Baldwin Wallace University Division of Education Lesson Planning Form I.

Major Topic: Stolen Day Date: 11/12/2013 Grade Level: 7 II. MATERIALS: List of 10 words listed in Stolen Day, Dry Erase Board, Audio to Stolen Day, Book Worksheet for Pre-reading Assignment III. CANDIDATE Resources: Pearson Textbook IV. STATE/Local Standards: CCSS.ELA-Literacy.W.7.6 IV. (a) National/State technology standards: N/A V. Objective(s): By the end of a 45-minute class, students will complete a pre-reading assignment and know the story Stolen Day. VI. Introduction: Strategy and Grouping Pattern Used/Group Size: Class (11 students) , Individual work Transition/Focus Attention: To focus the students I will start writing up 10 different words on the white board in from of the students. Motivation/Hook: I will have each of the students tell me what they think Stolen Day is about judging off of the 10 words on the board. Set Behavior Expectations: Students will be focused and stay quiet when appropriate. They will also follow along with the book while listening to the audio. Set Purpose: The purpose of this lesson is for students to predict what they believe the story will be about. They will then know the story Stolen Day, and be able to compare and contrast their predictions to the actual story. VII. Steps/Learning Activities/Differentiated Instruction: 1. Begin by writing 10 different words on the board that are in the story Stolen Day. I will also pass out the Book worksheet to start the pre-reading assignment. (5 minutes) 2. The students will put the 10 words into different categories on the worksheet where they believe it will be. (5 minutes) 3. We will then come back as a whole class. The students will decide where each word should go as a class, and record our predictions on the board. (5 minutes) 4. The students will then listen to the audio, while following along, to Stolen Day. Student will know that at this time that if they are caught not following along they will have to write the page. (20 minutes) 5. When the story is over, the students will return to the words to see if their predictions were correct. (5 minutes) Differentiated Instruction: For the CD student in my classroom, I will help her while the other students are putting the words into the different categories. I will also write in the words for her so she can keep up. However, I will make sure she tells me where to put the words.

Closure: I will ask one question about the story to each student, which they will answer orally. (5 minutes) Assessment Activities: To assess the students, I will ask each student a question about the story they just listened to. I will ask each student at least one question. Transition: Students will be answering questions until the bell rings, when the bell rings they will pack up and go to their next class. VII. REFLECTION How do you know that learning took place? How does the data support your conclusion? I will know learning took place when I ask the students the different questions and they answer them orally. If they answer correctly, I know they were listening to the story, and comprehended what the story was about. What kind of adaptations did you make to accommodate individual differences? What other adaptations would be helpful to accommodate the needs of individual students? For the CD student in my classroom, I will help her while the other students are putting the words into the different categories. I will also write in the words for her so she can keep up. However, I will make sure she tells me where to put the words.

Other than the modifications discussed above, would you change any aspect of the plan or how you conducted the lesson? (E.g. introduction and transitions, sequence of activities, time management, questioning, etc.) Why or why not? What changes would you make? I believe this lesson went very smooth and the timing was very close to what I predicted. The students were paying attention and very focused. I enjoyed teaching this lesson.

Signature of Cooperating Teacher: Miriam Engle (Electronic Signed) Date: November 12, 2013