Pathwise lesson plan adapted from ETS, Educational Testing Service Instruction and Reflection Profile .
FOR EDA/EDE/EDM 300; EDE 379, 380; EDM 350/352/354/356; EDA 301, 302, 303, 304; EDS 303; ALL
STUDENT TEACHERS
Instructional plan:
Goal: (Broad, long-term student learning outcome) (Ask your cooperating teacher why s/he has asked you to address this objective.)
The objective of this lesson is for the students to acquire vocabulary and comprehension of the story using the features of rhyme and context clues.
To which Ohio Academic Content Standard/s is this objective linked? National Standards? Indicate source, e.g.,
NCTM/NSTA/NCSS/IRA/NCTE, and write out the standard/s.
OH
Grade 4.
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies.
A.
Determine a purpose for reading and use a range of reading comprehension strategies to better understand text.
C. Make meaning through asking and responding to a variety of questions related to text.
Acquisition of Vocabulary.
F. Use multiple resources to enhance vocabulary comprehension.
Grade 5.
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies.
A.
Determine a purpose for reading and use a range of reading comprehension strategies to better understand text.
C. Make meaning through asking and responding to a variety of questions related to text.
Acquisition of Vocabulary.
F. Use multiple resources to enhance vocabulary comprehension.
Behavioral objective/s (observable and measurable) for: (For EDL 210, include behavior, conditions, and level of performance):

Students not yet meeting grade-level expectations will: achieve 70-79% mastery on the activity worksheet assessment in order to have achieved mastery. Students achieving 69% or less will require revisiting the activity with teacher modeling and guidance.

Students meeting grade-level expectations will: achieve 80% or better on the activity worksheet assessment in order to have achieved mastery.

Students working beyond grade-level expectations will: achieve 90% or better on the activity worksheet assessment and achieve 80% or better in the extension activity (locate additional words).

Why have you chosen to teach these objectives now? (Ask your cooperating teacher why s/he has asked you to address this objective.)
The Ohio Content Standards address learning vocabulary and comprehension skills as reading goals for 4 th and 5 th grade students.
Student grouping :
How will you group the students for instruction?
Whole group for reading of story.
Small groups 2-4 for collaborative work.
Why is this method of grouping more effective for student learning than another type of grouping for this lesson?
Whole group instruction is ideal for direct instruction as it provides all students with necessary information for the lesson in a timely manner and for students to listen to articulation and story expression to obtain meaning.
Small cooperative groups provide students to develop the skill of team work and learn from their peers, as well as providing more support through group work versus independent practice.
Methods: What teaching method(s) will you use for this lesson? (Direct Instruction OR Guided Discovery,
Experimentation, etc: Indirect Instruction)
Direct instruction for reading of story, guided discovery for cooperative activity.
Why is this method most effective for student learning?
Direct instruction of story is most conducive to available timeframe for this lesson. DI provides students with the information from the story.
Guided discovery provides guided instruction on how to determine the rhyming words, access known and new vocabulary and comprehension, with students more active in their learning.
Materials: What materials will you use and how will you use them?
Material
Book – Skippy Jon Jones
Purpose
Reading of the story. Provide information of the story to the students.
Additional copies of Skippy Jon Jones 1 copy for each student collaborative group for activity.
1 set for each student collaborative group for activity Skippyjon Jones Rhyming Vocabulary Words Activity card sets
Skippyjon Jones Rhyming Vocabulary Words Activity worksheet
Pencils
1 data collection worksheet per student for activity
Students use to write on activity worksheet

A.
Identify the learning steps of this lesson.
B.
Code each step using one or more of the following codes: (II) Instructional Input (M) Modeling
(GP) Guided Practice (CU) Checking for Understanding (IP) Independent Practice
C.
Identify and name at the end of the Description of Step the intelligence and/or critical thinking level for a minimum of three steps.
D.
Provide time needed for each step.
Code
Gain Attention
Step
Number
1
Description of Step Time
Needed
2 minutes
Review
Previous
Learning
2
3
(II) Show the students the front cover of the book and do a brief picture walk. Skippy Jon
Jones is an engaging picture book about an imaginative Siamese kitten that wants to be a
Mexican Chihuahua. During solitary play in his closet, Skippy Jon Jones crosses the border into Mexico and in his adventures, encounters banditos he must defeat.
(II) Discuss the concept of vocabulary words, how they sound, what they mean.
(GP), (CU) Ask students to listen to the cadence or rhythm of the words in the story as the story is read. Read the poster excerpt,
After he put on his mask and sword and climbed onto his mouse, Skippyjon Jones began to sing in a muy, muy soft voice:
“My name is Skippito Friskito, (clap-clap)
I fear not a single bandito, (clap-clap)
My manners are mellow,
I’m sweet like the Jell-O,
I get the job done, yes indeed-o. ” (clap-clap)
(GP), (CU) Ask the students if they can determine rhyming words. Ask the students what they think “muy muy” means.
The story is read in character, using Spanish language inflections to motivate the students.
5 minutes
Part of 1
Motivation
Statement of
Objective to
Students
4
5
The objective of our lesson is to learn new vocabulary and build comprehension skills in
Skippy Jon Jones using the features of rhyming and context clues.
The student will . . . listen to the reading of the story.
1 minute
10 minutes
7
8
6 The student will. . . work in a group in a Skippyjon Jones Rhyming Vocabulary Words
Activity. Each group will have a set of cards with rhyming words that are to be matched (18 pairs), then written on a data collection worksheet.
The student will. . . as an extension activity for students who finish early, write down additional words from the book.
20 minutes
5 minutes
TSW. . .
9 TSW. . .

Closure: How will you bring closure to your lesson? Refer to the statement of your objective when bringing closure to your lesson.
Review the rhyming words in Skippy Jon Jones . Today while reading Skippy Jon Jones , we learned new vocabulary. What are some of the new words we learned? Fiesta, siesta (can we tell from the context clues in the story what these words mean?). holy, guacamole, frijoles.
Provision for exceptionality: What accommodations will you make for students with special needs (learning disabilities, autism, physical needs, academic talent, behavior needs)? (Look at each step of your plan, and ask yourself what students might need to accomplish the step.) How do these accommodations allow you to differentiate instruction?
Low – pair students with stronger student in group.
High – provide a “If you finish early” activity (on worksheet).
Assessment:
What was your objective (address for each differentiation)? (This is what you are assessing.)
The mid level objective is for students to determine the matching rhyming vocabulary words. The assessment is the worksheet.
The low level objective is for students to determine the matching rhyming vocabulary words. The assessment is the worksheet.
The high level objective is for students to complete the mid level objective plus the extension activity of on the worksheet of locating additional vocabulary words. The assessment is the worksheet.
How will you determine the extent to which each student met the objective? Include a blank copy of the assessment tool and completed work samples of one student who is not yet meeting grade-level expectations, one who is meeting grade-level expectations, and one who is working beyond grade-level expectations. (During field experience, discuss with cooperating teacher options beyond worksheets whenever possible.)
If the student met the objective, they will have scored an 80% or better to have achieved mastery of the vocabulary identification.

Self-evaluation:
Analyze your lesson in light of Pathwise©
(please use specific examples)
Domain A: Organizing Content Knowledge for Student Learning
1.
Becoming familiar with relevant . . . Ohio content standards for 4 th and 5 th grade.
2.
Articulating clear learning goals . . . stating objective at onset of lesson.
3.
Demonstrating an understanding of the connection . . . connecting state standards of language arts and making it relevant to students
4.
Creating or selecting teaching methods . . . multimodal learning to address all learners – visual, kinesthetic, auditory, tactile.
5.
Creating or selecting evaluation strategies . . . evaluate student product for accuracy and completion.
Domain B: Creating an Environment for Student Learning
1.
Creating a climate . . . lesson is organized and well thought out. Poster and book: Skippy Jon Jones.
2.
Establishing and maintaining rapport . . . friendly, explanatory, guided teaching.
3.
Communicating challenging learning expectations . . . state objective.
4.
Establishing and maintaining consistent standards. . . objectives and expectations are clear and consistent.
5.
Making the physical environment . . . use visuals and manipulatives to engage students.
Domain C: Teaching for Student Learning
1.
Making learning goals and instructional procedures clear. . . objective and learning expectations are stated.
2.
Making content comprehensible . . . explain what students are expected to do, offer alternatives for students with exceptionalities, re-teach if needed.
3.
Encouraging students to extend . . . offer extended learning opportunity.
4.
Monitoring students’ understanding of content. . . continually check for understanding during instruction, while students work.
5.
Using instructional time . . . time and materials are organized, learning steps planned.
Domain D: Teacher Professionalism
1.
Reflecting on the extent . . . lesson reviewed for standards, thoroughness.
2.
Demonstrating a sense of efficacy . . . showing fairness to all students.
3.
Building professional relationships . . . communication with professors and cooperating teacher.
4.
Communicating with parents . . . through weekly newsletter to relay student learning and provide followup activities: http://www.rocketlaunchers.org/ls/games/skippyjon.html
, sending home activity results.