Language Arts Strand Project

Running Head: Language Arts Strand Project 1 Karla Cygan Language Arts Strand Project EDLC 632 Spring 2023 Term D Liberty University

Running Head: Language Arts Strand Project 2 Abstract This Language Arts Strand Project will be focusing on the third-grade curriculum. The theme that I will be talking about is Exploring and Analyzing Poetry. I will include lesson plans, and activities that will match up with the curriculum. In this lesson, there will be multiple books used and provided to the students to help with mastery of all six language arts focuses. The objective of this lesson will be for the students to expand vocabulary when reading and read and demonstrate comprehension of fictional texts, literary nonfiction, and poetry. Every student will be able to use learned strategies to demonstrate their understanding of poetry. All books used will be grade level appropriate. The main lesson will be introducing the different types of poetry.

Running Head: Language Arts Strand Project 4 Lesson Plan L ESSON P LAN T EMPLATE P RELIMINARY I NFORMATION Candidate Name: Click or tap here to enter text. Grade Level: Click or tap here to enter text. Candidate’s Endorsement: Click or tap here to enter text. Central Focus: Click or tap here to enter text. Subject: Click or tap here to enter text. Learning Segment Theme: Click or tap here to enter text. Where in the learning segment does this lesson occur? ☐ Beginning ☐ Middle ☐ End Lesson Structure or Grouping: ☐ Whole Class ☐ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. S TUDENT A SSETS (K NOWLEDGE OF S TUDENTS ) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) Click or tap here to enter text. Cultural (Traditions, dialects, worldview, literature, arts, etc.) Click or tap here to enter text. Community (Landmarks, community events, etc.) Click or tap here to enter text. Developmental (Cognitive, physical, social, and emotional) Click or tap here to enter text. C ONTENT S TANDARDS State Standards Click or tap here to enter text. National Standards Click or tap here to enter text. InTASC Standards Click or tap here to enter text. L EARNING O BJECTIVE ( S ) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. Click or tap here to enter text. B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? Click or tap here to enter text. M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language

Running Head: Language Arts Strand Project 5 demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/Modeling Click or tap here to enter text. Guided Practice Click or tap here to enter text. Independent Practice Click or tap here to enter text. E ND : C LOSURE How will you end the lesson in a way that promotes student learning and retention? Click or tap here to enter text. E VIDENCE AND A SSESSMENT OF S TUDENT L EARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? Diagnostic/Pre-assessment(s) (could be prior to the lesson) Click or tap here to enter text. Formative Assessments/ Feedback to Learners (part of the activities in the lesson) Click or tap here to enter text. Summative Assessment (matches the objective) Click or tap here to enter text. A CADEMIC L ANGUAGE D EMANDS Language Demand(s) Click or tap here to enter text. Language Support(s) Click or tap here to enter text. Essential Vocabulary Click or tap here to enter text. LU SOE-S PECIFIC L ESSON R EQUIREMENTS Character Education Click or tap here to enter text. Materials Click or tap here to enter text. Technology Connection Click or tap here to enter text. C ONSIDER THE F OLLOWING Q UESTION FOR THE NEXT SECTION OF THIS F ORM : How will you support students to meet your goals? EXPLICITLY describe what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). Planned Supports Click or tap here to enter text. S UPPORTS : D IFFERENTIATION /E XTENSION How will you provide successful access to the key concepts to all the students at their ability

Running Head: Language Arts Strand Project 7 Mini-Lessons

Running Head: Language Arts Strand Project 8 Reading Groups - Tiered Activities

Running Head: Language Arts Strand Project 10 References