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We will be using a Smartboard to project the texts and complete the "I do" and "we do" sections of the lessons.

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Describe how you collected baseline data for this learning segment (unit)

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Describe how you collected baseline data for this learning segment (unit)

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I will start by asking students to guess what sensory details are at the end of the previous lesson during the closing. I will collect this at the end of that class.

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The question on the board will be “What is a sensory detail?” This will be an exit ticket for the previous lesson.

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Describe grouping decisions that were based on baseline data

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Describe grouping decisions that were based on baseline data

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Students will be surrounded by students that are further behind and further ahead of them. The student that is most behind or ahead will be sitting next to students that are in the middle of the class. This way students can help each other without behind too intimidated.

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Describe progress data that will be collected during this learning segment and how it will be used throughout the segment to make instructional decisions

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Describe progress data that will be collected during this learning segment and how it will be used throughout the segment to make instructional decisions

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I will be using a progress monitoring tracking chart throughout the lessons. I will also be asking students for their understanding while walking around the class during unguided practice. This will help me gauge how fast or how slow I should move through the lessons.

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This lesson will cover how to find and use sensory details and mood in a text. It will also cover how to use sensory details and mood in the student’s own writing.

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Describe how you decided to teach this content? How is this lesson targeting needs determined from baseline data, grade level standards, IEP goals/objectives

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Describe how you decided to teach this content? How is this lesson targeting needs determined from baseline data, grade level standards, IEP goals/objectives

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I used the teacher textbook and the IEP goals of my students to decide to teach this content. This content is targeting reading comprehension goals, and written expression goals. It is also targeting grad level standards 9.7.3.3, 9.5.4.4, and 9.4.4.4 which all have to do with analyzing text and writing using sensory details.

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Describe how you have sequenced the lessons in this learning segment (unit) to move the learner toward the learning goal

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Describe how you have sequenced the lessons in this learning segment (unit) to move the learner toward the learning goal

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I sequenced the lessons so that the first one will be the easiest and the last one will be the hardest. Each lesson will add another step from the previous lesson. In the first lesson, the students will only be asked to identify the sensory details in the text. In the second lesson, they will be asked to describe how those details influence the mood. In the third lesson, they will be asked to use sensory details and mood in their own writing.

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Describe how you considered the scope and sequence of the content in the curriculum and the development of the skill/strategy, vocabulary/concept, rule (SS/VC/R ) that you are teaching

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Describe how you considered the scope and sequence of the content in the curriculum and the development of the skill/strategy, vocabulary/concept, rule (SS/VC/R ) that you are teaching

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I decided to teach my lessons in this order because the first lesson is the easiest with just identifying sensory details. The second lesson is a little more difficult with discussing how those details influence the mood of the story. The third lesson is the most difficult when the students are asked to compose an essay using what they learned from the previous two lessons.

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Describe the evidence-based practices/programs/strategies used in this learning segment and why you think they are “a good match” for the learning segment or individual lessons

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Describe the evidence-based practices/programs/strategies used in this learning segment and why you think they are “a good match” for the learning segment or individual lessons

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I will be using the skill and strategy instructional routine throughout all my lessons. I think this instructional routine is a good match for all my lessons because it uses the “I do, we do, you do.” This model will be especially helpful for the students with IEP goals related to reading comprehension and written expression.

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English

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Descriptive essay

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Standards 9.7.3.3, 9.5.4.4, and 9.4.4.4 are all being targeted with this lesson.

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The IEP goals this lesson is targeting are written expression and pulling specific details out of a passage.

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In the learning strategies class the summative assessment is completing a list of a minimum of three ways the sensory details influence the mood of the story. In the co-taught class the summative assessment a one paragraph descriptive essay using a minimum of three sensory details.

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Measurable objectives in simple language

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Measurable objectives in simple language

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1. Given a passage in the textbook, students will be able to correctly identify a minimum of 4 out of 5 sensory details.

2. Given a passage from the textbook and the list the students compiled from the lesson one objective, students will be able to find a minimum of 3 ways the sensory details influence the mood of the story.

3. Given a choice of 3 prompts, students will be able to compose a one paragraph descriptive essay using a minimum of three sensory details.

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Describe your plans for assessment in simple language

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Describe your plans for assessment in simple language

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1. Highlight a minimum of 4 sensory details from the text.

2. Complete a list of 3 ways the sensory details influence the mood of the story.

3. One paragraph essay using a minimum of three sensory details.

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1. We will discuss what sensory details are and how to find them within a text.

2. We will find sensory details within a passage from the text and discuss how they influence the mood of the story.

3. The students will compose a one paragraph essay using a minimum of three sensory details to create a clear mood.

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Describe how each lesson aligns with the learning segment goal, and how the phases of your lessons are aligned with each other

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Describe how each lesson aligns with the learning segment goal, and how the phases of your lessons are aligned with each other

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Each lesson will work towards a critical skill the student will need in order to complete the learning segment goal. In order to write a descriptive essay using sensory details and mood, the students must know what those things are. We will cover that in lessons one and two. We will also cover how sensory details influence mood so they know how to use sensory details to convey a mood in their own writing. They will then compose a one paragraph essay utilizing the skills they learned and complete the lesson segment goal.

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Describe at least three engagement strategies you will use to be sure all learners will have adequate opportunities to respond (OTRs) during the lessons

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Describe at least three engagement strategies you will use to be sure all learners will have adequate opportunities to respond (OTRs) during the lessons

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The three engagement strategies I will use throughout my lessons are cloze reading, partner responses, and choral responses. I decided to use cloze reading because it is a good strategy to keep students engaged and active in the reading during the “we do” section of the lesson. I am going to use partner responses and choral responses during the “we do” section as well. Partner response is a good strategy to use during the first and second lesson because they can discuss and come up with an answer they are confident in before sharing it with the whole class. They will also be allowed to pass if they can not think of an answer. Choral responses is a good strategy to use in these lessons because I will be able to tell if the class as a whole understands what we are learning right away.

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Describe how you will connect new learning to previous learning in the lesson openings

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Describe how you will connect new learning to previous learning in the lesson openings

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In the openings of each lesson I will start by reviewing the previous lesson. This will allow students to look back on their notes and be prepared to add new information on top of what they already know. I will also tell them we will be using the skill and strategy instructional routine for the entire unit so they will be familiar with it each day.

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Describe the critical components of the description/demonstration/think-aloud in the lesson models. Be sure to include a plan for modeling the use of supports

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Describe the critical components of the description/demonstration/think-aloud in the lesson models. Be sure to include a plan for modeling the use of supports

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I will be using think-aloud during all three of my lessons. In the first lesson I will think-aloud how identify sensory details. In the second lesson I will think-aloud how I think the sensory details influenced the mood. In the third lesson, I will think-aloud one sensory detail in my own writing and how it influences the overall mood. The places I will use think-aloud will be written in my lesson plan so I can clearly follow it.

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Describe what teacher and learners will do during the guided practice portions of the lessons. Be sure to include a plan for guiding the use of supports

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Describe what teacher and learners will do during the guided practice portions of the lessons. Be sure to include a plan for guiding the use of supports

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The teachers will ask the students to come up with answers either using choral responses or partner responses. The teachers will give the students time to come up with their answers. If the students are talking with partners the teachers will walk around and listen to the conversations as well as help students who are struggling to find an answer. If the students are giving a choral response the teacher will make sure to give positive, corrective feedback if the answer they gave was wrong. The teachers will also make sure not to digress from the topic.

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Describe learning tasks and activities and how they add value that relates to the lesson objectives

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Describe learning tasks and activities and how they add value that relates to the lesson objectives

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The learning tasks and activities will be given at the end of each lesson. In the first lesson they will be asked to highlight the sensory details they find within the given passage. In the second lesson the students are asked to compose a list of ways the highlighted sensory details influence the mood. Finally, in the third lesson the students will be given three possible prompts and asked to compose a descriptive essay using at least three sensory details and a clear mood. They add value to the lesson objectives because they give the students a chance to practice the new skill before they are asked to complete a task they will be graded on.

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Describe how you planned for learners to have options for learning tasks/activities so strengthscould be leveraged and barriers could be avoided

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Describe how you planned for learners to have options for learning tasks/activities so strengthscould be leveraged and barriers could be avoided

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The students will have options in choosing the prompt they want to learn about in the third lesson. The prompts be about different subjects so each student can write about what they want.

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Describe how your plans for unguided practice in each lesson represents valid individual assessments

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Describe how your plans for unguided practice in each lesson represents valid individual assessments

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Each of the assessments I will ask the students to complete will be practicing exactly what we learned in the rest of the lesson. They will never be asked to complete an assessment that they were not taught how to do.

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Describe how you planned for learners to have options for assessments/demonstration of mastery so strengths could be leveraged and barriers could be avoided

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Describe how you planned for learners to have options for assessments/demonstration of mastery so strengths could be leveraged and barriers could be avoided

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They have the option to choose a prompt that is of most interest to them in the third lesson. The prompts will vary in subject so each student will be able to find one that peaks their interest.

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Describe procedures to evaluate mastery when learners have options for assessments

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Describe procedures to evaluate mastery when learners have options for assessments

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Every students will be provided with the same rubric. They will be assessed on if they used at least three sensory details and if those sensory details helped influence the mood of their essay.

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Describe how/when you will provide positive feedback throughout the lesson

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Describe how/when you will provide positive feedback throughout the lesson

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I will provide positive feedback during the review of the previous lesson, the “we do” and “you do” parts of the lesson, and at the closing of the lesson. The type of feedback I use will be based on if the student provided a correct or incorrect answer and a hesitant or quick answer. I will also always make sure the student provides the correct answer before moving on.

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Describe common errors anticipated for this lesson and how/where you will provide pre-corrections

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Describe common errors anticipated for this lesson and how/where you will provide pre-corrections

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Students need to be able to come up with their own examples of sensory details. A common error students might make is using the examples they had already read about. I will provide a pre-correction by briefly going over plagiarism and why it is wrong. I could also provide students with different sight words, sound words, noise words, feeling words, and taste words.

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Describe the error correction procedures (including follow-up practice) that you expect to use during these lessons. Include positive and corrective feedback

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Describe the error correction procedures (including follow-up practice) that you expect to use during these lessons. Include positive and corrective feedback

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I will tell the student that the they were right in identifying that the phrase is a sensory detail, but they need to come up with one on their own. I will use the list of sensory words and ask the student to pick one of the words and to try to come up with a way it could be used in their writing.

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Describe how you will review critical content in the lesson closings

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Describe how you will review critical content in the lesson closings

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I will review critical content in the lesson closing by asking a few simple questions. In the first lesson I will ask students what the five senses are and to give me two examples of each. This will be their exit ticket. In the second lesson I will ask the students to discuss with a partner why sensory details are important and how they can change the mood of the story. Finally, in the third lesson I will ask the students to discuss in small groups why having a clear mood in a story is so important.

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Describe technology used in the lessons and how it adds value

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Describe technology used in the lessons and how it adds value

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We will be using a smart board to project the passages on the screen so the students will be able to follow what I’m doing during the think-alouds and guided practice.

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Describe one expressive or receptive communication skill that the learners need in order to fully participate in the instruction or demonstrate learning

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Describe one expressive or receptive communication skill that the learners need in order to fully participate in the instruction or demonstrate learning

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One expressive communication skill that the learners need for this lesson is to be able to write. They will be asked to write throughout lessons two and three. In the second lesson they need to compose a list and in the third lesson they need to compose an essay.

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Describe how this communication skill relates to the learning segment goal

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Describe how this communication skill relates to the learning segment goal

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This communication skill relates to the learning segment goal because they will need to compose a descriptive essay using what they learned in the previous two lessons.

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Explain how you will describe and demonstrate the communication skill

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Explain how you will describe and demonstrate the communication skill

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I will demonstrate this skill by having pre-written passage with three sensory details. I will then use the think-aloud method to find the first sensory detail and discuss how it influences the overall mood of the passage. I will then ask the students to help me find the next two sensory details.

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Describe how you will support learners’ use of the communication skill

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Describe how you will support learners’ use of the communication skill

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I will support their use of this communication skill by giving them multiple opportunities to practice writing. I will also give them positive feedback and helpful suggestions throughout each lesson. During each lesson I will describe to the students how each skill will be helpful in different areas of their life. This will give them a purpose on why they should learn each skill.

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Describe how you will assess learners’ use of the communication skill

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Describe how you will assess learners’ use of the communication skill

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I will collect progress monitoring throughout each lesson. At the end of the third lesson, I will collect the one paragraph essay the composed and grade it to see if they used at least three sensory details and had a clear mood.

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Describe how and when will you collect data on learners’ progress with this communication skill

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Describe how and when will you collect data on learners’ progress with this communication skill

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I will collect data on the learners’ progress at the end of each lesson using a progress monitoring chart.

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Describe learners’ strengths, interests, life experiences, and preferences related to academics,self-regulation (behavior), and executive functioning skills

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Describe learners’ strengths, interests, life experiences, and preferences related to academics,self-regulation (behavior), and executive functioning skills

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The learners in my class all have different interests and preferences. Some like athletics while others like music. They also vary in how they like to work. Some like to work in groups while others prefer individual assignments. I also have students that have difficulty with self-regulation.

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Describe how you planned for materials that meaningfully include and meet the needs of all learners

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Describe how you planned for materials that meaningfully include and meet the needs of all learners

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I will provide prompts that include a wide range of subjects so each student can find one of interest to them. I will also help keep these students engaged by taking breaks and switching tasks frequently.

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Describe how you planned for academic scaffolds/supports to meet the needs and preferences of all learners

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Describe how you planned for academic scaffolds/supports to meet the needs and preferences of all learners

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Because the task of writing an essay using sensory details and mood can seem daunting, I have broken it down into three lessons. First the students must identify what sensory details are and find them within a text. Next, the students will describe how the sensory details influence the overall mood of the story. Third, they will attempt to use sensory details to influence the mood in their own writing.

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Describe strategies to support learners self-regulation skills (behavioral self-directed learning strategies) so they can self-regulate their behavior

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Describe strategies to support learners self-regulation skills (behavioral self-directed learning strategies) so they can self-regulate their behavior

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I will include breaks and frequent changes in tasks to help students with self-regulation stay focused and on task. For students who frequently blurt out answer, choral responses will allow them to do this appropriately.

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Describe strategies to support learners executive functioning skills (academic self-directed learning strategies) so they can self-regulate their learning

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Describe strategies to support learners executive functioning skills (academic self-directed learning strategies) so they can self-regulate their learning

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I will let them know that we will be using the skill and strategy instructional routine throughout the entire lesson. I will also let them know this is a good strategy to use in all their classes whenever they can.

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Describe how you will facilitate thoughtful choice-making

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Describe how you will facilitate thoughtful choice-making

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I will use progress monitoring to identify how students are doing and if they are understanding each lesson. I will then decide how fast or slow I should go through each lesson. Another strategy I will use is I will check for understanding throughout each lesson.

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Describe how you plan to monitor learner progress at multiple points during each lesson

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Describe how you plan to monitor learner progress at multiple points during each lesson

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After each lesson, I will chart how each individual student did on each assignment or task. By doing this, I will be able to tell when I will be able to move on to the next lesson.

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Describe how you plan to display the progress monitoring data for this learning segment (unit)

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Describe how you plan to display the progress monitoring data for this learning segment (unit)

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I will use a progress monitoring template to monitor every student’s progress.

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Describe how you will use progress monitoring data to inform instructional decisions during lessons and from one lesson to another

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Describe how you will use progress monitoring data to inform instructional decisions during lessons and from one lesson to another

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By using this template, I will know which students need extra instructional time or help one any given lesson. I will know if I am moving to fast or slow and for which students.

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Describe how you will include learners in monitoring their progress toward the learning goal

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Describe how you will include learners in monitoring their progress toward the learning goal

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I will be walking around the classroom and helping students when they get stuck. If I see one student struggling more than others, I will go over the lesson again quickly with them to make sure they understand it. I will also ask the students if they understand everything as I am walking around.

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Describe how you will promote maintenance of the new skill/knowledge

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Describe how you will promote maintenance of the new skill/knowledge

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We will continue to use and review this skill throughout the next units in the class.

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Describe how you will promote generalization of the new skill/knowledge

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Describe how you will promote generalization of the new skill/knowledge

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I will discuss with students how identifying sensory details and mood can help them with reading comprehension in other classes.

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Describe specific ways that you will ensure that all learners feel welcome and safe

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Describe specific ways that you will ensure that all learners feel welcome and safe

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The classroom rules are posted on the wall. They include being on time, being on task, and being respectful. I will also say hello to each individual student as they walk in the room.

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Describe how the classroom arrangement/use of space during this lesson supports learning

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Describe how the classroom arrangement/use of space during this lesson supports learning

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The desks will all be facing the front of the room with room for the teacher to move around and help students as needed.

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Describe how the classroom arrangement/use of space during this lesson supports learning

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Describe how the classroom arrangement/use of space during this lesson supports learning

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The desks will all be facing the front of the room with room for the teacher to move around and help students as needed.

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Describe the behavior management plan and how you use it to foster a positive learning environment

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Describe the behavior management plan and how you use it to foster a positive learning environment

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I will use routines each day in all my classes so the students know what to expect and when to expect it. This will help keep students focused when they are learning a new skill and they will also know when they can expect to have a break. Using routines will help create a positive learning environment for all students.

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Describe how you will engage support staff in ways that will maximize learning

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Describe how you will engage support staff in ways that will maximize learning

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The paras will be helping students during guided practice and unguided practice. They will also be aware of the lesson being taught before class so they can help students more effectively.

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Describe how you have purposefully planned for co-teaching.

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Describe how you have purposefully planned for co-teaching.

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One teacher will be able to teach at the front of the room while the other teacher will be able to walk around and help students. This will especially be helpful during the reading and writing components of the lessons. I will be able to help the students who struggle with reading comprehension and written expression in smaller groups.

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The passage we are reading will come right from our textbook

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Unit 7, pages 710-721