Molly Anderson Student Teaching edTPA Lesson Plan Template

Central Focus: Readers constantly ask ourselves How does what is happening now connect with what came before? We do this because we know that an event from earlier in life (cause) may influence (effect) the decisions a character makes later.

Subject: Reading/Historical Biographies

Essential Standard/Common Core Objective: CCSS R.I.3.3 Describe relationship between series of historical events or scientific ideas using language of time, sequence, and or cause/effect Readers constantly ask ourselves How does what is happening now connect with what came before? We do this because we know that an event from earlier in life (cause) may influence (effect) the decisions a character makes later.

Date submitted: 3/18/14

Date taught: 3/19/14

Daily Lesson Objective: Students will be able to read a text, and make connections to a persons earlier life and look at how their decisions might have been influenced later in life, and the students will be assessed on their ability to pull out 4 of these events from their individual texts to achieve mastery based on a rubric. 21st Century Skills: Communication Academic Language Demand (Language Function and Vocabulary): Analyze

Prior Knowledge: The stories Duke Ellington, and Marian Anderson and what those stories were about, what cause and effect are, how certain things in a persons timeline of life can be impacted by many different factors such as setting, relationships and all the other characteristics the students have been working on for the past week, what segregation was, what text features are.

Activity

Description of Activities and Setting Start with talking to the students about how they have read, about Duke Ellington, Marian Anderson and how they have looked at the setting and people impact their life, relationships and how they can affect that persons life. Then start talking to the students about how all of those other things we have talked about change or impact that persons life in some way. Just like a persons actions can cause things to happen or shape a decision they make. For example, if Marian had not just sung for Mr. Bogetthi he when told her to automatically go way, would she still have gotten all the opportunities to sing all over the world and sing for all those amazing people? Ask the students what they think would have happened. Then ask the students if they can recall a time when something happened in their life that caused something else or affected another part of their life? Or if

Time 5-7 minutes

1. Focus and Review

an action that they did caused an effect in their life? Have them look at a quick video to see how one persons actions cause another thing to happen https://www.youtube.com/watch/?v=gS6xHnmxDwc. See if they can pull out what were a cause and effect relationship between Timone, to Poomba, and then to all the other animals. Then say to the students :we are going to be reading a new book and look at how this persons actions and life events caused and effected things to happen. And we are going to be looking at how an event that happened to them may influence the decision a character makes later.

2. Statement of Objective for Student

3. Teacher Input

Today we are going to look at how an event in a persons earlier life or actions may influence the decisions a character makes later through Wilma unlimited and the books you are reading this week. Hand out a bookmark to each student. Talk about the words on the bookmark and the text words that they should be looking for, or indicators of cause and effect. Go over each word with the students. The bookmark says: If you are asked to describe cause and effect or problem solution use these words: Because Since Therefore Consequently In order that So that Thus Due to As a consequence As a result of Then IfThen Talks about these with the students, about how these are just SOME of the words that could indicate that there is a cause and effect coming up when they are reading. Point out the kids that these even though these words that are on the bookmark and even other words that are not on here, are still not going to be like a flashing neon sign saying: HEY I AM THE CAUSE! HEY I AM THE EFFECT! OR HEY THERE IS A CAUSE COMING AFTER ME. That is why as readers we have to be kind of like detectives looking for clues to help us pull out cause and effect, because those words might have the cause right after the text indicator or it may be a few pages after that we see the effect or it may even be a whole lot of pages in between. Lets also think about the video we just watched how Timones actions effect Pumba and then something he did effect all the other animals and it kind of looked like dominos. That is kind of how things some one does early in their life cause something else later in their life to

1 minute

25-30 minutes

happen. Its kind of like a ripple effect or domino effect. Do you know what the means? (Make sure the students understand.) Also point out to the students that the cause and effect might not happen immediately like it did in the video, so we have to on the look out for clues. One way we can have help looking for clues is with this chart on the board. The chart we have up here that will help us record our clues that we as good detectives and readers can come across as we read, that talk about cause and effect. This chart has 3 columns, effect, cause and signs from the text. Lets look at the this part of the chart, can we say them together, Effect, Cause, Signs from the text. It says Signs From the Text, what do you all think this could mean? Hmm Ill give you a hint its small, green and we just went over it. (Wait for the class to guess what I am talking about) Ask one of the students to explain what they as readers should be filling out in this section. Reiterate to the students to remember that the words that we went over arent necessarily, going to as obvious when they are reading to indicate that the cause and effect is coming. Ask the students What as good readers or detectives should we be filling out in the cause section? Then talk about what the students said about the cause section and then have them do the same with the effect section. Then once all the sections have been covered with the students have the whole class say together what each section needs. If necessary write in a list of things that go in each column of the chart to help the students remember. Ask the students to come to the carpet. Then say to the students, Alright readers, we are going to read a book called Wilma Unlimited, How Wilma Rudolph became the Worlds Fastest Woman. While I read I want you all to be good readers or detectives and look for clues that talk about or show how events in her life might have had an impact on her later lifetime. Just like in the video we watched about how one event can effect another, and so and so forth, like the domino effect we talked about with the video and how the animals kind of looked dominos. But remember that they might not come one right after the other so we have to keep our eyes out for those specific clues. And remember the clues we find would be good in our chart, so keep an eye out for those too. Do an interactive read aloud with the book. Read the first 7 pages today. This book will be finished the next day. While doing the interactive read aloud, write a series of events on the SmartBoard and mention what make good things to write down in the chart as the book is read. First page: Say to the Thinking out Hmm Author just said that is was the 1940s, we have been Ive been reading about people back then, like Duke Ellington and Marian Anderson, I wonder if she to deal with the same things they did because she was black? I wonder if that will be a clue to cause something else to happen later. Hmm. Wonder what the word, remedies means? I wonder what the other meant by this Some babies werent

Wilma Rudolph. Ah Ha! It seems as if the author might be trying to tell us something. That might be a good clue to keep in mind to add to my chart later. Third Page: Hmm this is interesting. Wilma had Polio and Scarlett Fever, the author says back then not many people lived from polio. (Read that part twice) Since not a lot of people lived from polio it must be serious. She seemed to get sick a lot as kid, I wonder if beCAUSE she was small it might have made affected her body and made her get sicker than most kids. Hmm that definitely might be a good set of clues to go in my chart. Then ask If because Wilma has such serious illnesses and those were causing her not to walk, do they think that she will ever walk again? What might impact or effect might her sicknesses have on her personality? Do you think that she more determined to do things? What other causes do you think not being able to walk could have on her life? Have the students do a turn and talk here. (Have the students come back as a group and have one or two partner sets, share what their partner had said and then talk about some of the other key things heard from the groups and relate back what could be added to the chart as clues.) Fourth Page: Hmm it say in the book, Wlima kept moving anyways. I wonder if why she was so determined to walk or move? Maybe it was because she was told she wouldnt be able to. This seems like a really good clue to right in the chart, seems like this might be a cause indicating a later effect. So, I have noticed one cause and effect to pull out would be polio= paralyzed legs. This is a good one to go into the chart. (Talk about where that would be placed in the chart). Its talking about in the book how Wilma practiced constantly- even when it hurt. Wow! She must really want to walk, she is showing perseverance. This must be related to something, another clue for our chart! Page Five: Hmm I wonder what the author meant by this line: She was determined to fight back? This must be a clue indicating something big is about to happen in the story. Page Six: Hmm I am noticing a pattern here. how she couldnt to walk from polio, which meant she wasnt able to go to school with her siblings and then how polio lead to paralyzed legs to not being able to walk to not being able to go to school to getting braces on her legs to going to school but not being able to play at recess with the other kids. Then this could go with or all be caused by that she was small when she was born, and then made her sickly. Ask the students: Good Readers can you connect another event that impacted her life or related like these? And I want you good readers and detectives think about this also as you talk with your

partners, Do you think that her family cheering her on will have an effect or her in life later on in someway? How will it impact her? Do you think that the families actions towards her, might effect or impact her later in life some how? Have the students turn and talk here. (Have the students come back as a group and have one or two partner sets, share what their partner had said and then talk about some of the other key things heard from the groups and relate back what could be added to the chart as clues.) Page Seven: End the interactive read aloud this page. Ask the students As good readers and detectives I want you to think about in your brains and predict is what you think, whether she will walk or not on the next page when we start out reading tomorrow? 5-10 minutes

4. Guided Practice

5. Independent Practice

Use the same organizer for cause and effect and have the students help add some to it from the story. Say to the students: Now I know you all are very smart and good readers and detectives, I need your helping adding some of those important cause and effect clues you pulled out from the story to our chart on the board. Fill in 2 or 3 cause and effects on the chart with the students. Then say to the students Now that you have been good readers and detectives in this story, and I know you all have been reading your own biographies and stories about other people and I am betting that there lots of clues in your books that are causes and effects and have words from our bookmarks on them. I want you to think of one or some clues and events from your book. Then I want you at your table to turn and talk to about one event from the book you are reading that you think as good detective would be a cause and effect clue and how did it impacted your person later in life? I think you all are very smart and it will be easier for you guys. After that bring the students back together, and ask some of the tables to share what their tables discussed. Have the student share what one of the other people at their table said. Then ask the students to get out their journals, and have them make the chart in their reading notebooks. Have the students draw the 3 lines for the chart and then label them effect, cause and signs from the text. Review with the student what each part is for again. Tell students that they are required to find 4 events from either their first or second book that they have read. Make sure the students know that they are required to support their findings with evidence they found in their text. As well as let the students know they are expected to come up with one sign from the text for each event. Remind them to refer back to the bookmarks if they are having trouble with the signs from the text column. While the students are working, walk around to the tables and facilitate by asking the students what events they have found and what reason they are giving to justify why they picked the particular event. Also make sure the students are referring back

15-20 minutes

to their bookmarks to help identify key words that might give them a clue as to what an event in their life might be. While most of the students are working, pull a small group of struggling students into the hall and work with students on reading a story and filling out the same organizer for the text they will read on Razkids on the Ipads. While students are working make sure to monitor their progress, in both the small group and rest of the class and if it looks like students are not quite able to get all 4 events pulled out, have them complete the rest for homework.

6. Assessment Methods of all objectives/skills:

Assessment will be on the graphic organizer the students are working on in their journal: Mastery: Student listed all 4 events in that persons life. Student gave evidence from the text to support their reasoning for choosing that event. Student gave at least 4 signs from the text (one for each event) Partial Mastery: Student listed 2-3 events in that persons life. Student gave evidence from the text to support their reasoning for choosing that event but it could use more detail. Student gave 2-3 signs from the text ( almost all the events have one) Non-Mastery: Student listed 1 events in that persons life. Student did not use evidence from the text to support their reasoning for choosing that event . Student did not give any signs from the text. So today, we looked at Wilma Rudolph and talked about how an event in a persons earlier life can influence or kind of shape a decision that they make later in life As their exit ticket have the students write down one event from any of the texts that we have looked at so far (Duke Ellington, Marian Anderson, Wilma Unlimited, and even their book they are reading) and how that event influence a decision that, that person made later in life. 5-10 minutes

7. Closure

8. Assessment Results of all objectives/skills: Targeted Students Modifications/Accommodations One student in the class has a 504, and just meeting those accommodations by allowing extra time. Visual Learners: the chart and being shown the pictures in the book. Auditory Learners: Having the book read aloud to them and having the Student/Small Group Modifications/Accommodations: Pulling a few of the students, that have been struggling during independent practice and working with them in a small group to help them really grasping the concept, by having them read another short story and then working with them to build into a graphic organizer and being able to pull out events.

chart explained orally to them.

Materials/Technology: Smart board, graphic organizers on the smart board for the students to draw the chart in their reading journals, students individual texts that the students are reading, the book Wilma Unlimited, bookmarks with text indicators for each student, a few Ipads to work on the Razkids website, post it notes Reflection on lesson:

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