Lesson Planning Form for Differentiating Instruction Calvin College Education Program

Teacher Kimbra Filippini Non-Fiction Textual Features Grade 2nd

Subject/ Topic/ Theme

I. Objectives How does this lesson tie in to the unit plan?

This lesson allows students the opportunity to explore the unit topic on their own

Learners will be able to:

cognitiveR U Ap An E C*

psychomotor

affective

Students will be able to read through a non-fiction text with a partner and be able to discuss what they are reading Students will be able to identify non-fiction textual features while reading a book Students will be able to think about the authors purpose in using a specific textual feature Students will be able to discuss their ideas with a peer Students will be able to explain their thinking to others

R U An An An

x x

GLCEs or Common Core standards addressed:

National Heritage Academy Standards Mastered grade level expectations by: Using common textual features to find information in text (e.g., titles, table of contents, page numbers, headings, illustrations, captions): o Explaining how authors use boldface text, graphs, maps, diagrams, charts, and photographs/illustrations enhance understanding of key ideas Common Core Standards RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Michigan GLCEs R.IT.02.03 Explain how authors use text features including boldface text, graphs, maps, diagrams, and charts to enhance the understanding of key and supporting ideas. (Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills. Students will have an understanding of textual features Students will be able to work with their peers well Students will be able to verbalize their thought process Students will be able to read through a book Diagnostic: As students to remind me what we had discussed the day before help me explain Formative: I will evaluate where the students are throughout the lesson by listening to their responses and monitoring their discussion while they are working with in their pairs. Summative: What the students say and how they respond during the small group discussions will allow me to assess their overall learning during this lesson

Outline assessment activities (diagnostic, formative, and summative, as applicable to this lesson)

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Identify learners (individuals or groups) in your class who will need special attention and describe the level of support and/or challenge you plan on giving them. (Refer back to the information you gathered about your class.) What is a likely problem(s) or challenge(s) that your students might face? Who might experience a challenge? Why? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

If students struggle to read the text, it may be difficult for them to also be thinking about the textual features as well. These students who have difficulty reading may need to be reminded to look at the page before or after they read. I will also try to pair them with someone who can read well so that they can be with a peer who can assist them. There are a few students in my class with IEPs and several students have English as their second language. These students will likely have more difficulty keeping up with the lesson. There are two English language learners, specifically, who are new to class and the American school system. The students who have been in this class the entire year have all had the opportunity to look at non-fiction texts, but I am not entirely sure how much exposure these students have had to non-fiction English text. This may make this a little more difficult for them since they may have little background knowledge to draw from. In addition to this, there may be terms and vocabulary that is new to them as we discuss the names of the textual features. This may trip them up a little, but I hope that

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

How will your classroom be set up for this lesson? III. The Plan Time 8:20am Components

Students should be able to read through a text, know how to look for things that are important, be able to communicate their ideas with others, listen to the ideas of others and even if there is a disagreement deal with it in an appropriate manner, and be able to retain the information from the previous lesson. Large paper from yesterday with a list of the features Markers 2 smaller sheets of paper for small group time White board Non-fiction books for the students (11) Non-fiction book from lesson 1 Sticky notes Pencils The classroom will be set up as it always is. The carpet area will need to be set up, as usual, so that the students can all sit on the floor and see what I have written up on the easel.

Describe teacher activities AND student activities for each component of the lesson. I will call students to the carpet and Students will come to the carpet, site remind them that they need to sit crisscross-applesauce and face forward. crisscross-applesauce, facing forward, They should not be talking and should and listening instead be listening. I will ask students what we had discussed the day before I will then go over the features that we found and recorded during out last time together. I will point out a specific thing in the non-fiction book from the day before and ask the students to tell what feature I am pointing to Students will respond by saying something such as, we talked about features in a non-fiction book Students will listen and raise their hand if they can identify the feature I am pointing to

8:21am8:22am 8:22am8:227am

Motivation (opening/ introduction/ engagement)

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8:27am8:28am

8:28am8:29am 8:29am8:30am

I will inform the students that I will be pairing them off and allowing them to look through some non-fiction texts with a partner. Their job will be to do four things 1) read the book, 2) find some of the features that we had discussed, know what kind of feature each on is, and place a sticky note next to it, 3) write notes on the sticky notes to help them remember 4) think about why the author may have used that feature in that spot. Write down these expectations as a reminder to the students Give the students an example from the book that we had read the day before. Ask students if they have any questions Tell the students that they must find a place in the room to sit with their partner. Inform them that they must sit EEKK (elbow, elbow, knee, knee). Remind students that they will have 15 minutes to do this assignment and that they should try to read as much as they can, but they do not necessarily need to finish the book. Pair the students off in pairs and assign them an appropriate book.

Students should be listening to directions and raise their hand if they have any questions or need clarification

Students should be listening to directions

Development (the largest component or main body of the lesson) 8:30am8:31am

Students should listen for their name to be called, come forward to receive their book and sticky notes, get a pencil from their desk, then find an appropriate place to sit EEKK with their partner Students should be reading through the book with their partner, looking for textual features, placing their sticky notes in appropriate places, and writing their notes and thoughts on their sticky notes. Students should be discussing their ideas with their partner

8:31am8:46am

8:46am 8:47am8:48am Closure (conclusion, culmination, wrap-up)

As students are working with their partners, the classroom teacher and I will walk around the room listening to students read, listen to their discussions, and observe what they are doing. If students need help or have questions, we will step in and assist. Remind students when they have 5 minutes left Remind students when they have 2 minutes left Ask students to stop what they are doing and listen to my instructions. Once all the students are silent, I will tell them that they are going to share some of the things that they found with their partner in small groups. I will assign half the pairs to go with the classroom teacher and have half the pairs go with me.

Students will stop what they are doing and listen to my instructions Students should listen to which group they are assigned to and go there when instructed

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8:48am9:00am

While students are in these small groups, the classroom teacher and I will inform the students that each pair will share two features that they found and also tell everyone why they think that the author used this specific feature in that spot. As students are sharing, the classroom teacher and I will record the feature that they found as well as their reasoning behind the authors purpose for using the feature. The classroom teacher and I will talk with the students about the differences between students answers about the authors purpose

The students will share their features and their ideas about the authors reason for using those features with the group when their pair is called on. Students should work to verbally communicate their thinking thoroughly and clearly.

Students should respond with their thoughts and ideas by raising their hand. Students should listen to their peers when it is not their turn to talk

Your reflection about the lesson including ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)

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Context Options The Students Variables

Student Descriptions based on Learning Profiles, Interest, and Readiness

Individual differences Oakes/Lipton (174-178) Levine (299-302, 321-327)

A.A. just moved to the U.S. from the Philippines a few weeks ago and struggles with the language barrier at times. She generally understands what is happening, but often has difficulty both working with others and also staying focused while working independently. She is very smart, but often desires one-on-one attention to such a degree that she will pretend that she does not understand what is going on. D. has Autism and struggles to keep up with the other students academically. He has difficulty putting his thoughts down onto paper and writing. An aid or teacher often has to act as a scribe to ensure that everything that he needs to say gets written down on paper. He also has some difficulty following direction at times. H. is one of the most advanced students in the class. Korean is his first language, but he is incredibly fluent in English as well. D. is Autistic and struggles with attention, spatial ordering, language, graphomotor functions, and some social cognition. A.A. often struggles to stay on task which would indicate a possible attention deficit. H. has the greatest struggle with is higher order thinking skills. I have worked with him several times on reading comprehension D. often does best when he works with another person and also in activities that require more verbal expression rather than written.

Cognitive and Neurodevelopmental differences Bridging(161-166) Oakes/Lipton (170 - 172) Levine (246+ & Table of
Neurodevelopmental .Constructs)

Learning style differences Levine (27-50)

A.A. has a harder time with writing mainly because she is still learning English. She is always excited and enthusiastic about having the chance to verbalize her thoughts, though. D. is autistic

Students with disabilities IDEA Bridging(156-162) Oakes/Lipton (295-6 &303ff) Gifted Students Bridging(162-166) Oakes/Lipton (295, 302-327) Social Class differences Bridging(185-210) Oakes/Lipton (9-25) Levine (225-244) Ethnic & Racial differences Bridging(103-121)
Oakes/Lipton (55-65, 94-104)

Any gifted students that are in the school are in what is called the proficient class. All of the students in this class are at or below grade level in their academics. Most of the students of the class come from lower or middle class homes. A large portion of the students qualify for free or reduced lunch and breakfast. A.A. is from the Philippines H. is Korean. His parents are from Korea D. is African American The class has a female majority. There are eight boys and fifteen girls. This gender divide will have some effect on the lesson. A.A. is female, H. is male, and D. is male. D. speaks English as his first and only language A.A. is from the Philippines and speaks the native language. She is also fairly proficient in English. H. speaks both English and Korean

Gender differences Bridging(212-224) Oakes/Lipton (277-278) Language differences Bridging(125-153) Oakes/Lipton (197-202)

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