Alyssa Garraffo

Complete Teaching Episode Part 1: Lesson Plan

Wilson EDUC 353 Name: Alyssa Garraffo Date: 12/13/13 Target Grade Level: First Curriculum Topic: Social Studies and Literacy

UbD Lesson Plan Template Stage 1: Desired Results

Established Goals: Family: Families are important Families have customs, traditions, and beliefs Families can be different, are comprised of members who have roles, rules, needs, wants, and celebrate together (NYSCC Social Studies) 1.W.2. 2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (NYSCC English) Understandings: Students will understand .. The concepts of comparing and contrasting prior to this lesson taking place That every family has customs and celebrates holidays differently Not every family will celebrate Thanksgiving in the same manner Thanksgiving can be considered a tradition Essential Question(s): Why are families important? Why is it important to have customs, traditions, and beliefs? Do all families celebrate in the same manner? How does your family celebrate Thanksgiving differently than the family we read about in the book, Thanksgiving at Our House?

Students will know. (as a result to this lesson) That the Thanksgiving holiday is historical in

Students will be able to..

Compare and contrast their

nature and deals with the Pilgrims and Native Americans That the first Thanksgiving occurred many years ago but is still celebrated today. It is therefore considered a tradition The manner in which a family celebrates can be considered a custom Customs vary from family to family Families can be very different The Pilgrims and Native Americans created Thanksgiving to celebrate their cooperation Vocabulary specific to this lesson: Customs: The way in which a family celebrates and behaves Family: A unit/group of people that celebrate, have roles, needs, wants, customs, traditions, and beliefs Thanksgiving: The holiday that celebrates the Pilgrims and Native Americans working together Pilgrims: a group of people that travelled to America for freedom Native Americans: a group of people who shared the American land with the Pilgrims

Thanksgiving customs with that of the Native Americans and Pilgrims and with their classmates Draw conclusions by undergoing a picture walk to make predictions about the familys custom in the story Describe their familys customs, traditions, and roles in a Think, Pair, Share Activity and Grand Discussion Identify the importance of family and its relevance in its community Recognize that families are different Construct writing pieces that describe their familys traditions and customs.

Stage 2: Assessment Evidence

Performance Tasks: Students will be able to activate their prior knowledge and work collaboratively as a class to complete the KWL chart on Thanksgiving. The pen will be shared between the teacher and the students to fill in the chart. Struggling students will have the ability to speak first so that all students will have the ability to succeed. Students will undergo a turn and talk procedure to discuss how they celebrate Thanksgiving and what makes their traditions and customs unique. Students will participate in a grand discussion about the material presented in the Thanksgiving book and the historical summary The teacher will be available for students throughout the lesson to help guide their learning in the right direction, as well. Students will present their completed written Other Evidence: The students will individually complete a writing activity that describes a Thanksgiving custom that their family celebrates every Thanksgiving. The students will present their writing on an individually constructed pilgrim. Students will then individually complete exit slips to monitor their understanding on an intrapersonal level.

pieces to the class.

Stage 3: Learning Plan

Learning Activities: The teacher will call the students over to the carpeted area table by table. The teacher will activate the students prior knowledge by asking the students, Have you ever heard of Thanksgiving before? What do you already know about pilgrims and Native Americans? The teacher will present a KWL chart to the class. The pen will be shared between the teacher and the students to fill in the K and W area of the chart. W The teacher will then ask, What do you know about holiday Thanksgiving? Does anyone know the history behind this holiday? The students will present to their class their knowledge of the holiday. H To make sure that every student has a fair understanding of Thanksgiving, s/he will read a summary of the interactions between the pilgrims and Native Americans to the class. Students will be encouraged to help identify sight words throughout the short summary. E After listening to how these two groups of historical figures celebrated the first Thanksgiving, the students will be asked, Although we all celebrate Thanksgiving, do we all celebrate Thanksgiving the same Why not? The students will share examples to the class how Thanksgiving varies across many cultures. R The teacher will then present the book, Thanksgiving at Our House by P.K. Hallinan to the students. The class will undergo a picture walk to make predictions about the way in which this family celebrates a holiday. The students will be told to think about how this family celebrates Thanksgiving differently than they do while the book is being read. The book aligns

with the Common Core standards by referencing the familys community and customs and how they celebrate together. E After the book concludes, the teacher will inform the students to participate in a think, pair, share activity where they will discuss how this family celebrated Thanksgiving with a partner. R After a few minutes, the teacher will redirect the students attention to the teacher. The teacher will then lead a grand discussion with the students to compare and contrast how this family celebrates Thanksgiving in a similar or different fashion than the students families. The teacher will ensure that the conversation revolves around the Common Core standards of the lesson that touch upon customs, celebrations, communities, and families. Key academic vocabulary of the lesson will be written on chart paper to help the Instructional and Frustrational Learners complete an activity. E The teacher will then introduce to the students a writing activity that corresponds to the lesson. The Independent Group will be presented with a prompt and lines that asks, I celebrate Thanksgiving by The Instructional Group will be prompted with the same writing starter but will also be reminded of key words that will aid them in their completion of the writing activity. These words will be written on chart paper during the grand conversation. The Frustrational learners will be informed to write their writing piece on the carpet with the teacher and will be instructed with the same prompt and key academic vocabulary terms. These students will also have the ability to use pictures to complete their activity. The carpet is adjacent to the word wall, so this area will be beneficial for the students to reference while they are completing their writing piece. The students will also be given a writing activity rubric that will help the students understand what is required of them while they complete the task. It will be given to them before they construct their pieces so that the teacher can clear up any areas of confusion. E,R,O

Once all of the students have completed their pieces, the teacher will distribute pieces of construction paper that have already been cut to the students. The teacher will model how to glue the pieces of construction paper and the writing sample together to create a pilgrim. The boys were given pilgrim hats and the girls were given hair and bonnets to complete their pilgrims as well. After the students have colored and constructed their respective pilgrims, the students will have the ability to share their writing sample to the class. The pilgrims will be placed on the Social Studies bulletin board. The students will then help the teacher complete the L column of the KWL chart to describe what they have learned as a result of this lesson. They will also complete an exit slip that will ask the students if they have any additional questions or areas of interest for Thanksgiving. Gardners Multiple Intelligences are referenced multiple times throughout this lesson. Auditory learners will be able to listen to the class presentations, grand discussion, and turn and talk activity. Visual learners will benefit from the KWL chart, the picture walk, and the individual writing activity. Interpersonal students will enjoy the turn and talk activity, the grand discussion, and the presentations. Intrapersonal students will benefit from the individual writing activities and the exit slip. ELL learners will also be able to utilize images and online translation services and dictionaries to supplement their learning experience. This lesson is catered to the needs of a diverse group of students. T

Resources
Itemized Attachments: Construction Paper (Complete examples attached in an email) Writing Sample Prompts (Attached) Writing rubric (Attached) Thanksgiving at Our House by P.L. Hallinan KWL chart (Attached)

Grade level appropriate Thanksgiving summary (attached)

Works Cited
New York State Education Department. (2012). Common Core Learning Standards: C&I: P-12: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved October 7, 2013, from http://www.p12.nysed.gov/ciai/common_core_st andards/ Rubistar.4teachers.org (2009) RubiStar Home. [online] Available at: http://rubistar.4teachers.org/ [Accessed: 8 Oct Wiggins, G., & McTighe, J. (2005). Understanding by Design, Expanded 2nd Edition (Expanded 2nd.). Alexandria, VA: Prentice Hall 2013]. Hallinan, P. (2006). Thanksgiving at Our House. Nashville, Tenn.: Ideals Children's Books.

Writing Rubric: Topic 4

Sentences

Ideas

Sentences are complete, wellconstructed and of varied structure. Ideas were expressed in a clear and organized fashion. It was easy to figure out that the journal entries were about the lifestyles in each landscape. The journal entry contains at least 5 accurate facts about the lifestyles in each landscape. Writer makes no errors in capitalization and punctuation.

All sentences are complete and wellconstructed (no fragments, no run-ons). Ideas were expressed in a pretty clear manner, but the organization could have been better.

Most sentences are complete and wellconstructed. Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out that the journal entries were about the lifestyles in each landscape. The journal entry contains 1-2 accurate facts about the lifestyles in each landscape. Writer makes 3-4 errors in capitalization and punctuation.

Many sentence fragments or run-on sentences. The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out that the journal entries were about the lifestyles in each landscape. The journal entry contains no accurate facts about the lifestyles in each landscape. Writer makes more than 4 errors in capitalization and punctuation.

Content Accuracy

The journal entry contains 3-4 accurate facts about the lifestyles in each landscape. Writer makes 1-2 errors in capitalization and punctuation.

Capitalization and Punctuation

(Rubistar, 2009) *The use of this rubric is for students and teachers to have a foundation for the completion and grading of student work. Teachers will take into consideration the students individual abilities when referencing this rubric for grading. Content covered in the lesson must be present in the writing piece, and is addressed in the row labeled, Content Accuracy in the rubric. The writing procedure primarily assesses the students understanding of the social studies material and pays attention to other important ideals of literacy covered in second grade, as well. KWL Chart

Writing Sample Prompt

I celebrate Thanksgiving by _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________ ______________________________________.

Thanksgiving Summary (Academic vocabulary should be touched upon while reading this to the students. This was created by me and does not need to be cited.) The First Thanksgiving took place in the year 1621. The Plymouth colonists (Pilgrims) and the Wampanoag Indians (Native Americans) shared an autumn feast. The meal was a symbol of cooperation and interaction between the Pilgrims and the Native Americans. It was also their way of giving thanks for a successful amount of crops made by farming. The practice of giving thanks and eating a feast has survived for many years as people throughout the country gather family, friends, and food for their Thanksgiving meal. The pilgrims sailed to America for freedom. The Native Americans and Pilgrims lived together and harvested crops by farming. These two groups worked together to create this holiday. They thanked each other for their hard work and cooperation.

Part 2: Observation Partners Report

Alyssas Evaluation by Kathryn Varone Alyssas lesson on Thanksgiving was definitely a successful one, that all of the students enjoyed. I am going to reference to the literary instruction rubrics from the ed TPA to evaluate her lesson. Rubric 6 assesses the learning environment, asking how the teacher demonstrated a positive literacy learning environment that supports students engagement in learning. Alyssa was able to keep the students engaged throughout the lesson because she showed respect for them. She showed respect through answering questions they had, and stopping to review with them after they read the book. This shows respect and understanding because it shows that she knows her students well enough to know when to stop and ask questions, and when to allow students to express their own questions. The next rubric assesses on the students engagement in the lesson. It was clear during the lesson that Alyssa had the students engaged. She had them sit on the rug, while she read to them, and while she read the students were silent and listening. When the students returned back to their desks to complete their work they were on task, which is impressive because this class can tend to get off task once in a while, but this shows their interest in the lesson. Deepening Student Learning is the next rubric. Alyssa facilitates interactions between among students so they can evaluate their own abilities to apply the essential strategy in meaningful reading or writing contexts. It was mainly because of the think pair share activity I believe, because the students were able to share their ideas and gain literary skills they used from this lesson. This same reason

applies to the next rubric about how the teacher taught to apply the strategy. The students did use literary strategies, but in a fun activity, so the students were learning literacy skills in a relaxed manner. The last rubric is in reference to using evidence to evaluate and change practice to meet students varied learning needs. This cooperating teacher wanted the activity sheet to look the same around the classroom. The activity sheet on the lesson plan did not look like it has very much differentiation therefore. The activity was differentiated in the way the students completed the task. Alyssa explained to the students that if they had trouble writing they could draw pictures and ask for help. Although the sheet looked like it was not differentiated, the higher achieving students were free to write more than the other students while the struggling students are able to write less and draw pictures. I believe that a more differentiated activity would have been more appropriate for the students. Overall Alyssa did a great job with the lesson. I believe this was a great lesson to begin with because it was festive and revolved around the students cultures. This was a theme lesson that is fun for the kids, and has them display their literacy skills in a different way. Although the lesson did run a little over time, it was still an effective lesson that the students and cooperating teacher enjoyed.

Part 3: Self-Reflection
I truly enjoyed performing my complete teaching episode. The class was eager and excited to learn about the material covered in my lesson. My lesson was constructed around the Social Studies Standard of families and their individual customs, beliefs, traditions, and differences. This theme helped to promote a positive learning

environment, for it allowed students of every cultural background and heritage to share with the class what makes their family unique during their Thanksgiving celebrations. Students were able to make connections with the family presented in the book the class read and with the families of the students that make up the diverse classroom. The students were able to understand that although most of the children that make up the class are of different cultural backgrounds, they also shared similarities in their customs, and created a unique classroom culture as well. Students were prompted throughout the lesson with questions that would allow them to stimulate critical thinking and make connections about their familys customs to the outer world. They were able to learn from their peers in Think, Pair, Share activities and presentations to the class. They were also able to act as intrapersonal analysts to draw conclusions about their family on a personal level. Students that struggle with complex topics and literacy were able to share their thoughts and ideas first to the class so that all students would be able to feel competent and important. Students were hooked with questions that called for their personal connections, since first graders love to speak about themselves. Gardners Multiple Intelligences are referenced numerous times throughout this lesson. Auditory learners were be able to listen to the class presentations, grand discussion, and turn and talk activity. Visual learners benefitted from the KWL chart, the picture walk, and the individual writing activity. Interpersonal students enjoyed the turn and talk activity, the grand discussion, and the presentations. Intrapersonal students benefitted from the individual writing activities and the exit slip. ELL learners were also be able to utilize images. They were not able to access online translation services and dictionaries to

supplement their learning experience, however, for the lack of resources in the classroom. However, I was able to help one ELL student with the use of my iPhones Internet. This lesson is catered to the needs of a diverse group of students. Students were engaged on essential literacy strategies throughout the lesson. They took place in picture walks to make predictions about the text; they turned and talked to their neighbors to discuss content related to the book, they engaged in a grand conversation to critically analyze connections to the literacy material, and students wrote according to the literacy Common Core standards and presented on their individual work. Students prior academic learning was linked through the use of a KWL chart and questioning, such as, Have you ever heard of Thanksgiving before? What do you already know about pilgrims and Native Americans? What do you know about the holiday Thanksgiving? Does anyone know the history behind this holiday? Students presented and shared their answers to these questions to the class. Students were also asked to share how their celebration of Thanksgiving differs to that of the family in the book or to a family of a student in the class. The instruction was linked consistently to the students prior understanding and knowledge. Student responses were elicited and built upon to promote critical thinking throughout the lesson. Student responses that were off topic were asked to be reexplained and with further detail, rather than simply dismissing them. Explanations were directed in such a way that they could be used in a grand conversation. During this time, the book, Thanksgiving at Our House was used as a tool to analyze how families celebrate together in diverse manners. Students were able to listen to the responses of their peers to make conclusions about their customs and construct written pieces. An

example of the written piece was modeled to the students. I, as the teacher, verbalized my thoughts and wrote my response on a sample prompt. I then modeled how to construct the pilgrim to create the finished product. As students were given time to complete the written assignment, I stayed on the carpet with the frustrational group that consisted of students that struggle with literacy and ELL learners. I helped them craft meaningful sentences and supported them throughout so that their work was truly a reflection of their individual thinking and writing. Changes I would make to my instruction were slim. I truly felt that the lesson was successful in teaching the students how the holiday Thanksgiving is a reflection of the social studies standard about family. Customs, traditions, beliefs, and differences were highlighted throughout the lesson to ensure understanding. A large change that I would fix, however, would be how often the students were called on and raised their hands. My cooperating teacher explained to me that first graders are easily excited to share irrelevant thoughts and move their arms throughout the lesson. I believe that the lesson would have run more smoothly if I had not attended to every raised hand throughout the lesson. It is ok; I was informed, to tell students to lower their hands during an essential part of the lesson. This would have improved student learning, for students could have been less distracted by the persistent remarks throughout the lesson. Although student participation is essential and should occur throughout the lesson, I believe the lesson would have progressed in a more natural manner had I not reacted to every remark.

Part 4: Identification of Your Learning

Every step of the Complete Teaching Episode was exciting for me. I was extremely grateful for the placement I received, for my cooperating teacher was extremely helpful throughout this process. I learned that the planning process is extensive yet extremely helpful when working towards the desired end result. This process has only strengthened my excitement of becoming a teacher. When planning, I have noticed that it is helpful to mentally picture the class you are aiming to teach. While teaching, it is critical to consistently ask yourself, Is this the direction I wish the lesson to steer towards? Am I on task? It is truly exciting to take the lesson you have created, integrate it into the classroom, and watch it come to life. The actual teaching component of the lesson seems to pass by more quickly when it is being presented in the organic atmosphere of a classroom rather than when it is being presented to my peers. However, the most challenging aspect of presenting the lesson with children would be the excitability of the students. The children were too eager to participate, and at certain points of the lesson, it was difficult to continue and bring the students to a general understanding when so many hands were being raised. Throughout the semester in my placement, I have observed and worked with the children. I did this so that I would be able to best plan my lesson around the needs and wants of every student I would be teaching. I made sure when I was constructing my ideas, to connect the material to their lives so that the students would be extremely interested and excited to learn and participate. The style of the teaching was student centered so that the students could take a grand amount of knowledge from the lesson without even realizing they were learning. Questioning, collaborative grouping, and

independent work were integrated into the pedagogy to result in an effective transmission of ideas. I learned that I am very comfortable in front of a group of students. I was extremely nervous before the lesson and the anticipation left me speechless. However, the moment that the students and I gathered in the reading area of the classroom, my nerves were put at ease. Excitement and happiness led me to enjoy the lesson and when it concluded, I was disappointed that it was over and shocked to learn that it took longer than expected it felt like five minutes! My passion for teaching has only magnified to a greater degree due to this experience. I wish that I could begin teaching tomorrow. I also enjoyed working with my cooperating teacher so that I could gain another perspective on my style of instruction. She was extremely helpful for me and helped give me classroom management techniques that worked extremely well throughout the lesson. I realize, as I write this reflection, that I have learned a seemingly endless amount of material this semester. I truly felt well prepared for my observation experience and the completion of my teaching episode. I will forever be grateful that I am on the road to becoming a teacher and that I have received an effective education up to this point.