Week 9 Assignment 3

Candidate’s Name: Mardio Leard

Grade Level:4th

Title of the lesson: Literature Comprehension

Length of the lesson:40 mins

Central focus of the lesson Students will learn how to absorb new information, select critically, categorize, make inferences and predict consequences. Key questions: Students will develop comprehension through learning strategies   Students will identify the main ideas and characters presented in the text

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: Students will draw on inferences made from past literature reading Students will make connection to text from prior knowledge or personal experience

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS RL 1.3 (Reading Literature) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Support literacy development through language (academic language) .Students will be grouped to discuss the poem and exchange ideas, drawing inferenes, the main theme(s) and main characters Vocabulary Students will do a fill-in missing letter worksheet Students will do unscramble the words activity Sentence Level Students will do a engage in a response log, expressing main ideas, themes and drawing inferences Discourse Students will revisit text and engage in class discussion Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them?

Learning objectives Students will reflect on text and draw inferences Students will know the main ideas, themes and characters Students will know how to make connection to real life events

Formal and informal assessment (including type[s] of assessment and what is being assessed) Students will draw on post-it strategy to discover deeper meaning of the text or unravel unknown vocabulary. Struggling students (IEP’s and ELL’s) will engage in a fill-in the missing letters and words activity. Gifted students will engage in a multiple choice worksheet. I will be moving around and discussing students responses individually or as a group.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: Students engage in tree mapping to categorize the text, the main ideas and themes Students will engage in retelling the story as well as drawing inferences, drawing on specific text to give factual support Theory/research: Automaticity to develop fluency and comprehension. Students will use post-it strategy to help develop comprehension of the text as well as explain to a group or the whole class their findings and connections to story/poem

Accommodations and modifications: ELLs/struggling readers: Struggling students and ELL’s will visit the Word Wall going over vocabulary from text and their meaning and relation to story. Instructional resources and materials used to engage students in learning. Students will see a reenactment of the literary piece (the little dutch boy) at https://www.youtube.com/watch?v=STGXpq8JGIg

Reflection I believe my lesson plan facilitates different learning styles as well as is designed for growth and development in comprehension of literary works.

Dr. Hui-Yin Hsu Spring 2014