Casey Hearrell Student Teaching edTPA Lesson Plan
Subject: Reading Central Focus: Compare and Contrast Fairytales
Essential Standard/Common Core Objective: CCSS.ELA-LITERACY.RL.5.9 Compare and contrast stories in the same genre Date submitted: 3/20/2014 Date taught: 3/21/2014 (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. Daily Lesson Objective: Students will show their understanding of the fairy tale genre elements by completing a graphic organizer comparing and contrasting the elements within two stories. 21st Century Skills: : Life and Career Skills: Productivity and Accountability, Learning and Innovation Skills: Communication, Collaboration, Critical Thinking Academic Language Demand (Language Function and Vocabulary): Compare/Contrast: Students will compare and contrast fairy tale elements throughout the lesson from different stories. Key words: fairy tales, elements, compare, contrast Students will communicate orally in the discussion of elements.
Prior Knowledge: Students need to know that there are different literature genres and these genres include many elements. The students need to know about one or more genres and their elements before this lesson. Students need also to know how to behave in small groups.
Activity
Description of Activities and Setting The teacher will review with the students the different types of genres theyve learned. The teacher will ask a few students to share what elements make up a myth. The teacher will ask the class to show a thumb up if they agree with their classmate or a thumb down if they do not agree. The teacher will then ask the class to explain why they agree or do not agree. Students will be able to compare and contrast two different stories in the fairy tale genre by their elements, while using a graphic organizer. The teacher will start the lesson by telling students they are going to learn about a new genre today. Show the students a video on fairy tales from the power point. The teacher will ask students if the story is familiar to them. Some students will identify the story as Hansel and Gretel. The teacher will ask the students what they noticed about the video. Allow three to five students to answer. Then ask the students if they know what genre this could be. Students should identify this story as a fairy tale. Next, the teacher will show the students slides from the power point about the elements of a fairy tale. The elements are as follows: -Usually include special beginning/ending words or phrases -Usually include good characters and bad/evil characters -Usually feature characters in poverty -Usually include magic and enchantments
Time 5 minutes
1. Focus and Review
2. Statement of Objective for Student
25 minutes
3. Teacher Input
-Usually include royalty aspects -Usually have a problem and solution or demonstrate important values The teacher will go over each element and discuss each one with the class. The teacher will ask students to read the elements and whats included in them off the power point slide. The teacher will use examples from the video to show the elements. Next, the teacher will have the students get out a piece of paper and be ready to take notes. Students will be instructed to write down the elements they see in the next video. After the video of The Princess and the Frog, the teacher will go through the list of elements and ask the students if the story had the element. The students will need to describe the element that they saw. If the class agrees they will show thumbs up and if they disagree they will show thumbs down. After discussing the video, transition into guided practice. The teacher will pass out a graphic organizer to each student. The students will get in small groups to do the activity. Each student will be completing a graphic organizer. Students will be comparing two Cinderella stories. One story is a video and will be played for the whole class at once and the second story will be handed out to the students to read within their groups. The students need to watch the video and complete the left side of the chart for it. Then they will read the short story within their group and complete that right side of the chart for it. On the back of the paper with the chart, the students need to write a paragraph that compares and contrasts the two stories. Remind students that they paragraph needs to be seven to ten sentences long. After the time for completion ends, the teacher will hold a discussion of the two stories with the class. The teacher will ask what elements the video had and to describe them. Then the teacher will ask what elements the story had and to describe them. Students should not be filling in their charts at this time. The teacher will collect these charts before moving on. The students will be given two stories to read on their own. The elements of fairy tales will be posted on the power point. The students are to read both passages and take notes. After reading the passages, the students will write two paragraphs. One paragraph will be comparing similar elements from the story and the second will be contrasting elements from the stories. The students will be allowed to take home the stories and complete the assignment if they do not finish in the allotted time. 20 minutes
4. Guided Practice
30 minutes
5. Independent Practice
6. Assessment Methods of all objectives/skills:
The teacher will use the small discussions as an informal assessment. The students should show critical thinking and engagement. The graphic organizer from the guided practice and the compare/contrast paragraphs from the independent practice should show the students understanding of fairy tale elements. If students completed the graphic organizer correctly, meaning that they were able to check off the right elements and describe them from both stories, then students will show great understanding of material. Students will need to show that they thoroughly read the two stories in independent practice and meticulously compared and contrasted the elements. If the students paragraphs show this criterion, then students comprehend the elements.
7. Closure
The teacher will review the elements once more with the students. She/he will ask students to name some of the elements and give an example from one of the stories the read/heard during the lesson. This will conclude the lesson.
5 minutes
The lesson was not completed and therefore no assessment results were recorded. 8. Assessment Results of Students did show that they had a good understanding of fairy tale elements when all objectives/skills: identifying the seven elements from the text and video during the guided practice. Targeted Students Modifications/Accommodations The teacher will work in a small group with the students who are ELL. The teacher will spend a majority of the guided and independent practice working with the ELL. The teacher will read with the students and help them to comprehend the stories. Student/Small Group Modifications/Accommodations Students may choose their own groups from their table but if a student(s) starts to misbehave, they will be required to read the story and complete the chart independently. If the teacher sees more than one group is misbehaving, further punishments will occur. Groups can use space around the room to complete their graphic organizers. Students should not be conversing with other students outside of their groups.
Materials/Technology: Promethean Board for power point and videos Power Point Graphic Organizer for each student Story of Rhodopis for each student Students each need their own pencil and notebook paper 2 passages of fairy tales for each student for Independent Practice Resources: Elements of a Fairy Tale: http://www.surfturk.com/mythology/fairytaleelements.html http://www.readwritethink.org/files/resources/lesson_images/lesson42/RWT027-4.pdf Graphic Organizer: http://msjacoby.com/fairytalechart.html Video of Hansel And Gretel: https://www.youtube.com/watch?v=vCvJBFruPlQ Video of The Frog Prince: https://www.youtube.com/watch?v=PcgubqHwBwE Video of Cinderella: https://www.youtube.com/watch?v=DQSTlR7LtAE Story of Rhodopis for Guided Practice: https://sites.google.com/site/whichistherealcinderella/the-story-of-rhodopis Stories for Independent Practice: http://childrens-books.lovetoknow.com/Short_Easy_Fairy_Tales
Reflection: The teacher gave me the topic and activities she thought would be best for her students to do. I had to teach the lessons to both the first block and second block, which are two different classes. The teacher had a graduate student teacher working in her class, so I wasnt given the full hour and thirty minutes I should have had for the first block. During this time the teacher had a school store going on and she was pulling out students who had STEM Bucks to buy stuff. This caused a lot of distractions and lost time during my lesson but it showed me how teaching is going to be full of unplanned situations. With the first block, we almost got through the full guided practice. They wrote their paragraphs but some students took longer than others and I worked with those students in a small group when time was up. The lesson pretty much ended there because the graduate student teacher had to do her lesson. I wished I had more time because I wanted to have a small closure or something to help sum up what the students learned. I made sure to make the needed adjustments for the second block, for the lesson to run more smoothly. For the second block, the teacher allotted me only 45 minutes to do the lesson because the students were going to have a party at the end of the day. I did not have enough time to get through the paragraph with the students for the guided practice, so instead I summed up the lesson by asking questions and doing a quick review. The students enjoyed the videos and answered the questions eagerly. The students also participated in the lesson by volunteering to read the short passages aloud from the power point and explaining the elements they saw from the practice video. I was not able to fully assess the students learning because both classes did not make it to the independent practice but overall, it seemed they understood the elements. The only troubles I saw from the students graphic organizer is that some students did not quite grasp the element of special words or phrases. Next time I feel that I could better emphasize this element to the students by asking them to locate these phrases right after reading a text. The teacher told me to remind the students that they have learned strategies for identifying answers in their reading. When I reminded students of this, they found the answers a lot easier by highlighting, underlining, and circling key words. Also, the teacher really liked my lesson, as did the graduate student. The graduate student teacher asked me to get a copy of my power points because she liked them so much and felt she could use them. That made me excited because that meant that they must have been of teacher quality work. Overall the lesson went well. The students seemed engaged and I felt comfortable teaching the material. The teacher gave me a lot of good feedback and I know what I can improve upon in the future. This has been a great experience.
