Instruction/Classroom Management

STEP Standard 7 – Reflecting on Instruction to Improve Student Progress

Improved Practice Based on the Unit of Study

Based on the experience of developing and delivering your instructional unit, list three short-term goals to improve specific areas of your teaching practice based on the unit of instruction and describe your plan to reach each short-term goal.

 

 

Short-Term Goal

Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.)

  • Connect content to real-life

To reach this goal I will research on the internet how and why base ten is necessary. I will also ask veteran teachers what strategies they use or have used in the past to get students engaged, and to make content relevant. I will also use knowledge of students’ likes to incorporate into the learning. For example: using popular cartoon characters in word problems.

I will tell students that base ten is needed when you learn about money. Money helps us buy things so it is important to know how many ones, tens, and hundreds there are.  

 

  • Learn how to provide better closure to lessons.

My plan to reach this goal is to take professional development classes that highlight this area. I will also research online on sights such as Edutopia that feature articles about powerful closure activities.

When re-teaching the lesson I will have students participate in a fast round where I present a problem, they discuss it with a partner; then I use equity sticks to call on them for the answers. After a few rounds students will use post-it notes to write how they felt bout the day’s lesson. They will either respond with: 1) Got it; 2) More practice, please or; 3) I Need Some Help!

 

  • Provide more praise to students for their efforts and correct answers.

 

To achieve this goal I will talk with colleagues about various ways to give students praise; as well as observe a veteran teacher. I will also ask students what their preferred method of praise is.

During the lesson I will use several accolades to praise students. When students are called on the class will give them an encouragement cheer: “go-go, g-o-g-o, come on Hawks let’s go!” 

If students try but do not get the correct answer they can have a buddy help them a nd they will both get a praise.

 

 

 

 

Long-Term Goals:  Teachers who are dedicated to their profession and to improving the lives of students will continually look for ways to grow and learn. The best way to ensure that learning is prioritized is to create a long-term goal. Create one long term goal that is specific and measurable.  Make sure to discuss the following:

Long-Term Goal:  Avoid teacher burn-out

Rationale: Why did you choose this goal? How do you expect it to improve the outcomes of your future students?

According to Will (2015), “44% of new teachers leave teaching within the first five years”. I chose this goal because I do not want to be included in that 44%. This will improve the outcome of my future students because they will have a teacher who cares and is doing her best to deliver a positive and effective education to them. I will improve this by asking veteran teachers for advice; letting administration know when I need more support; and daily prayer. God is my refuge and strength. He will see me through every hardship.

End Date: By when do you expect to accomplish this goal?

This goal ongoing, but I expect to accomplish it by 1/2026.

Action Timeline: What steps will you take to complete this goal, and by when will you take them? Example: 

1/31/18: Join AACTE

Daily: Prayer and self-encouragement. Support from family.

5/2021: Join an online community of teachers for support.

Monthly/ as needed: Maintain contact with my mentors.

1/2021: Use the resources available to me through the government.

8/2020Cultivate relationships with colleagues.

Resources: What resources are available to assist you in accomplishing your goal?

Prayers of family and friends.

Professional development classes.

Volunteers and helping parents.

New teacher scholarships

Online teacher platforms

Grand Canyon University

 

Reference

 

Will, M. (2015). 5 things to know about today’s teaching force. Retrieved from.

 

https://blogs.edweek.org/edweek/teacherbeat/2018/10/today_teaching_force_richard_ingersoll.html

 

 

 

 

5Ws Lesson Plan

 

GCU College of Education

LESSON PLAN TEMPLATE

03/2014

Teacher Candidate:

Grade Level:

Date:

Unit/Subject:

Instructional Plan Title

LaQuinthia Miller

1st

 

Reading/ Language Arts

Reading comprehension by answering the 5Ws of a story (Who, what, where, when, why?)

I.  Planning

Lesson summary and focus:

In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching.   

Students will listen to and read a story/folktale (Goldilocks and the Three Bears). Students will demonstrate understanding and comprehension by answering the 5Ws (who, what, where, when, and why?) of the story.

Classroom and student factors:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact of those factors on planning, teaching and assessing students to facilitate learning for all students.

Classroom consists of 24 students; 12 girls and 10 boys. 10 students are ELLs. 2 students have a IEPs

 

 

National / State Learning Standards:

Identify the relevant grade level standard(s), including the strand, cluster, and standard(s) by number and its text.

CCSS.ELA-Literacy.RL.1.1
Ask and answer questions about key details in a text” (Common Core State Standards Initiative, 2020).

CCSS.ELA-Literacy.SL.1.1.c
Ask questions to clear up any confusion about the topics and texts under discussion” (Common Core State Standards Initiative, 2020).

CCSS.ELA-Literacy.SL.1.6
Produce complete sentences when appropriate to task and situation” (Common Core State Standards Initiative, 2020).

Specific learning target(s) / objectives:

Specify exactly what the students will be able to do after the standards-based lesson.

By the end of this lesson students will be able to answer the 5W questions relating to the story Goldilocks and the Three Bears. Students will use complete sentences when answering.

 

Teaching notes:

Clarify where this lesson falls within a unit of study.

Students have been focusing on main idea and

key details within a story. Answering the 5Ws

will help them identify important elements in a

story including: characters, setting,

purpose, and time frames.

Agenda:

Identify the (1) opening of the lesson; (2) learning and teaching activities; and (3) closure that you can post

as an agenda for the students that includes the approximate time for each segment.

  1. I will open the lesson by giving students a scenario: pretend there is a new movie out that you want to see that your friend has already seen. How do you find out if it is a good movie? I’ll explain that every story answers 5 basic questions: who, what, where, when, and why. Later we will add two others but we will for focus on these for now.

 

  1. After students watch an informational video they will tell their partner what the 5w questions are. They will also discuss examples of each Wh word. For example: who can be a person, animal, monster, robot, etc. When can be yesterday, tomorrow, in the morning, etc. I will read a short folktale: The Lion and the Mouse. Afterwards, I will demonstrate how I identify the: who, what, where, when, and why. Next, we will read the story of Goldilocks and the Three Bears. During reading I will ask students questions that will help them answer the 5Ws. Students will then reread the story with their partner and ask them the provided questions. After the story we will complete a 5Ws graphic organizer.

 

  1. I will close the lesson I will have students talk with their partner about the 5Ws of their favorite story or movie.

 

Formative assessment:

Identify the process and how you will measure the progress toward mastery of learning target(s).

As the story is read to them I will pause to ask the 5Ws. Students will answer who, what, etc. regarding the story in complete sentences. As students share with a partner I will walk around listening to responses.

Academic Language:

Key vocabulary:

Include the content-specific terms you need to teach and how you will teach students that vocabulary in the lesson.

 

Babbling

Brook

Comprehension

Goldilocks

Huge

Porridge

Woods

Tumble

 

Function:

Clarify the purpose the language is intended to achieve within each subject area.  Functions often consist of the verbs found in the standards and learning goal statements. How will your students demonstrate their understanding?

The purpose of language is to increase each student’s responsibility for their learning. Vocabulary comprehension allows for better understanding of the story. Students should know that good readers can tell who, what, when, where, and why of a story.

Form:

Describe the structures or ways of organizing language to serve a particular function within each subject area.  What kinds of structures will you implement so that your students might demonstrate their depth of understanding?

 

 Use of complete sentences will be required during answering. I will exemplify during instruction and assist those that need more guidance.

 

 

 

 

Instructional Materials, Equipment and Technology:

List ALL materials, equipment and technology the teacher and students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION.

Computer

YouTube: https://www.youtube.com/watch?v=S7m9D34w5P8&list=LLUesbcN9D5_DR34Url_mkDw&index=3&t=0s

Audio book:

https://www.starfall.com/h/talking-library/goldilocks/?sn=talking-library

5 Ws Graphic Organizer

Markers

Pencils

Crayons

Whiteboards

Chromebooks

Headphones

Equity Sticks

Grouping:

Identify grouping strategies that will support your students’ learning needs.

 

For this lesson students will be grouped homogenously; they will be with a partner from the same reading level. Students will be able to complete tasks at a similar pace and be accountable for completing their own assignment.

         

 

II. Instruction

A.  Opening

Prior knowledge connection:

Identify how this lesson connects to previous lessons / learning (prior knowledge of students) and students’ lives.

Students have been focusing on main idea and key details. They learned that main idea can be summarized as what the story is mostly about. Understanding the 5Ws will expand their knowledge of texts by identifying actions of characters; why they do/don’t something; and where and when things take place. Students are exposed to different time periods and learn that things can take place in the past, present, or future. Settings can change, be real or fictional.

Anticipatory set:

Identify how this lesson is meaningful to the students and connects to their lives.

Understanding the 5Ws will help students understand texts as they read them. They will be able to answer comprehension questions on exams. In everyday life students will engage in conversations that involve story telling. They will do well to understand and identify the 5ws for retelling and recall.

B.  Learning and Teaching Activities (Teaching and Guided Practice):

I Do

Students Do

Differentiation

Your “I Do” instructional procedures should  include:

The teaching strategy you will use to teach each step that includes modeling and formative assessment;

transition statements you will make throughout your lesson and essential questions you will ask; and  academic language of vocabulary, function, and form.

Script detailed, step-by-step instructions on how you will implement the instructional plan.

Use a numbered list of each step;

bold every example of modeling;

italicize every formative assessment.

 

  1. “Hello Serrano Hawks! It’s such a nice day. Today we are going to work on our comprehension skills. Comprehension means understanding. We are going to read a folktale and use special questions to help us comprehend or understand what is going on”.
  2. “Before we get started I want you to pretend there is a new movie out that you want to see that your friend has already seen. How do you find out if it is a good movie?
  3. “Right, you have to ask questions. Can someone give me an example? Yes. What happened in the movie? Where did it take place? Well every story answers at least 5 basic questions: who, what, where, when, and why.
  4. “Your Objective today is: to understand stories better by knowing who, what, where, when, and why. We will listen to a folktale and try to answer the 5Ws. Before we get started let’s watch a video to get a better understanding about the 5Ws who, what, where, when, and why”.

(teacher plays YouTube video:  https://www.youtube.com/watch?v=S7m9D34w5P8&list=LLUesbcN9D5_DR34Url_mkDw&index=3&t=0s

  1. “That was such a nice video. Now turn to your partner and tell them what the 5Ws are.
  2. Okay boys and girls I am going to show you how fun and simple it is to answer the 5Ws. I have prepared a graphic organizer that I will complete after reading a short fable called The Lion and the Mouse”.
  3. Teacher puts on fable The Lion and the Mouse from YouTube: https://www.youtube.  com/watch?v=s6VAgv6Rz54

 

  1. ”That was a neat story. I like that the small mouse was able to repay the favor and set the lion free. Now it’s time for me to complete my diagram. “To help me gather my thoughts I will draw a picture for each answer.
  2. The who of this story is the lion and the other who is the mouse. They are the main characters (teacher draws a picture of a lion and a mouse).
  3. The what is that the lion did not eat the mouse. The where is the jungle. I know this because of the pictures, plus lions are the king of the jungle. (teacher draws a picture of a tree with grass and bushes).
  4.  The when is daytime because I know the lion is napping and the pictures show sunshine (teacher draws a picture of the sun).
  5. The why is the mouse saves the lion because the lion saved the mouse earlier” (teacher draws a picture of the mouse and lion smiling near a broken rope).
  6. Okay Class, now we are going to read Goldilocks and the Three Bears except this time you are going to help me complete the graphic organizer.
  7. Teacher plays the story and pauses periodically to ask guided questions. Who are the main characters in this fable so far? (Goldilocks, three bears).
  8. What is happening? (answers: a girl broke into some bears’ home and ate their food)
  9. Where is this story taking place? (answers: the bears’ house; a cottage; the woods).
  10. When is all this taking place? Is it in the morning? Is it in winter? How do we know?
  11. Why did Goldilocks go into the Bears’ home? Why were the Bears’ upset?
  12. Boys and girls you did a great job today. Turn to your partner and tell them what the 5Ws are and why they are important.

 

 

 

Your “Students Do” procedures should describe exactly what students will do during the lesson that corresponds to each step of the “I Do.”

 

Please use a corresponding numbered list

 

  1. Students are on the carpet with white boards and markers.
  2. Students respond to questions teacher presents.
  3. Students watch video about the 5Ws
  4. Students tell their partner what the 5Ws are. Their partner will help if they forget.
  5. Students listen and watch as teacher reads a short fable to demonstrate how to find 5Ws and fill in graphic organizer.  
  6. Students give answers to whom they think the who of Goldilocks and the Three Bears is. Students use white boards to write or draw answers.
  7. After reading the story a second time students help teacher fill in graphic organizer.
  8. After, students log into chromebooks to read and listen to The Three Little Pigs to complete a graphic organizer for summative assessment.
  9. Students give rationale to answers of when (they know it is not winter because there is no snow and goldilocks is not wearing a sweater. They know it is not nighttime because the bears made breakfast and went for a walk).
  10. Students meet the teacher back on the carpet for closure. Students think-pair-share objective and what the 5Ws are.

Describe methods of differentiation, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students.

 

Please use a corresponding numbered list

 

Also include extension activities: What will students who finish early do?

 

1) To accommodate ELLs the story may be listened to here: https://www.thespanishexperiment.com/stories/goldilocks

 

2) For advanced learners they will complete the graphic organizer, draw a picture for each section; on a separate sheet of paper they will identify the main idea and write three key details of the story.

 

3) Early finishers may use their chromebook and go to https://www.storylineonline.net/

And choose a story to listen to.

       

 

III. ASSESSMENT

Summative Assessment:

Include details of any summative assessment as applicable and attach a copy with an answer key.  Explain how the summative assessment measures the learning target(s)/objectives.  If you do not include a summative assessment, identify how you will measure students’ mastery of the learning target(s)/objectives.

The assessment will consist of a 5Ws graphic organizer that students will complete on the story The Three Little Pigs.

Differentiation:

Describe methods of differentiation for your summative assessment, including accommodation or differentiation strategies for academically, behaviorally and motivationally challenged students.

ELL and motivationally challenged students will listen to the story on StarFall again. When completing their graphic organizer they will draw the picture first and may write 1-2 word answers.

 

For advanced learners they will complete the graphic organizer, draw a picture for each section; on a separate sheet of paper they will identify the main idea and write three key details of the story.

 

Early finishers may use their chromebook and go to https://www.storylineonline.net/

And choose a story to listen to.

Closure:  

 

Explain how students will share what they have learned in the lesson. Identify questions that you can ask students to begin the closure conversation.  Identify how students will confirm transfer of the learning target(s)/ objectives to application outside the classroom.

To close the lesson students will pair/share and tell their partner the lesson’s objective and why knowing the who, what, where, when, and why of a story is important.

Homework:

Clearly identify any homework tasks as appropriate.  Elaborate whether the homework is drill- or skill-practice-based and explain how the homework assignment supports the learning targets / objectives.  Attach any copies of homework.

Homework will be practice-based. Students will retell the story of Goldilocks and the Three Bears to a friend or family member and ask the person the 5Ws. If their listener forgets they should help them out. Students who complete this task will be allowed to share their experience the following day.

 

 

 

 

Reference

 

Common Core State Standards Initiative. (2020). Preparing America’s students for

 

            college and career. Retrieved from.

 

            http://www.corestandards.org/