Stacy Wald EDRL 451 March 5, 2010

NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Description of Classroom: This is a fifth grade classroom with 15 girls and 16 boys at Fay Galloway Elementary School. Background: Students are learning about strategic processing skills. They will be focusing on reflection skills after reading two books about homelessness. Students have been practicing different reflection skills such as drawing conclusions, adding to their schema, and will now be practicing their reflecting skills through a fish bowl discussion. This will take one day to complete this lesson. Content Objective(s): Students will be able to: Students will predict what they think will happen in this story and understand topics Students will be able to understand the meaning of the key vocabulary from the book, Lady in the Box, by Ann McGovern as well as discuss their relation to the story Students will talk about connections and express their feelings between the book, Lady in the Box, by Ann McGovern in a fish bowl discussion Students will make a connection with one of the characters from either book Language Objective(s): Students will be able to: Students will listen to the teacher read, Lady in the Box, by Ann McGovern Students will talk with their classmates in a fish bowl discussion Students will write a I am Poem about a character that they most relate to Students will read their poems to the class and then will be posted in the hallway for all of the school to see their work

Nevada Standards: 2.5.3 Students use reading process skills and strategies to build comprehension. 3.5.1 Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times. 3.5.6 Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times. 3.5.8 Make and revise predictions based on evidence. 3.5.9 Make connections to self, other text, and/or the world. Key Vocabulary: (provided by dictionary.com) Shelter: something beneath, behind, or within which a person,

animal, or thing is protected from storms, missiles, adverse conditions, etc.; refuge. Human Kindness: kind behavior to humans. Charity: generous actions or donations to aid the poor, ill, or helpless Volunteering: a person who voluntarily offers himself or herself for a service or undertaking. A person who performs a service willingly and without pay.

Best Practices: (put an X next to those that you address in your lesson)
X X X X Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Scaffolding X Modeling X Guided practice X Independent practice _Verbal scaffolds _Procedural scaffolds Application X Hands-on X Authentic (Meaningful) X Linked to objectives X Promotes engagement Grouping Options X Whole Class _Small groups _Partners X Independent Assessment X Individual _Group _Written _Oral

Integration of Processes X Listening X Speaking X Reading X Writing

Teaching Strategies: Guided Discussion before and after reading (after reading- Fish Bowl Discussion) Cooperative Learning through prediction, and Modeling good discussion. Warm Up Activity: Students will be asked to write down what comes to mind when they hear the word homeless. They will have 1 minute to write down the things that they think of on a scratch piece of paper. Then the students

will be asked to share what came to their mind when they heard the word homeless. The teacher will ask students to share something they wrote down. Then the teacher will ask the student to elaborate on why they wrote that down. What picture came into their mind when they wrote that word down? Do you think that there are any past experiences that you have had that you made you think of this? Then the teacher will see how many other students wrote something similar to that, and if anyone else had some more input on why they wrote that down. After this we will do a book walk through, showing a few pictures and asking students to make prediction from what they know and relate them to some of the pictures in the book.

Lesson Sequence: 1. The teacher will read aloud Lady in the Box, by Ann McGovern. 2. After the story is over the teacher will begin to ask the students what they think these words mean: Shelter Human Kindness Charity Volunteering The teacher will go over the word definitions and ask the students to recall how they related to the story. (This will help students with their comprehension and schema. 3. The class will then have about ten minutes to come up with different things (independently) that they want to discuss, get more clarification on, share a connection, or give ideas about the different events that happened in the story. Students will be prompted with good discussion questions, like: what did you think about the children trying to help the lady in the box? Would you help someone that is homeless? Have you helped someone that is homeless? What are some ideas that you think Fay Galloway could do to help the homeless in our community? Have you ever volunteered? What kind of emotion did you notice in this book? Each student will be asked to come up with at least three questions for the fish bowl. (just in case one of their questions already gets asked/answered) While the students are working on the questions the teacher will be setting the stage for the closed fish bowl discussion.

Once the students have had a chance to think of some questions independently the teacher will select six students to go into the middle of the room where there will be seven chairs in a circle. All six students will sit in the circle of chairs facing one another; there will be one chair that is left open. During the discussion the teacher will be on the outside of the circle with all the other students. During the discussion the teacher will let all the students know that if you get tapped on the shoulder you will have to get up and sit in the empty chair. The empty chair will be a question chair. If the student gets tapped on the shoulder they will be asked to sit in the empty chair and ask the six students their question. Once the question is asked that student may return to their seat. The group of six then will discuss the question. The teacher will monitor when a new question should be asked as well as when a new six should enter the fish bowl. This discussion will be mainly student generated, but will be monitored by the teacher- so that the students stay on topic. 5. Students will then be given a chance after the fish bowl discussion to relate to a character in the book. The student will create a I Am poem as if they were the character. This will allow the student to connect back to what they read, their feelings, and clarify their understanding. 6. After the student has written their poems, they will be asked to share. After share with one another. If they do not feel comfortable reading it out loud, they can ask their neighbor to read it for them. 7. These poems will be posted outside the classroom on a bulletin board. The students will know that these will be placed outside so that they feel that this assignment is worthwhile, and that they know other people, besides their teacher and classmates will acknowledge their work.
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Accommodations: The teacher will walk around and help the students that are having a hard time coming up with questions come up with some. The teacher will also help students think of things to fill in on their I Am poem by talking to them about the book and their feelings. Supplementary Materials: Lady in the Box, by Ann McGovern Pencil Paper I Am Poem pre-printed for students (31 copies)

Review/Assessment: Students will be graded on participation in the fish bowl activity. They will also be graded on their completed I Am Poem. They will be graded on connections they made with the character along with grammar. Reflection: