Unit Plan Questions

1. Describe your target area for guided lead teaching.

My target area for guided lead teaching is comprehension strategies.  By the time we get to my guided lead teaching we will have started centers.  I will teach the whole group mini-lesson and then work with specific students who need comprehension work.  The mini lesson will cover myths and legends the first week, and then narrative and informational text the next two weeks. 

2. Approximately how much time per day is allotted for your instruction in this area?

The literacy block every day is 90 minutes long. 

3. Which Common Core State Standard(s) will you work toward?

·         CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

·         CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text

·         CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

·         CCSS.ELA-Literacy.RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

·         CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4. How will teaching in this target area provide opportunities for students to learn important content and/or skills that relate to their lives?  In what ways does this learning include learning literacy, learning about literacy, and/or learning through literacy?

The focus of the mini lessons will provide students with exposure to different genres.  Myths and Legends are some of the oldest stories we have, so learning them will help the students become more culturally knowledgeable.  Narrative and Informational text are two of the most common text types, learning their characteristics and how to read and comprehend them effectively is a valuable life skill. 

5. What types of classroom talk take place within this target area? To what extent is the talk teacher-led, student-led, or focused on higher-level thinking? What norms for interaction would you like to build within your classroom as you teach in this target area (e.g., see ideas in Chapter 6 of Strategies that Work, the Berne & Clark 2008 article, or draw from some of the readings done in TE 402 on classroom talk such as Almasi, 2006)?

I would like to use sticky notes in connection with two of the ideas from chapter 6 of strategies that work.  I liked the inner conversation and interactive read aloud sticky notes ideas.  The group lessons will start off as teacher led, but will transition to discussion as students learn the comprehension strategies and activities. 

6. Which ‘core practice’ do you want to work on developing/improving as you teach in this target area (refer to document “Resources for Developing Core Practices”)? How will focusing on this core practice contribute to your own professional learning?

Comprehension strategy and assessment.  Most, if not all, textbooks we have had in all of our TE classes have stressed the importance of this.  Having the chance to teach it and get my teaching assessed will be a great experience. 

7. What resources within the community, neighborhood, school district, school or classroom do you have to work with in this target area?

The reading curriculum, the library, the book room

8. What additional resources do you need to obtain?

Short stories for each genre for small group instruction, sticky notes

9. How will you pre-assess your students in your target area?

Observations in the regular literacy classroom time

10. What else will you need to find out about all students in your class to help you develop lesson plans for your Guided Lead Teaching?

Gather a list of the students with the lowest comprehension levels

11. What else do you need/want to learn about the ‘core practice’ to support your planning and teaching?

How literacy centers work (we haven’t done them yet)

12. What concerns, if any, do you have about planning and teaching your unit?

None that I can think of for now