Lesson Reflection write a reflection on your completed lesson. Your reflection must be 200 500 words and should include the following:  A summary of your performance  Comm

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LESSON PLAN TEMPLATE

DAILY LESSON PLAN TEMPLATE PRELIMINARY INFORMATION

Candidate Name: Click or tap here to enter text.

Grade Level: 2

Candidate’s Endorsement: Click or tap here to enter text.

Central Focus: Reading simple stories

Subject: English Learning Segment Theme: the lesson will be on reading comprehension

Where in the learning segment does this lesson occur? ☒Beginning ☐Middle ☐End

Lesson Structure or Grouping: ☒Whole Class ☐Small Group ☐1:1 Other (specify): Click or tap here to enter text.

STUDENT ASSETS (KNOWLEDGE OF STUDENTS) Complete this section if you are in a practicum setting. If you are not in a practicum setting,

please list N/A. Personal (Interests, family backgrounds, experiences, etc.)

My students come from different background although many of them have the necessary knowledge about the basics of reading. They are aged between 7 and 8 years.

Cultural (Traditions, dialects, worldview, literature, arts, etc.)

Majority of my students come from monolingual English speaking family backgrounds although some of them are English Language Learners.

Community (Landmarks, community events, etc.)

My students come from diverse communities with some of them from urban areas and others urban areas.

Developmental (Cognitive, physical, social, and emotional)

The students in my class belong to different levels of development as some of them have the capacity to read and understand complex stories and others are just beginning.

CONTENT STANDARDS State Standards According to Virginia Standard of Learning, Reading 2.8. the

student will: a) “Make and confirm predictions. b) Relate previous experiences to the main idea. c) Ask and answer questions about what is read. d) Locate information to answer questions. e) Describe characters, setting, and important events in fiction and poetry. f) Identify the problem and solution. g) Identify the main idea. h) Summarize stories and events with beginning, middle, and end in the correct sequence. i) Draw conclusions based on the text. j) Read and reread familiar stories, poems, and passages with

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fluency, accuracy, and meaningful expression”. https://www.doe.virginia.gov/teaching-learning-assessment/k-12- standards-instruction/english-reading-literacy/standards-of- learning.

National Standards NCTE Reading and Writing for Grade 2  “Teachers design, assign, observe, collaborate in, and

interpret the work of students in their classrooms.” https://ncte.org/resources/standards/standards-for-the-assessment- of-reading-and-writing-revised-edition-2009/#Standard2

InTASC Standards Standard #1- “The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.”

Standard #2- “The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.”

Standard #4- “The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of content.”

Standard #6- “The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.”

Standard #8- “The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.” https://www.bsu.edu/academics/collegesanddepartments/teachers- college/faculty-staff/intasc-standards#accordion_standards

LEARNING OBJECTIVE(S) These must be behavioral and measurable.

Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion.

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the primary objective for my students is to enable them improve their reading skills and understand the simple stories. This objective aligns with Virginia common core state standards for reading.

BEGINNING: LAUNCH/HOOK/ANTICIPATORY SET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other

techniques will you use to engage students? I will start the lesson by asking the student if they have ever heard the story of “The Hair and the Tortoise.” I will them give a brief overview of what the story is about and proceed to inform them that we will be reading a similar story.

MIDDLE: INSTRUCTIONAL STRATEGIES TO FACILITATE STUDENT LEARNING For example: How will you engage students with ideas/texts to develop understanding? What

questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands?

Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers.

Instruction/Modeling I will start by modelling to them how to read the story by reading it aloud, pinpointing the words as I read and then ask them to read the story alongside me.

Guided Practice After reading the story together, I will pose questions on what we have read and then ask them to retell the story in their own words.

Independent Practice For this practice, I will direct the students in reading the story again on their own and respond to the questions about it.

END: CLOSURE How will you end the lesson in a way that promotes student learning and retention?

Towards the end of the lesson, I will ask the learners to each tell me what they have learned in their own words and enquire if they loved the story or not.

EVIDENCE AND ASSESSMENT OF STUDENT LEARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student

learning? Diagnostic/Pre- assessment(s) (could be prior to the lesson)

Prior to the lesson, the students will be provided with aa short quiz which will act as measurement to determine their prior knowledge of the lesson materials.

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Formative Assessments/ Feedback to Learners (part of the activities in the lesson)

During the lesson, I will assign my students formative assessments through tasks and questions. I will also provide them with feedback to their questions and answers (Orlich et al., 2012)

Summative Assessment (matches the objective)

I will provide the students with short quiz towards the end of the lesson which will act as the summative assessment.

ACADEMIC LANGUAGE DEMANDS Language Demand(s) The language demands of this lesson is to ensure that the students

will be in a position to read and understand simple comprehensions.

Language Support(s) The supporting framework for this lesson will be in the form of using simple phrases and words and also using pictures and illustrations.

Essential Vocabulary The important vocabulary for the lesson comprises of different phrases and words such as “character,” “story,” “Plot,” and “setting.”

LU SOE-SPECIFIC LESSON REQUIREMENTS Character Education The aim of the lesson is to enhance cooperation and the students

will be assigned groups where they will be tasked with the role of retelling the story.

Materials The different materials that will be incorporated during this lesson include markers, whiteboard, and a class set of the different worksheets.

Technology Connection The students will be using technological whiteboard when reading the story which will act as our technology connection.

CONSIDER THE FOLLOWING QUESTION FOR THE NEXT SECTION OF THIS FORM: How will you support students to meet your goals? EXPLICITLY describe what you will do!

List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus).

Planned Supports The planned support for this lesson will include using pictures and demonstrations. It will also involve the use of basic words and phrases which will help the students to understand the story thoroughly such that they can retell it on their own.

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SUPPORTS: DIFFERENTIATION/EXTENSION How will you provide successful access to the key concepts to all the students at their ability

levels? Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.)

The different forms of accommodation that will be implemented during the lesson include the use of basic words and phrases and use of pictures and demonstrations to ensure that the student understand the story and can narrate it using their own words.

ELL For this group of learners, the accommodation will involve the use of basic words and phrases and use of pictures and demonstrations. This helps the students to understand the story thoroughly such that they can retell it on their own.

Learning Styles/Student Engagement

The lesson comprises of a wide variety of engaging activities including reading the particular story aloud, retelling the story using their own words, and responding to the questions regarding the story (Orlich et al., 2012). These forms of interactive activities will play an integral role in enabling the student to engage with class materials and retell the story independently.

Extension For the students displaying the ability to thoroughly understand the materials, the extension activities will involve introducing them to more complex stories and providing responses on the questions that I will ask at the end of the lesson.

REFERENCES: RESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs

or other references. https://ncte.org/resources/standards/standards-for-the-assessment-of-reading-and-writing- revised-edition-2009/#Standard2.

https://www.bsu.edu/academics/collegesanddepartments/teachers-college/faculty-staff/intasc- standards#accordion_standards

https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards- instruction/english-reading-literacy/standards-of-learning

REFERENCES: RESEARCH TO SUPPORT INSTRUCTIONAL DESIGN Cite all research used to support instructional design, including URLs or other references.

Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2012). Teaching strategies: A guide to effective instruction. Cengage Learning.