APPENDIX F.

LESSON PREPARATION AND EVALUATION

Lesson Preparation Teacher Candidate: Andrea Maier Title of Lesson: Reading a Story Grade Level: 7th Grade Subject Area: Reading, Writing, and Communication Lesson Topic (What is the big idea?): The student will read a short informational story about a biography of Abraham Lincoln. The students will read the short story about Abraham Lincoln. The students will learn how to find and then highlight important fact about the text. The students will work together and find one more informational fact about Abraham Lincoln. What standard(s) and/or IEP goal(s) will it address? Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Grade Level Expectation: Seventh Concepts and skills students master: 2. Small and large group discussions rely on active listening and the effective contributions of all participants a. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. (CCSS: SL.7.1) Extended Evidence Outcomes With appropriate supports, students can: I. Ask questions to gain information to solve a problem Extended Readiness Competencies 4. Asking for or accepting peer support Main Objective of Instruction (What do you want the student(s) to learn?): The students will learn about Abraham Lincoln and highlight important facts, and then discuss the information that they learned. The student then, will look up one fact about Abraham Lincoln, and then come together and discuss the new information as a group. Supporting Objectives: The students will look through the biography of Abraham Lincoln and highlight the important facts that are presented in the short paragraph. The students will also use the internet and look up one more fact that they did not find in the paragraph. Next, the students will discuss the information that they found and see what other facts they learned. This will also expand the students vocabulary during this lesson. Specific Strategies to be taught/modeled: The students will learn how to highlight important information from the text. This will be important facts about Abraham Lincoln and vocabulary

that the students do not understand. The students will also learn how to look up information using the computer and or i pad. Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? The students will be given a biography of Abraham Lincoln in their grade level. The students will also be given cliff notes on the side, so they can reference words they may not know. The students will be given appropriate time to read and highlight. What background knowledge do the students have? How will you assess students learning pre, during and post? The students will be asked what a biography is and what information it can give you? Then the students will be asked if they have ever heard of Abraham Lincoln? Why is it important to highlight important facts? Depending on the answers the students will then gain background knowledge about the lesson. I will not move on with the lesson until I know the students have a good understanding. This will be shown with how the students are answering questions. What management/grouping issues do you need to consider? Making sure that the group stays on task with the lesson. This means having appropriate wait time and knowing when a student needs a little extra help. The lesson will be in their grade level, so the students should find the text easy to decode the word. Materials and Resources: i pad, computer, pencil, paper, highlighter, biography of Abraham Lincoln, pictures, and biography of Harriet Tubman. How/where will students be able to integrate (generalize) this learning? The students can use highlighting important information in science, social studies, and other subjects that hold important information. The students will be given a short Biography of Harriet Tubman. The students will then highlight important information from the text. If the student does not understand any of the vocabulary they can highlight that. Then students will look up one more fact about Harriet Tubman that they did not find in the text. How will you evaluate the lesson (judicious review)? The students will learn about Abraham Lincoln and discuss the information that they learned. The student then, will look up one fact about Abraham Lincoln, and then come together and discuss the new information as a group.

Lesson Title: Reading a Story Main Objective of this lesson: The students will learn about Abraham Lincoln and highlight important facts, and then discuss the information that they learned. The student then, will look up one fact about Abraham Lincoln, and then come together and discuss the new information as a group.

Anticipatory Set- How will you get the student(s)' attention?) Relate lesson to prior learning. Asking the students if they have ever heard of Abraham Lincoln? The students will be asked what a biography is and what information it can give you? Then the students will be asked if they have ever heard of Abraham Lincoln? Why is it important to highlight important facts? Depending on the answers the students will then gain background knowledge about the lesson. This lesson will be filled with facts about two very important people in American history. Teaching: (Is this an informal presentation, direct presentation, or structured discovery?) What strategies will you be using? Be sure to include differentiation. The students will be learning by direct presentation with this lesson plan. The students have never read a biography about a famous person. They will be learning for the first time how to highlight important fact. The highlighting of the vocabulary is to expand the students word base. I do... I will start off with a biography on a famous person in the civil war era. I will then self talk my way through the information, and highlight information that is import in the text. The last thing I will do is highlight words that are in the text that are new to me and I do not understand there meaning. I will then use a i pad or computer and look up one more informational fact that I did not read about in the text. We do... The students and I will read through the biography of Abraham Lincoln. The students and I will then pick out facts and talk about why they think it is important to highlight. The students can highlight words that they do not understand, and look them up so they can see what they mean. The students and I will look up one more fact about Abraham Lincoln that they did not find in the text. You do... The students will be given a short biography of Harriet Tubman. The students will then highlight important information from the text. If the student does not understand any of the vocabulary they can highlight it and look up the definition. The students will then look up one fact that they did not find in the text. Checking for Understanding- What questions will you ask your students? Why did we highlight in the texts that we read about? Why would we look up more information, that we did not find in the text. Why did we look up vocabulary that we did not know? This will let me know what needs to be changed with this lesson plan, and or retouch upon. Guided Practice or Discovery: The lesson plan will be guided practice with the students. The students have never highlighted important information before in a text. Closure: Student(s) summarize, demonstrate learning of lesson. The students will be given a short Biography of Harriet Tubman. The students will then highlight important information from the text. If the student does not understand any of the vocabulary they can highlight it and look up the definition. The students will then look up one fact that they did not find in the text.

Independent Practice: What will this look like? Is it homework? Completion of a product independently? The students will be given short biographies or important historical readings. The students will then demonstrate what they have learned. This will happen with the students, highlighting important information and finding any unknown vocabulary words. The students will then look up one more important fact to their reading text. (Formally END the lesson)

Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). Formally END the lesson.