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need to be. Some things I may change are the small groups that I use now are base don different skill levels, I may do more close reading groups with similar skill levels than I do now so that they are being challenged more often than they are. I see this as moving from scaffolding to challenging. I at times over use my above average learners to help thelower level learners and thought it is not hurting them it is not helping them to grow.Appendix A
Instructional Plan TemplateCandidate’s Name: Mrs. MasseSetting/Grade Level: 4thSubject(s): ELA School: VCSDate: 6/15/2016Theme/Title: Enhancing Literacy Instruction with Close Reading1.PLANNINGLEARNINGOUTCOMES/GOALSWhat will students learn?To comprehend messages within the text without direct meaninglink vocabulary and phrases to develop an understanding of the relation between the text and these words through tone, attitude etc.Pulling meanings, inferences and evidence out of text through the bigger picture1.PLANNINGLEARNINGOBJECTIVESWhat will students do? Use data when possible and ensure objectives are measurable. Cognitive- The students will be able to understand hidden meaning behind the text and be able to recall information with deeper meaningComprehension- The students will identify vocabulary and phrases specific to the deeper meaning of the textApplication- The students will predict or infer about animals and what they maybe thinking and what may happen given a different tone or attitude toward the animals1.PLANNINGBLOOM’SREVISEDTAXONOMYWhich level(s) of Bloom’s Revised Taxonomy is targeted? RememberingxUnderstandingxApplying xAnalyzing xEvaluating Creating1.PLANNINGSTANDARDSADDRESSEDWhich national content standards does this lesson address?RI.5.1-2 which are identifying direct meaning or inferences, and analyzing key ideas and details. Also working on RI.5.4 which is determining the meaning of
important words and phrases that are relevant to textWhich state content standards does this lesson address?RI.5.1-2 which are identifying direct meaning or inferences, and analyzing key ideas and details. Also working on RI.5.4 which is determining the meaning of important words and phrases that are relevant to text1.PLANNINGREALWORLDCONTEXTSWhat real-world contexts are includedin the lesson? If not included, please explain why real-world contexts are not appropriate for this lesson.Students will do research prior to reading the text that has to come from local areas such as the museum, local zoos or first hand experiences from someone who can talk about similar situations as the text they are going to read. This willhelp them form a better understanding of what they think this text is going to beabout just by knowing the title.