able to do as a result of this lesson? Outcomes should be written in the form of

1.
2.
3.

student learning and suggest viable methods of assessment. For teachers of English language learners: What language objectives will be
addressed?
(1c: Setting Instructional Outcomes)
At the end of this lesson you (students) will be able to
Identify what problem and solution is
Utilize problem and solution strategies in a read aloud
Practice individually picking out a problem and solution from NTS

Content Standard(s) and/or Common Core Learning Standard(s): For example: (CCSS) 4.NBT.3 Use place value
understanding to round multi-digit whole numbers to any place. Content area teachers should include appropriate English Language Arts
Common Core Standards for Content Areas, if appropriate, in addition to content standards.
(1c: Setting Instructional Outcomes)
R.L.6.3 Reading; Literature- Describe how a particulars storys or dramas plot unfolds in a series of episodes.
R.L.6.2 Reading; Literature- Determine a theme or central idea of a text and how it is conveyed through particular details; provide a
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summary of the text distinct from personal opinions or judgements.

R.L.6.10 Reading; Literature- By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the
grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Use of Formative Assessment to Inform Planning: Describe your students current levels of understanding of the content related to
the outcome for this lesson. What are some of the indicators that let you know that these outcomes and the lesson activities represent the
appropriate amount of cognitive challenge for all students?
(1f: Designing Student Assessments)
Students completed a comprehension pre-test at the beginning of the month. This pre-test allowed me to see which students
struggled and how they were struggling. I could see if students could not pick out facts and main ideas from the text. I could also if
students had trouble summarizing the text.
In this lesson I will gather data through listening and student watching during the read aloud. I will pay attention to which students
participate and which students think on a higher level. I will also gather data when students work together in partners. They will
complete a short passage and I will be able to see which groups are understanding and picking out the problem and solutions and
which students are not. The last piece of data I will collect will be through google classroom. I will have students find a problem
and solution in their NTS books. I will have them explain and use the text to show that this is a problem and the solution. Direct
quotes from the book will be required. Students just practiced quoting from books and text last week.

Class Information: Describe any unique characteristics of the class (considerations may include: special needs, language levels, learning
styles, etc.). Describe how other adults (paraprofessionals, volunteers, co-teachers, resource teachers, etc.) will support student learning, if
applicable. Also include any other circumstances an observer should know about.
(1b: Knowledge of Students)
6-1 is the stronger class compared to 6-2. Students in this class do however have IEPs.
LG has trouble with comprehension of directions, text, readings etc..
MA has the lowest grade in the class and he has trouble following directions, comprehending the information, and
analyzing text.
NR has been having trouble with his grammar lately and has done poorly on homework. We had a meeting with his mother
on Tuesday. But, he is excelling at comprehension of NTS. He has read it in the past and he contributes good information
in discussion.
JM rushes through his work and makes small mistakes.
AS is also one of the weaker students in the class. He does not follow directions for homework, worksheets and has a lot of
questions when given directions.
Many students in this class have trouble reading and following directions; CS, NR, XK, BP.

Overview: Provide a brief overview of the lesson. The overview should provide the observer with a description of the lessons content and how
it relates to the larger unit. Include prerequisite knowledge required to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)
Recent Past Lessons
Students completed lessons on quoting text, they are on chapter 4 of NTS. We usually read NTS in class together and students will
complete a summary and a comprehension worksheet at home. Students are asked comprehension questions during the reading of
NTS. I have practiced with them, whisper reading and also in text citations during our readings.
Present Lesson
Students will complete a do now on the board that consists of a grammar, mechanics editing exercise and an analogy exercise.
Read Aloud- The Most Magnificent Thing by: Ashley Spires. I will ask questions and complete an anchor chart for problem and
solution.
Partner work- Students will work with a partner to complete a short Problem and Solution passage The Panama Canal This
passage will be taken out of the Scholastic Hi-Lo Nonfiction Passages for Struggling Readers.
Individual work- Students will complete a worksheet online through Google Classroom. The worksheet will ask students to state a
problem, the solution and the steps that the character took to solve the problem.
Future Lessons
I plan to continue with the short comprehension mini lessons. I want students to complete a lesson on sequencing and summarizing
in the next few weeks. I will again utilize a easy to comprehend text so that students can see the good examples used in the mentor
text and can pick them out from their 6th grade level books.

Technologies and Other Materials /Resources: List all materials, handouts, resources, and technology tools that are needed by the
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student or the teacher to execute the lesson. Technologies may include hardware, software, and websites, etc. Materials and resources may
include physical resources (e.g. books, manipulatives, supplies, equipment, etc.) and/or people resources (e.g. guest speakers, librarian, etc.).
(1d: Demonstrating Knowledge of Resources)
Technology: Starboard, ChromeBooks, Google Classroom, Google Classroom Worksheet
Books: The Most Magnificent Thing by: Ashley Spires, Hi- Lo Nonfiction Passages for Struggling Readers (worksheet from the
text/ typed up passage), Number the Stars by: Lois Lowry
Charts/ Worksheets: Anchor chart on Problem Solution, Panama Canal passage/ worksheet, Google Classroom NTS worksheet

Grouping Strategy: Describe how you will group students to facilitate learning of the outcomes of this lesson. What is the rationale for the
grouping strategy?
(1e: Designing Coherent Instruction)
Students will be grouped in pairs. They will work with a partner next to them. This is the higher level class. Students are placed next
to each other because they work well with each other and do not stray away from the task at hand. Seats were moved in a rows
because of Terra Nova, but desks can be moved together easily.

Academic Vocabulary: What key terms are essential to this content? What terms are essential to develop and extend students vocabulary?
(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)
Problem, steps, solution, textual evidence, quote, cite

Lesson Procedures: The procedures should clearly describe the sequence of learning activities and should identify where and how all
materials, technology tools and student-created technology products, and reproducible materials/handouts are utilized in the lesson. Describe the
lesson sequence:
How will the lesson launch?
How will the material be presented?
What questions will be posed to the students? What are the expected responses?
How and when will the teacher model?
What opportunities will there be for guided practice, group work and individual practice?
How and when will you monitor student understanding throughout the lesson?
What opportunities will there be for reflection and closure?
Include approximate time allocations for each portion of the lesson. Be very precise when explaining the teacher and student tasks during the
learning activities.
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent
Instruction)

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1.
2.
3.

Post Objectives on the blackboard so that students can read them and see them throughout class.
By the end of this class you should be able to
Identify what problem and solution is
Utilize problem and solution strategies in a read aloud
Practice individually picking out problem and solution from NTS
Do Now Students will complete the do now and once they are finished they will raise their hands and
Read aloud- Today we will be reading a short picture book The Most Magnificent Thing by: Ashley Spires. Can anyone tell me
what they think this book will be about? Look at the title; look at the front cover.
As we read I would like you to figure out the problem, the solution and then the steps the main character took to get to the
solution. We will be writing them down together on this chart. Why do you think it is important to identify the problem and the
solution when we read? What do all these parts essentially come together to make? (summary).
Start reading the book. Why do you think they do not give a name to the girl or the dog? What do you think the girl is trying to
make? What is the problem? What does she do to try to fix this problem? What do you consider magnificent? When we are
working on homework or a test, if we are frustrated by a question or a task, do you skip it and move on to the next one? Then you
go back to the tough question later on?
As we read I will be adding steps to the solution on the anchor chart. I will be modeling my thinking I think that the problem is
this? Do you agree? Turn and talk to someone next to you and explain why?.
Partner work- I will pass out the passage Panama Canal. Students will complete with their partner the three parts of the exercise.
Identifying the problem, listing the steps to get to the solution, and stating the solution.
Individual work- Students will take out their NTS books they will find a problem in the book from a certain chapter. They will
identify the solution and then they list the steps the characters completed to get to the solution. Work will be documented on Google
Classroom. I will be walking around the room and listening in on students answers.
Homework: None. Students are not allowed to have homework during Terra Nova week. Therefore their short individual
assignment will be used to gather data on whether or not students understood and completed the practice.

Differentiation: Describe how you will differentiate instruction for a variety of learners, including students will special needs, English
Language Learners, and high achieving students to ensure that all students have access to and are able to engage appropriately in this lesson.
Be specific.
(1e: Designing Coherent Instruction)
The use of gradual release will help all students. Students are able to ask for help during partner and independent time. I will also be
walking around and hovering over students that I know may have difficulties in comprehending the lesson. Students that do not
want to complete the individual work online may complete it via paper but students have expressed positive feedback for online
work. Students are able to visually see my work and my process on the anchor chart and students will have a breakdown on their
worksheet to organize their thoughts.

Assessment Criteria for Success:

How and when will you assess student learning throughout the lesson (formative)?
How will you and your students know if they have successfully met the outcomes?
What is the criteria for mastery of the lesson outcome(s)?
Describe any (formative and summative) assessments to be used.
(1f: Designing Student Assessments)
I will assess student learning throughout the lesson. I will be able to student watch during the read aloud and observe which students
understand the concepts and which students are having difficulties. I will see which students participate and which students dont. I
am also able to pull information and guide learning through the questions I ask and the comments I give during the read aloud. I
will also be able to assess student learning when I walk around and talk to students while they do partner work. They will complete
a partner work worksheet in which I can look over quickly during their individual work and get to the students that need help during
individual work.
All individual work will be turned in via Google Classroom in which I can read responses from each individual student and I can
provide feedback through comments, edits, and a grade.
Students will know if they have successfully met the outcomes when they complete the NTS individual work. If they accurately
complete the work and use textual evidence students will have masterd the lesson outcomes.

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Anticipated Difficulties: What difficulties or possible misunderstanding do you anticipate that students may encounter? How will you
prevent them from occurring?
(1a: Demonstrating Knowledge of Content and Pedagogy)
Students may have trouble picking out the problem. They may not understand if they should talk about the overall problem in the
whole text or smaller problems within the text. To ensure student understanding I will model and show students that there may be
multiple problems and solutions in their text, however in chapter books each chapter usually has one main problem that may be
connected to the novels main problem.

Reflections: List at least three questions you will ask yourself after the lesson is taught.
1.
2.
3.
4.

(4a: Reflecting on Teaching)

Were the students able to connect the read aloud and the task for that with the NTS task? Did students understand that it was
connected?
Was the read aloud a good use of mentor text?
How did students do during partner work compared to their individual work?
How do I show students that this small strategy can be used to summarize, and comprehend the overall text?

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Lesson Reflection
Name: Christy Chen

School: Saint Gregory The Great Academy

Date:3/10/16

1. In general, how successful was the lesson? Did the students learn what you intended for them to learn?
How do you know?
At the end of this lesson students should have been able to identify what a problem and solution was,
utilize problem and solution strategies in a read aloud, and practice individually picking out a problem and
solution from NTS. In the end of the lesson I did not have time for students to individually pick out a problem
and solution from NTS. I was trying the gradual release method during this lesson by first modeling, then
having students work in partners, and then by having students individually do work so that I could assess their
learning. Even though we did not complete the lesson and accomplish all of the objectives I believe that
students did understand the material. While teaching the students I realized I wanted them to complete another
objective: Using the strategy to create a mini summary of the conflict. Students did learn what I intended them
to learn and the new objective that I had thought of while teaching. They participated and completed the guided
worksheet that was to be completed during the modeling and the partnership collaboration. I asked students to
raise their hands when they thought something in the book was a problem or a solution. Students were excited
during the read a loud and almost all the students rose their hands when the problem or conflict arose in the
story. Students were able to explain their answers when asked why they thought it was the conflict or why they
thought it was a step to the solution.
Next time I would give students the individual NTS work for homework. I was unable to give it them for
homework because it was Terra Nova week. I did however ask students to briefly give me examples of
conflicts/ solutions from the NTS text that they remembered. I really wanted them to give me examples from
the text through quotes to promote textual evidence. I would also work on different total participation strategies
because the class is very smart and they love to participate. They love to participate so much that it at times
interferes with classroom management and makes it difficult for other students to participate.
2. If you have samples of student work, what do they reveal about the students levels of engagement and
understanding? Do they suggest modifications in how you might teach this lesson in the future?
For this lesson I utilized an anchor chart during the read a loud to not only model my own thinking but
to record student answers. I also utilized a worksheet that guided students through the read a loud and through
the partner work. For the worksheet I had students listen to the read a loud and record their answers and other
students answers when I wrote it on the anchor chart. I also put definitions and questions that students needed to
think about during the lesson on the worksheet. During the partner work I had students read a short article and
pick out the problem, solution and steps and record it. At the end of the paper I had students complete the mini
summary. I thought that the students really understood the material based on the student work. Students had
more conflicts then what I had expected and they explained their answers. Looking at the student work I could
see that some students were thorough while others did not write the solution or conclusion in detail. I would
definitely emphasize the usage of in text citations and textual evidence to support their answer next time, so that
I would get a more in depth and critical thought out answer.
Next time I would have not only emphasize in text citations and textual evidence but I would also utilize
a quick exit ticket before they left. I would have them give me an example of a problem and solution from NTS
that they thought of on a sheet of paper or post it so that I could see which students needed more help next class.
This would have been better than when I asked the whole class and only picked certain students to give me an
example.
3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent
did these contribute to student learning?
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Classroom management is still a struggle for me. The students are so excited to learn and to participate
that many times they call out during the lesson. I however do know which students are the ones that often call
out; I just need to work on figuring out how to control it better. The student who was calling out during the read
aloud was calling out and had good material to share he just needed to raise his hand and not interrupt the class.
He was however making good connections to the book. I tried to utilize more of the turn and talk after Professor
Gallo mentioned it to me. Students were excited to discuss with each other. However, I did have a few off topic
discussions especially during the partner work. Students were more apt to off task discussion during the longer
periods of independent partner work. During the short turn and talk periods I had most students on task. I think
that I need to keep the collaborative parts short but utilize it more often to promote total participation but to
keep students on task and from getting off task.
Next time, I think that I would utilize a post it note/ notebook journal so that students can write down
their thoughts, ideas, connections, and questions so that if I do not have a chance to call on them they have a
chance to share it with me in this journal. I think that this journal can promote total participation because even
when students are not being called on when they want to participate they can share with me their ideas later on.
I could give each student a note card and after each day or each week I will collect the note card and read/
comments on their thoughts for that week. I plan to read more about total participation and classroom strategies
and try to utilize a new technique every week. I am at the moment reading The First Six Weeks of School by:
Paula Denton and Roxann Kriete, which was recommended to me by Professor Gallo. I do understand that the
utilization of centers and stations and group work is a way to have students all participate. I plan to start
utilizing collaborative group work strategies more in my lessons however they need to slowly learn the
procedures and understand that off topic discussion is not discussion that will be accepted nor is productive.
When students understand my expectations and that I am also the teacher in the room they will be able to work
more efficiently and productively.
4.

Did you depart from your plan? If so, how and why?
I did depart from my planning in a few ways. I was going to have students work on Google Classroom
for partner work and for individual work however the computers were down during the day and no one was
allowed on the network. It was finally fixed the period before the lesson however we still thought that students
should not be utilizing their chrome books until Monday. So all electronic parts of my lesson were put onto
paper through worksheets and through the chart I created with the do now. Students had a hard time reading the
do now from the board however, students were helpful and those that were closer or who went up to the board
read it off so that other students could hear the sentence/ analogy and work on it at their desks.
I also emphasized the summary of the conflict or problem more during my lesson because students
complete a summary of each chapter after we read it. By giving students this strategy and having them hit all
three of the main points they could possible write better and more detailed summaries.
The last thing I departed from was the fact that I did not have time for the individual work. Students
were not able to find an example from NTS because of the lack of time in the lesson. I then had students quickly
give me examples from the top of their head and just refer to NTS problems and solutions. I thought this was
quick and possibly could be a exit ticket especially if students were not to write out textual quotes to support
their answers.
5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students,
materials, and resources). To what extent were they effective?
I thought that the gradual release technique was effective and students really understood the concept and
could produce their own work at the end of the lesson. I would definitely want to model more for the students
especially modeling my own thinking. I would also want to utilize more total participation strategies such as the
index card strategy I stated above. I thought the guided worksheet during the read aloud and during the partner
collaboration was effective because the answers I received through participation in class and also thorugh
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student work showed that students understood the material. I liked the strategy where I had students raise their
hand if they thought they heard a conflict/ step during the reading because then I could gauge which students
were listening and which students were not. I could also see if students understood because if all students had
their hands raise they all understood if a few had their hands raised then I know that they all do not understand
the material or did not catch onto the strategy. I like when the desks are pushed together, the 4 groups but even
when we pair up the desks side by side utilizing 2 desks for one row.
I really want to work on differentiating and this can be done more easily during group work/ group
stations so that each group could maybe get a different reading on their reading level and I could go around and
give more help to students that need it.
6. If you had an opportunity to teach this lesson again to the same group of students, what would you do
differently?
I would definitely try utilizing the index card total participation thought journal that I had mentioned
above. I think that this method could help get students ideas out during a lesson so that they do not have to
interrupt the class. I also would want to try giving students different readings based on their reading levels,
especially during the partner work because I used informational text. I could group students according to
reading levels and they could work together on the same piece. Next time I want to utilize more turn and talk
strategies and modeling during the read a loud. I do not just want to be reading the book to the students I want
them thinking throughout the read a loud not just about the strategy but about connections, questions, inferences
and other strategies that I will be teaching them.