Classroom Diversity and Differentiated Instruction - Assignment Example

Lesson Plan Nurse EDUC 554 Lesson Plan #5: Comprehension Teacher Candi EDUC 554 LESSON PREPARATION [before the lesson] #_1_ Topic: Importance of Compassion Specific Strategy: Reading Comprehension strategies through guided reading. Subject: Reading Grade: 4-5th Grade State Standard [Virginia SOL or reading standard of your state]: 6.5       The learner will read and show understanding different informational options. a)  Recognize questions to be answered. b) Formulate, confirm, or revise predictions. National Standard [IRA/NCTE]: 3.  The national standard appreciates the fact that learners employ different approaches to understand, interpret, assess, and recognize texts. They revisist their prior knowledge, their communications with fellow classmates, their understanding of the meanings of words and of other vocabularies, their word recognitions strategies, and their knowledge of textual aspects such as context clues, sound-letter correspondence, images and sentence structure to comprehend the meaning of new words. Primary Objective [Objective must match Summative Assessment below.] By the end of the lesson, if a poem is introduced more than 80 percent of the 25 learners should be able to utilize the guided reading strategies employed in the lesson to enhance their skills of reading comprehension by correctly reading atleast 15 of the 20 difficult words used in the literature. Classroom Diversity and Differentiated Instruction [Describe student diversity and related aspects of lesson] The class has 25 learners, 5 of who have Attention Deficit Hyperactivity Disorder (ADHD). The special case students are content in the classroom but can hardly concentrate for long during a comprehension lesson. Therefore, an assistant teacher will be ready to lend a hand by ensuring that the 5 students remain alert during the lesson, but if they can’t concentrate at all, they will be handled through an Individualized Education Plan. Children’s Literature Selection [Choose book or story for application of the lesson concept.] To really understand the importance of compassion, students will read a literature that advances the cause. A real life story about compassion titled “Nothing is more important than teaching compassion,” available on http://www.guardian.co.uk/teacher-network/teacher-blog/2012/apr/13/teaching-mindfullness-school-children>, will be read during the lesson Materials/Equipment [Be creative! Manipulative activity required] Holy Bible Chart paper Anthology of poems Computers with Internet connection Projector Technology Integration [Provide software title that could be used for this topic and evaluate using guidelines on page 371 in text] Guided reading resources on http://teacher.scholastic.com/products/guidedreading/ Character Principle [Choose character principle related to children’s literature selection.] Compassion: Being empathetic to a neighbor and responding in a kind way. Beloved, if God so loved us, we ought also to love one another." (I John 4:11) "Inasmuch as you have done it unto one of the least of these my brethren, you have done it unto me." (Matthew 5:40) LESSON PRESENTATION [during the lesson] Set [Introduce lesson concept.] “Good morning class! Today we are going to learn how we can enhance our comprehensive knowledge. Does anyone understand the term comprehension?” The teacher will get the responses of about 6 students in the class. S/he will then write the word on the board and define it. “Comprehension refers to understanding and explaining a particular word, sentence or story to another person.” The teacher will ask the students about their perceptions of comprehension. Through guided reading the teacher will lead the class in reading a poem (Montelongo, Herter, Ansaldo, & Hatter, 2010). “What did you understand about the poem?” The teacher will elaborate the poem and emphasize to the students on the importance of comprehension. “Now we want to read the scripture verses.” The reading will be done during the siscussion. NOTE: Add PRE-TEST for lesson that you will actually teach [IPPR], to document student learning for Assessment Project. Pre-Test can be administered before or after the Set and should be similar or identical to the Summative Assessment. The students will write at least five ways of expressing compassion to a neighbor. Teacher Instruction [Explain lesson concept.] The expression “Guided Reading” wil be introduced in class. The students will then be asked to give their impression of the term. The teacher will then ask the children to say how they think the value applies to the classroom readings. The teacher will then explain what is meant by the term and ask the students to demonstrate it during the lesson. After three lines of the poem are read, the teacher will ask the class about its understanding of the part covered, followed by the teacher’s explanation of what it means (Allen, 1998). The same process will be followed to realize the understanding of the class thoughout the remaining section of the poem. The teacher will make adjustments of the learner’s responses appropriately and where need be. Teacher Modeling [Demonstrate examples of lesson concept.] The teacher will create another poem, and ask the students to air their views on its content. Specifically, the responses will be based on guided reading method. The teacher will elaborate the student responses and mention the main points regarding the poems. Children’s Literature Selection [Read selection and apply lesson concept and character principle] “We’ll now take this opportunity to observe the character principle appearing on the screen. Some of te students will be asked to volunteer their understanding of what compassion entails. The Bible scriptures will be read out again in the class through guided reading principle after which the students will be asked to give their understanding of the literature. The teacher will give a summary of the the various related literatures and how they apply in real life situations. Guided Student Practice [formative assessment]: The students will be grouped into fours. With each group having a copy of the poem, they will be asked to read the poem and provide a group response to what they think the poem entails. This will be done in form of a questionnaire. The teacher will allow enough time for group discussion to take place, after which s/he will read out the best group, and make some elaborations where appropriate. Independent Student Practice [formative assessment]: Each student will be instructed to read through the poem alone, in which case the teacher will award marks according to reading accuracy and the understanding. Closure [Review lesson concept and character principle.] The teacher will appreciate the cooperation of the students during the lesson in an effort to better understand compassion in society (Anderson, & Balajthy, 2007). The students will also be reminded of the significance of guided reading to the understanding of the topic. “Why do we need comprehension skills?” The teacher will remind the clas of the importance of obtaining the skills. Summative Assessment [Measure performance of each individual student]: 90 percent of the students were able to achieve the objective for the lesson on the summative assessment. This positive feedback can be attributed to the use of quality learning materials for the lesson. The guided reading strategy enabled the students to achieve step-by-step understanding of the poem. LESSON REFLECTION [after the lesson]-If lesson is not actually taught, describe expectations. Describe the outcome of the lesson. 90 percent of the students were able to achieve the objective for the lesson on the summative assessment. The students were instructed to particupate more in reading in order to be better equipped with comprehension skills. Describe student performance and state the number of students who achieved the objective. The student performance was generally good. More than 90 percent of the class managed to achieve the objectives of the lesson. Describe an alternative approach for this lesson. The use of an overhead screen can be used as an alternative. Prearranged and structured lesson plan prompts can be employed in a systematic manner to the students. By asking the students to follow what is appearing on the screen really can enable them to learn, even without the teacher’s presence. Describe an appropriate lesson to follow this lesson. Elaborate the most common student reactions to the lesson. Ask the learners about the appropriate practices that could enhance comprehension skills. Elaborate how guided reading strategy can be turned into a milestone for building one’s comprehension skils. The Rubric Student name _____________________________ Guided reading response types Above 5 responses 3-4 response types 1-2 response types Imagery/Visual responses Linkage to individual experiences Contex clues Predictions Score A B C References Allen, L. (1998). An integrated strategies approach: Making word identification instruction work for beginning. Reading Teacher, 52(3), 254. Anderson, R.S., & Balajthy, E. (2007). Exploring a Literacy Website That Works: ReadWriteThink.org. Reading Teacher, 61(1), 94-96. Montelongo, J., Herter, R.J., Ansaldo, R., & Hatter, N. (2010). A Lesson Cycle for Teaching Expository Reading and Writing. Journal of Adolescent & Adult Literacy, 53(8), 656- 666. Read More