Week 10 Assignment #4: Recapturing a Lesson

Candidate’s Name: Sarah Kovalenko

Grade Level: 5

Title of the lesson: Analyzing Texts: Putting Thoughts on Paper

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: ●     what do you want your students to learn? ●     what are the important understandings and core concepts you want students to develop within the learning segment? Writing about a complex text. They already discussed the text, and now they are putting their thoughts on paper.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     What do students know, what can they do, what are they learning to do? ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? They read the text and discussed it. Now they are working independently to write down what they discussed. The class is diverse, and they each have different needs.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) ELa.W.5.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. ELA.W.5.9b Apply grade 5 reading standards to informational texts.

Support literacy development through language (academic language) ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Analyzing a text and writing down their thoughts.

Learning objectives Sample: 1.     Students will analyze a text. 2.     Students will determine the main idea of a text. 3.     Students will answer questions about the text and cite evidence to support their answers.

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●     Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Formal: Assess the writings Informal: Teacher checks for understanding while students are working in groups.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Students gather into groups to discuss the text. Then, teacher explains how to write about their thoughts and puts the question on the board. Students work individually to answer the questions. For ELLs, the teacher works with them in small groups.

Instructional resources and materials used to engage students in learning. Text

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? Yes, the teacher provides assistance for ELLs. ●     What changes would you make to support better student learning of the central focus? I would model more good writing first. ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. The more the teacher models good writing, the better the students will be at independent writing.