Wilson EDUC 353-02 Name: _Christina Fink and Jessica Sanchez____ Target Grade Level: ___1st grade______ Date:

___12/12/13________

Curriculum Topic: _____Nonfiction Stories________

Full Teaching Episode Lesson Plan Stage 1: Desired Outcome

Established Goals: RL.1.7- Use illustrations and details in a story to describe its characters, setting, or events. RI.1.4- Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.7- Use the illustrations and details in a text to describe its key ideas. Sl.1.1- Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups SL.1.5- Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6- Produce complete sentences when appropriate to task and situations. Essential Question(s): There are different types of bats, all with similarities such as nocturnal, and differences such as size and appearance They can learn information from pictures, not just texts Their prior knowledge can be applied to new lessons What is a bumblebee? What does it look like? What is a snout? What does it look like? What is a cave? Where can you find one? What is a claw? What do they look like?

Understandings: Students will understand that

What is a forest? Where in the world are forests? What do you know about bats?

Students will know. Bumblebee bats are nocturnal o What a bumblebee is: a large bee living in small colonies that pollinates flowers Bumblebee bats are afraid of forest fires and humans o What a forest is: a large area covered with trees Bumblebee bats are 1 inch long with a 6 inch wing span They have snouts that look like a pig and eyes like tiny specks o What a snout is: the nose and mouth of an animal (example pig) o What a speck is: a tiny spot Bumblebee bats live in caves o What a cave is: an underground chamber typically in a hillside or cliff Bumblebee bats hang upside down using their claws o What a claw is: a curved pointed nail on each finger of a bird, lizard, and some mammals How to make inferences using illustrations

Students will be able to.. Define: bumblebee, forest, claw, cave, and snout Define each word using texts and illustrations from the story Use the new words to make new sentences and illustrations to demonstrate their understanding Make inferences from pictures to answer questions from the text Relate new information to old information in class discussions

Stage 2: Assessment Evidence

Performance Tasks: Students will complete a worksheet individually based on the vocabulary words discussed during the reading o Claw, cave, forest, snout, bumblebee On the worksheet the students will be required to write a new sentence demonstrating their understanding of Other Evidence: Students knowledge in class discussions on the topic bats o Before and after reading

the definition Once they have written five new sentences correctly they can draw a picture of the words Students must also engage in class discussion during the reading

the book Students answers when defining the vocabulary words as a class and describing them

Stage 3: Learning Plan

Learning Activities: Set Induction: To start the lesson Christina called the students to come to the reading rug to introduce the book Hello, Bumblebee Bat by Darrin Lunde Before Christina started reading she asked the class to turn to a partner or in groups of three to discuss what the students already know about bats for a few minutes When the students finish after a few minutes discussing their knowledge Christina asks the class to raise their hands to share what they discussed with their partners After a few minutes of class discussion about what they already know about bats Christina introduces the book to the students. Procedure: 1) Christina will then read the book to the students, stopping at each page for the students to make inferences from the illustrations to answer questions in the text. 2) For example the first question asked was what do bumblebee bats look like? instead of reading the answer Christina asks the students to observe the illustration to make inferences on what a bumblebee bat looks like. 3) Christina continues this for each page because each page has a question with a picture showing the answer

and then reads the text with the answer. 4) When Christina gets to one of the vocabulary words (bumblebee, forest, claw, cave, and snout) she makes sure to ask the students what each one is and does not move on until the students have answered it correctly and can describe what it looks like. 5) Once Christina has reached the end of the book she will read the facts page and walk around the room to show the students the picture of the bumblebee bat as actual size. 6) Christina will review with the class what they learned from the book before Jessica introduces the activity. 7) Christina will ask the students to return to their seats and then she will hand out the packets for the students to write their sentences in while Jessica is writing the vocabulary words on the board and taping pictures of each vocabulary word next to each word. 8) After each student has a packet, Jessica will give the directions for the activity. 9) Jessica will ask the students to write a complete sentence using a vocabulary word that they learned from Hello Bumblebee Bat. 10) Next, Jessica will tell the students that they also will be required to draw picture describing the sentence they created. 11) She will remind the students that they need to write 5 complete sentences for each vocabulary word written on the board. 12) Once the directions have been given to the students and they have no further questions regarding the assignment, they will be asked to begin working on creating complete sentences using the new vocabulary words. 13) While the students are working, Jessica and Christina will be circling the room to assist any student who needs assistance with creating their sentences, spelling, definitions of the new vocabulary, etc. 14) Finally, Jessica will ask if any student cares to share one of their sentences with the class. Once they are done sharing their sentences, Jessica will ask the

students to complete their packets at home and to bring them to school the following week so that we can collect them. Closure: Jessica will end the lesson by asking the students to share the sentences that they created with the class. After the students share their sentences with the class, Christina and Jessica will review what the students have learned by returning to the essential questions so that they can see what the students have learned about bumble bee bats, non-fiction texts, and producing complete sentences appropriate to the task. Jessica will discuss the essential questions with the class in order to assess the effectiveness of the lesson. Materials and Resources: Hello Bumblebee Bat by Darrin Lunde Chalkboard Chalk Pictures of vocabulary words Pencils Tape Classwork worksheet

Follow-Up Activity: Jessica and Christina will ask the students to complete their packets at home if they did not finish in class. Jessica and Christina will ask the students to bring their packets with them to school the following week so that Jessica and Christina can collect them so that they can evaluate how successful the lesson was. Evaluation/Assessment: Students will be evaluated on their participation during the group discussion and while Christina is questioning them during the reading. They will also be assessed upon the effort they put into their drawings and sentences and the quality of the completed assignment. Differentiated:

Each student will participate in the same lesson and receive the same handouts. For the students who need more of a challenge, they will be asked to add specific details and the definition of each new vocabulary word in their sentence. Christina will be available to work with the students who had a hard time understanding the story by rereading it separately while the rest of the class is working on creating sentences. The students who need this extra help will still be asked to complete what they have not finished in class at home. The students will be encouraged to assist their classmates if they need help remembering the definition of a word or with creating a complete sentence. This lesson is created so that the students can learn from each other by working together and sharing their ideas with one another so that they are able to create quality complete sentences.

Partner Review Christina Fink was my partner this semester for Education 353 Integrated Learning Grades 1-3. We spent 30 hours over the course of this semester observing a first grade class, and got the opportunity to teach the 32 first graders we spent every Wednesday morning with a lesson that we planned together. We decided to divide the lesson in half so that one of us would read Hello Bumblebee Bat by Darrin Lunde to the class while the other partner would lead a discussion following the reading and would facilitate the independent activity. It worked out that Christina would take care of the reading, while I would handle the activity. Christina began the lesson by introducing the Hello Bumblebee Bat to the class and communicated to the students that they were going to be learning about bumblebee bats. She then asked them to turn to their partner and share what they already know about bats. By doing this, Christina made the purpose of the lesson clear to the students, provided them with clear directions about what they were going to do, and provoked the students prior knowledge before even beginning the lesson. While Christina read the book to the class and a new vocabulary word was introduced to the students, she used vivid language and connected the definition of the vocabulary word to the students interests and prior knowledge about bats. Christinas portion of the lesson was revolved around the students responses to her questions and from what they could infer from looking at the pictures in the book. The questions she asked the students were of high quality and all of the students were eager to answer her questions. When she would ask the students a question, such as what is a forest? she allowed multiple students to share what they thought a forest is and encouraged them to explain their reasoning. She accepted multiple correct answers while praising the students for their answers and effectively used their responses to explain the meaning of each vocabulary word. All of the

students were engaged and participating in the discussion which helped make the rest of the lesson go as planned. Christinas questioning and conversation with the students was definitely the most effective part of the lesson because it challenged the students and made my part of the lesson flow easier for me. I think that without her constant questioning and clarification, the students would not have internalized the new information as successfully as they did. Christina did a good job with engaging the students in learning. We chose to read Hello Bumblebee Bat to the class because they have been reading Stellaluna independently and as a class during the majority of our fieldwork visits. The students already knew a lot about bats and the book we chose helped the students to develop a better understanding about bats and how there are many different types of bats. The students were intellectually active in learning and very enthusiastic to contribute to the discussion. In my opinion, I think that Christina basically did flawless job with teaching her part of the lesson. At the beginning of the lesson the students were a tad chaotic and somewhat taking advantage of the fact that their teacher was not in charge of them for once. I think that Christina could have done something to manage the students behavior instead of ignoring the students who were unruly and constantly getting out of their seats. I probably would have handled the situation the same way because it was only a few students who normally act out, but once Christina got all of the students full attention she did a wonderful job with engaging the students and preparing them with the knowledge they needed to have in order to successfully participate in the other half of the lesson.

Lesson Reflection For my lesson to my 1st grade class, Jessica and I created a lesson based on the nonfiction book Hello, Bumblebee Bat by Darrin Lunde. In class the students are reading the book Stellaluna by Janell Cannon, which is about a baby bat and her mother. Although bumblebee bats are a different type of bat, we thought it would be interesting for them to compare them to Stellaluna and they already have previous knowledge about bats. To begin the lesson the students came to the reading rug to hear the story. Before starting the book I asked the students to turn to a partner and share what they already know about bats. This challenged students to discuss their prior knowledge on bats instead of just listening to their classmates talk. Once they were done sharing the students put their thumbs up to signal if they were done or not. Then the students were asked to share what they discussed with their partner about bats. This showed the class that this lesson was based around their knowledge, not mine. I wanted them to know I am interested in what they know and will learn, not just what I will teach them through the story. By allowing students to share their knowledge they could feel like their thoughts were just as important. As I began reading the story I involved the students by asking them to make inferences with the picture on the page and the question being asked. Each page would ask the bumblebee bat a questions such as what does the bumble bee bat look like? or what does the bumble bee bat eat? instead of reading the answer immediately, I stopped and asked the students to observe the picture on the page and tell me what they think is the answer. This developed the literacy strategy of using text and pictures to make inferences with their work.

Once the story was finished, the students were told they would be drawing pictures and creating new sentences with five of the words in the book we discussed as a class. The five words included; bumblebee, claws, cave, forest, and snout. Some students had a difficult time thinking of sentences for the words. My partner Jessica taught this part of the lesson as I helped students who need extra help. Instead of giving them the sentence to write, I asked them to think about the purpose of that word. For a bumblebee I asked, What do pigs use their snout for? the students answered they breathe, or smell with their snouts, then wrote it down for their sentence. I wanted to help guide the students with their answer instead of giving it to them. If I could improve the lesson, I would have held up the picture examples for the words they would work with as I read the story. I also forgot to go over two of the vocabulary words as I read the story, next time I would be sure that the students understood what the word was and talk about the word before continuing with the book. I also caught myself calling on the same students to answer the questions. I would make a point next time to call on the students who might be shyer. If I could redo the lesson I might also say the students were allowed to work in pairs for students who might struggle with English or reading in order to make sure they fully understand the assignment. I believe this would improve their learning because it would make sure the students had a better understanding of the material, and instead of the assignment being a little scattered, they would complete their sentences and get the literacy practice out of the lesson before moving on to the fun part of the activity. Overall I believe the lesson was a success. Although there were minor set backs and ways to improve the lesson, I think the students did get something out of the lesson and

were interested in the topic. I think it was a good idea to pick a book similar to another book the class has read, this way they can identify with the information and relate it back into past lessons.

Identification of Learning Teaching a lesson to a class of students instead of to my peers was a very different and rewarding experience. This was my first time teaching an actual class my lesson instead of just practicing in my classroom for my education courses. All semester I had been anticipating teaching the lesson, concerned that I wasnt ready yet, my lesson wouldnt be interesting, or I would be nervous in front of my students. To my surprise none of my worries happened, as I became more comfortable in front of the class I was able to relax and the lesson flowed more smoothly as it went. The students seemed excited and enjoyed the book from the very beginning, which helped me to relax into the lesson. I had plenty of practice standing in front of the class and teaching a lesson I had designed but it had always been for my peers who I was able to be confident would understand the lesson because it was designed for an elementary school class. It was now time to see if my judgment of what an appropriate lesson for a 1st grade class was correct. The most challenging part of my lesson however was not talking to the students or trying to engage students in the topic I was teaching, but instead getting them to quiet down after sharing information they already knew so that I could continue the lesson. When teaching peers they are interested in your lesson but not how a 1st grade class would be. Since the reading is on their level I underestimated how excited the class would be to share their knowledge about bats. They were all eager to raise their hands and share their knowledge, but eventually students were repeating what others said, or rewording the same information we already discussed. It was hard to settle the class down so that I could begin reading the book. The teacher did help to quiet the class down again and return their attention to the lesson. When teaching my peers it is easy to get through the lesson

smoothly with their full attention, with a class of 35 1st grade students it is a whole new challenge aside from planning and presenting my lesson. My knowledge of pedagogy and children behavior physically, cognitively and emotionally and socially was all very important when planning and presenting my lesson. It is very important to know the students I am about to teach because it helps me to know how to speak to the students and what works and what does not work when I need their full attention. Also knowing their cognitive level and the kind of information they can hold and understand was very important, if we picked a book above their grade level they might have a hard time identifying and following the story, however if we picked a book below their grade level they might find it boring and uninteresting. I also started noticing when the students would answer questions they became a little competitive with one another. Some students would reword others answers to sound smarter, or say no your wrong this is right when in fact both were wrong in some ways and both were right in other ways. It was important to let the students know if they were right and correct this kind of behavior so the other students would not be offended. We tried to integrate our learning from the course by reflecting on our notes about how to behave and act and what questions to ask. We also referred to cognitive levels of students at this age to be sure we were challenging the students enough with our activity. When the lesson was done I was excited, proud, and eager to make my next step in becoming a teacher. I was worried the students would respond negatively and it would frustrate my process, but instead the lesson was a success and helped to boost my confidence. Once I began reading the story and started the class discussion I realized I am talking to students who look up to me and I can relax, no one is anticipating or hoping that I

fail. Everyone in the class wanted to help me succeed, which put me at ease. My relationship I had built with the students over the semester also helped the lesson run smoothly because the students were already comfortable with me as their teacher. I had been helping them with lessons and activities all semester that it was not new for them to have instructions from me. This experience was a milestone in my progress as a future educator, the first lesson I taught to students. Although I know one day Ill look back and realize more faults with this lesson than I can identify right now, the fact that it was not a disaster is enough motivation to keep me pushing forward. This lesson helped me realize that I know more about designing lessons and teaching a class than I realize. It was a good start to design a lesson as a pair and to help teach it together, but I am not anxious to teach an entire lesson on my own to see if I can have the same success on my own.