PCE task 1 direct lesson plan (1)
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Western Governors University *
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English
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Jan 9, 2024
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docx
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Uploaded by MasterPigeon1505
Direct Instruction Lesson Plan Template
General Information Lesson Title: Short Constructed Response: Plat – Conflict 1 hour 30 minutes)
Subject(s): ELA
Grade/Level/Setting: 4
th
grade, 21 students, 3 Dyslexia, 2 BIP, 1 Memory & Processing struggles Students’ desks are arranged in groups of 2
Prerequisite Skills/Prior Knowledge:
Students need to have a strong grasp of the details: setting, character, plot and be familiar with R.A.C.E. strategy from 3
rd
grade
Standards and Objectives State/National Academic Standard(s): TEKS: 4.7B: The student is expected to
write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources
.
4.7C: The student is expected to
use text evidence to support an appropriate response
.
Learning Objective(s): Given an exit ticket on Short-Constructive Response students will answer 2/2 questions correctly.
Materials Technology
Teacher:
SCR graphic organizer
SCR anchor chart
Smartboard
Reading journal
“Superficial” passage
Highlighter
Pen
Glue stick
Students:
Reading journals
Writing folder
Pencil
Glue stick
SCR graphic organizer
“Superficial” passage
Exit ticket
Teacher will use Smartboard
Teacher will use document camera
Language Demands
Language Function(s):
Students will answer question in the form of a complete sentence. Students are expected to use appropriate punctuation within their sentence. Students are expected to use appropriate conjunctions within their sentence. Vocabulary:
Short Constructed Response: Is an answer given to a question by doing 1. Answering the question and 2. Giving text
evidence that supports the answer
Discourse and/or Syntax:
For discourse, I would use a variety of teaching methods and strategies such as lectures, demonstrations, discussions, collaborative activities, and independent activities to prove an engaging learning experience. A formative assessment would be used by asking questions and providing feedback. I would adjust or reteach lessons accordingly. An exit ticket will be given at the end of the lesson. Students are expected to get at least 2/2 (100% accuracy) correct responses for competency.
Planned Language Supports:
Time is spent in whole group reflecting to the conflict in previous passage/story “Fireflies”. Time is spent in whole group on what a Short-Constructed Response is and how to write a SCR. Time is spend in whole group discussing the conflict of the passage/story “Superficial”
Definitions of key terms and vocabulary are written on the board. Instructional Strategies and Learning Tasks
Anticipatory Set:
Activity Description/Teacher
Student Actions
Connect with the students by saying: “Tomorrow we will
take another SCA (Short Cycle Assessment). So far, our SCA only had questions that we could circle our answers
to. Sometimes on SCAs (and on the STAAR test we will take at the end of the year) we will have questions that ask us to write our answers. Over the next few days, we are going to work on how to write answers to those kinds
of questions”
Display and create Short-Constructed Response anchor chart. Students will appropriately participate and respond. Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher
Student Actions
Say: “Today I’m going to teach you how to write an answer to a question by: 1.
Answering the question
2.
Giving Text evidence for your answer”
Say: The teacher will model and say “SCR stands for Short Constructed response. Those are just fancy words to say these are questions that we will need to write a short answer to. There are two parts to what we will need
to write for SCR questions: 1) Answer the question and 2) Give text evidence for the answer” Say: Let me know you how this works (write the question for students to see.) Here is my SCR question: What is the conflict in F
ireflies!? Use text evidence to support your response.
Students will appropriately participate and respond
Say: Ok, I can see I need to determine the conflict, or problem, in the story. Let me go back and find my evidence in the book. I’m going to look for the part where the boy is upset about the fireflies to make sure I remember correctly.”
Model rereading the part of “
Fireflies!
when the fireflies are falling to the bottom of the jar and not blinking much.
Say: “In these pages, the conflict is that the fireflies are dying in the jar.”
Say: “Now that I’ve figured out the conflict I’m going to think back about the question: What is the conflict in Fireflies!? Use text evidence to support your response.” Say: “To answer this question, all I need to do is… (reference your SCR Anchor Chart)
1)
Answer the question
2)
Give text evidence for the answer.”
Say: “Here’s my answer to the question: The conflict is that the fireflies are dying in the jar.” (Write this for students to see on the anchor chart in the “Answer the question” box.)
Model finding the text evidence for students and say: “Now I need the text evidence that shows the fireflies are
dying. Ok, I’m going to reread to see where the text evidence is…here we go! ‘The fireflies beat their wings against the glass and fell to the bottom and lay there.’”
Write this sentence on the graphic organizer in the text evidence section: “The fireflies beat their wings against the glass and fell to the bottom and lay there. Reread the question: What is the conflict in Fireflies!
? Use text evidence to support your response
Write this complete SCR underneath the graphic organizer, showing the students how to use the sentence starters for their text evidence. “The conflict is that the fireflies are dying in the jar. The text says, “The fireflies beat their wings against the glass and fell to the bottom and lay there.”
Say: “I answered the SCR question and gave text evidence. That’s all I need to do.”
Guided Practice:
Activity Description/Teacher
Student Actions
For this activity the teacher guides the class to do the work individually. Pass out an anchor chart to each student.
Pass out the “Superficial” passage The teacher will read “Superficial” out loud to the class
Students are expected to work individually
Students are expected to listen and respond appropriately as
the teacher reds the “Superficial” passage
Students will write the SCR question on their SCR graphic
organizer
Students will think about what is needed to answer the
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