Revised 9-1-12

Common Core Aligned Lesson Plan Template All McNeese pre-service teachers (student teachers & interns) need to provide detailed information about the content and procedures used to teach a single lesson. All areas are addressed as part of planning and preparing for teaching.

Contact Information: Stephanie Thevis Lesson taught at: Bell City High School [email protected] Lesson taught on: January 23, 2014 Title: Adelina’s Whales Primary Subject Area and Grade Level: Reading Fourth Grade Overview: The great migration of the Pacific Grey Whales lead right to the bayside home of ten year old Adelina Mayoral. Her remote village attracts scientists; celebrities and tourists who come to see the whales and sometimes even touch them. In the shallow waters of Mexico’s Laguna San Ignacio some of the 40-ton animals actually come so close to the small whale watching boats that visitors can actually stroke their rubbery skin and scratchy barnacles. This is one of the few places on earth where wild animals approach humans for contact. The story of Adelina’s Whales shares the ocean world of these marine mammals and the Mexican families that host them every year. Approximate Duration: One sixty minute class period Class Information: Mrs. Leonards’ fourth grade class contains twenty-three students. Four of the students require assistance with their school work. Common Core Learning Standard(s) Addressed: Instructional Information on the Louisiana Framework may be obtained by following these steps: 1. http://www.doe.state.la.us 2. Curriculum/Standards tab 3. Grade Level Expectations or Common Core State Standards (GLEs or CCSS depending on level of state implementation)

-Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (Reading Standards for Literature K–5 1) -Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). (Reading Standards for Literature K–5 3) -Know and apply grade-level phonics and word analysis skills in decoding words. (FS.3) -Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (FS.3.a_ Interdisciplinary Connections: Science- Explain how animals meet their needs by using behaviors in response to information received from the environment. (4.L.12) Educational Technology Standards: http://www.louisianaschools.net/lde/uploads/13338.pdf The lesson plan is linked to the Louisiana K-12 Educational Technology Standard (1.A) Creativity and Innovation. -Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. -Illustrate and communicate original ideas and storied using electronic tools and media-rich resources. Outcomes/Objectives: Upon completion of this lesson, students will be able to properly make words using prefixes, identify prefixes and vocabulary, identify fact and opinion, and discuss and review the story. Technologies and Other Materials /Resources:

Revised 9-1-12

Each student will need their “Family Times” received earlier in the week. Each student will use their reading textbook. Each student will be given a “Meet the Robertsons-Si Robertson” worksheet. Each student will need a pencil, red pen, and highlighter. Each student will need their journal. Each student will need colors, markers, or colored pencils. Promethean Board CD Player Activities/Tasks (Lesson Procedure): Enter the lesson procedures using numbered bullets. The procedures should clearly describe the sequence of learning activities and should identify where and how all materials, technology tools and student-created technology products, and reproducible materials/handouts are utilized in the lesson. Be very precise when explaining the teacher and student tasks during the learning activities. Danielson, 1e,2c,3c,3b

Lesson Procedure: 1. Introduction/Gain Attention:  I will hold up the “peace sign”. This tells the students to stop, look, and listen because something important is going to follow. 2. Review Class Rules:  I will remind the students of the rules while working in small groups and relay expectations for the activity. 3. Outcomes/Relevance:  Upon completion of the lesson, students will understand the difference between fact and opinion.  Upon completion of the lesson, student will have read the story, “Adelina’s Whales”. 4. Motivating Instruction:  I will begin the lesson by introducing the Duck Dynasty “That’s a Fact, Jack! Poster”. 5. Content of the Lesson:  I will begin the lesson by reviewing the vocabulary words for the story.  We will then read and discuss the story, “Adelina’s Whales”.  After reading the story, we will review fact and opinion.  I will then pass out the “Meet the Robertsons” worksheet.  After passing out the worksheets, the students will be allowed to work with a partner to complete the worksheet.  The students will be given 10-15 minutes to complete the worksheet.  Once the allotted time is up, the students will be instructed to return to their seats. We will review and discuss the worksheet as a whole.  Once we have reviewed the worksheet, I will collect the papers to check at a later time. 6. Closure and Review  We will close the lesson by reviewing fact and opinion with details from the story.  Each student will write one fact about whales and one opinion about whales in their journal. They will also draw a picture to illustrate one of their statements.  I will end the lesson by having the students tell me a fact or an opinion about whales. 7. Higher Level Thinking Skills:  Upon completion of the activity, I will ask the students “What does Adelina mean when she says she knows that her hometown is a special place?” Relevance/Rationale: This lesson will serve as a review on fact and opinion for the students. The students will review the difference between a fact and an opinion, as well as the key words associated with each. Students will be assessed on this skill at the end of this unit.

Revised 9-1-12

Explorations and Extensions: Explorations: Students who wish to expand on their knowledge of fact and opinion can practice this skill while reading their AR books or during conversations with other classmates. Students will also use Microsoft Word to create a flyer or brochure about whales in Laguna San Ignacio. Early Finishers: Students who finish early can discuss fact and opinion with their partner. If they choose not to do this, they can read their AR book. Extensions: If necessary, I will work with students in small groups to re-teach the information so that students achieve the learning objectives. Assessment Criteria for Success: - While the students are working, I will circulate and observe their progress informally to assess their understanding of fact and opinion. - At the onset and conclusion of the lesson, I will also verbally question the students about the story, as well as fact and opinion. - I will end the lesson by having the students discuss different facts and opinions from the story. - The students will also submit their completed worksheet for assessment. - Upon completion of this unit, students will be formally assessed on their understanding of the story, as well as fact and opinion. Modifications/Accommodations and Access for All: - If his behavior is too distracting, S will be told to clip down. If the undesired behavior continues, S will be sent to the Assistant Principal’s office to calm down. - Students needing extra time to complete the assignment will be given that time. Reflections: Upon completion of the lesson, I will reflect upon my performance by asking myself the following questions: - Were the students fully engaged in the lesson? Is there anything I could have done to increase their participation or interest in the lesson? - Was my timing or pacing too fast? Was I too slow? Did the students have difficulty keeping up? Were there times where the students seemed bored? - Was the lesson successful in teaching the students the desired objectives? Did each of the students succeed in learning the objectives? - What can I do in the future to make sure that this lesson progresses smoothly and to help my students in reaching the learning objectives?