APPENDIX E3 Cooperative Learning Lesson Plan Format

Lesson_Literacy__ Grade_1 _ Teacher _Ms. Jessy___ Cooperative Lesson Lesson Title or Topic : The Winds Of Change Finish Map Materials & Resources:
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Students will engage in: _X_ independent activities _X_cooperative learning ___peer tutoring _X_whole group instruction ___interdisciplinary learning ___self-assessment ___activation of prior knowledge _X_questioning strategies ___varied learning styles ___Other:

(check all that apply) ___pairing ___hands-on ___centers ___simulations _X_technology _X_lecture _X_visuals _X_a project

Book: Wizard of Oz by: L. Frank Baum Paper Pencils Elmo SmartBoard Large writing paper Colored paper Fabric Popsicle sticks Hot glue Scissors Pens, markers

Objectives and DOK/Blooms: Students will be able to use illustrations and details in a story to describe its characters, setting, or events Students will be able to with guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed Students will be able to with guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Students will be able to with guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed Students will be able to build on others talk in conversations by responding to the comments of others through multiple exchanges. Groupings (size and criteria), Materials, Resources, Physical Arrangement: Students will be seated on the carpet as a whole group. The teacher will use the book Wizard of Oz. Students will then break into smaller groups to finish the map. Presentation of Materials, Activities and Role Assignments: Teacher will read the next chapter in Wizard of Oz by L. Frank Baum. Teacher will sum up the map project they had been working on.

Common Core/GLEs/CLEs: CCSS.ELA-Literacy.W.1.7 CCSS.ELA-Literacy.SL.1.1 CCSS.ELA-Literacy.SL.1.1a CCSS.ELA-Literacy.SL.1.1b CCSS.ELA-Literacy.SL.1.4 CCSS.ELA-Literacy.SL.1.5 CCSS.ELA-Literacy.SL.1.6

Procedures: What will student do? Students will discuss what happened in the book. As a class they will finish up any missing pieces of the map. Students will break into assigned groups to work on their part of the map. Some students will work on re-writing their last summery so that it can be hung with the 3-D map, others will work on making the different sections of the map. As a class we will hang the finished pieces on the wall out in the hall. Group Interdependence and Individual Accountability: Students will break into assigned groups to work on their part of the map. Some students will work on re-writing their last summery so that it can be hung with the 3-D map, others will work on making the different sections of the map. Lesson Review/Re-teach, Closure and/or Assessment Methods: 41

The students that wrote the summaries hanging on the wall will get to stand up and read them. The students that made the corresponding pictures will then stand up and tell us how their part of the map matched the summery. We will look at the finished map and take a walk along the yellow brick road of our map and talk about everything that happened in the book.

Assignment/Homework: No homework or assignment If students have extra time they will be able to go and help other groups finish up.

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Accommodations: Lesson ___ Accommodating for ________________________________ How are accommodations implemented?

Differentiated by: (Circle one)

Content (what is taught) Readiness (how ready are the students)

Process (how it is taught) Interest (in what are they interested)

According to: (Circle one)

Product (how students demonstrate learning) Learning Profile (how they learn best)

Check all that apply Bloom-Taxonomy for categorizing levels of objectives/questions/test items Bruner- Learning is active process; Discovery learning- best to discover themselves; Dewey Experiential Learning Clay- Early intervention for struggling readers; Reading Recovery Program Comer- Improve education of poor ethnic minority youth by improving school climate through collaboration Gardner-Multiple Intelligences (MI)Learn through a variety of methods Glasser - Teachers allow students to have say in what they learn and how they learn it. Gagne- 5 categories of learning ( verbal information, intellectual skills, cognitive strategies, motor skills and attitudes); each require different instruction Goodlad- Promoted nongraded education (mixed-age grouping, heterogeneous grouping and open education) Hunter- Teachers job is decision making; direct instruction model for teaching Kagan- Created structures that allow teachers to guide interaction of students during learning. Kohlberg- Children form ways of thinking through their experiences; includes understandings of moral concepts Marzano- Identified teaching strategies (similarities & differences, note taking, organizers, etc.) Maslov-Motivation required for students to learn & retain info Montessori- Independent activity & responsibility; teacher as the keeper of environment for optimum learning Payne- Ruby Paynes work focuses on the culture of poverty and its relation to education (A Framework for Understanding Poverty) Piaget- Individuals construct and reconstruct their knowledge of the world as a result of interactions with the environment Vygotsky-Social interaction plays role in cognitive development; consciousness and cognition are the end product of socialization; Zone of Proximal Development Other (District Initiatives): Other:

Analysis of Student Learning (Have students met the learning

targets? Based on data, do I need to differentiate or re-teach anything for the next lesson? If students self-assessed, how did it impact teaching?)

Analysis of My Teaching (Considering the following: learning targets,

assessment, materials, differentiation, accommodations, timing, sequencing, content, skills, and strategies, what would I do differently if I taught this lesson again?)

Implication for Future Instruction (Based on this lesson, what have I

learned about my students and teaching that impacts the planning of the next lesson(s)? This leads to the next lessons planning.)

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