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Narrative

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Submitted By park2927
Words 2090
Pages 9
Karen Park
Grand Canyon University: TCH-518
November 9, 2014

Stephanie Hirsch, an executive director of the National Staff Development Council once said that, “For teachers, going to school must be as much about learning as it is about teaching. They must have time each day to learn, plan lessons, critique student work, and support improvement as members of learning teams…” (p.98). Throughout the school year, teachers have multiple tasks that are part of their daily work schedule. Among the daily work, lesson plans are essential in creating a successful learning environment for students. This is where the role of an instructional coach can be advantageous. The role of a coach is defined “with a narrower remit than mentoring, and relates to specific areas of performance and job outcomes” (Lord, Atkinson, & Mitchell, 2008). Furthermore, coaches that are in of an assistance to a classroom teacher must be able to identify “individual’s strengths and limitations, degree and elements of motivation, work ethic, beliefs, interests, vision, educational background, formative experiences, and professional goals” (Kise, 2006). Therefore, when a teacher is brainstorming a lesson plan, a coach can be a vital role in building teaching effectiveness.
Purpose of the Lesson The purpose of this lesson is to build appropriate content concepts and build background knowledge of the unit, “The Gold Rush” in the fourth grade classroom. As part of the fourth-grade social studies curriculum, the teacher will be using the social studies series by incorporating other primary source materials, literature, and realia. The content topics for the Gold Rush unit includes the westward expansion, routes and trails to the West, the people who sought their fortunes, hardships, settlements, the discovery of gold, the life of miners, methods for extracting gold, and the impact of the Gold Rush, the Oregon Trail, the Overland Trail, and the route around Cape Horn. For a span of six weeks, with each lesson being about fifty-five minutes long, students will be studying out of the Colorado textbook provided by the school along with supplementary materials provided by the teacher. To gain the appropriate content concepts, students will be engaged in group activities, projects, writing assignments, reading activities, language practice opportunities, realia, visuals, multimedia, demonstrations, and hands-on manipulatives.
Sequencing of Instructional Events The following is the structure of instructional events for this particular lesson.
1. The content objectives will be written on the board before subject begins: - Find and label the three main routes to the West on a map. - Tell one or two facts about each of the three trails.
2. After reading the content objects aloud, explain the language objectives. - Write sentences explain how the three routes to the West were give their names. - Tell how the structure of some words gives clues to their meaning.
3. In groups, tell the students to discuss and brainstorm, “why people would leave their comfortable homes and travel great distances to seek their fortunes?”
4. Using the board, the teacher will list and write out their responses.
5. In groups, students will use the ‘List-Group-Label’ activity to categorize the words or phrases. - The students will determine the following: For Adventure, To Get Rich, For a Better Life
6. Afterwards, distribute two to three picture books on the Gold Rush for each of the table groups.
7. Give students a minute or two to look over the picture books.
8. Then, assign a quick-write about the Gold Rush in their Social Studies journal. - Direct students to use their background knowledge, the brainstormed categories, and the books to generate a brief paragraph on the Gold Rush. - Allow students to quietly converse with each other. - Give a time limit of about 10-15 minutes.
9. While the rest of the class works on their quick-writes, call ELL, IEP, or any other students that are struggle to meet at the back table.
10. With the small group of students, provide a jump start of the Gold Rush unit. - Introduce key vocabulary with illustrations and simple definitions. - Do a picture/text walk of two picture books and the textbook. - Show trails on the map and talk about where the pioneers began and ended their journey. - Show students a chuck of fool’s gold and asked them to verbally share their thoughts on how the gold miners were able to get the gold from the earth.
11. After the brief jump-start lesson, reconvene with the entire class for a brief discussion of the quick writes. - Allow opportunity for volunteers to share their quick-writes to the entire class.
12. After, introduce the unit to the whole class.
13. Introduce key vocabulary: Oregon Trail, Overland Trail, and Route around Cape Horn.
14. Ask students to think about the names of trails they were going to be studying and reading about. - Ask: “why are streets given their names?” Allow time for students to think. Then ask students to call out some of the names of streets on which they live on. - Apply background knowledge by identifying that often trails, routes, streets, avenues, and highways are often named after geographical landmarks.
15. Follow up on a shared reading from the social studies text.
16. After the reading, point to the map on the wall. Ask the students to examine the map. Then, have the students try to determine why the three main trails to the West were named as they were. - Allow for whole-group discussion. e.g. “over+land”= overland. People went over the land”.
17. Check for understanding: have students share with their table mates why the three western routes were given their respective names.
18. Next, distribute duplicated map of the United States. (One per table group) - Allow students to discuss in their groups where they think the trails are.
19. First, model with transparencies how to locate and color in the trails. Then, direct the students to work together as a team to complete their group map. - Give adequate time for students to finish.
20. With the few remaining minutes, distribute a skeleton outline of the chapter that the students would have to complete individually the following day. - Subheadings labeled for each of the trails were: location, characteristics, challenges, and advantages. - Remind students that they would have to start this outline at the beginning of the social studies time.
21. Wrap up the lesson by reviewing the content and language objectives.

Identify Problems that may arise in Delivery Problems will be identified in alphabetic order to concur and address the strategies in the following section.
A. Students with IEPs will not be able to complete worksheets and tasks-at-hand.
B. During group work, the ELL student may struggle and not contribute to the discussions.
C. During independent seat work (Quick-Write), students may struggle to finish within the allotted time.
D. During mapping out the trails, students could make mistakes or not cooperate.
E. During shared reading time, ELL and struggling readers can have a hard time following along.
Determining Strategies for Dealing with Problems The following strategies correspond with the problems mentioned previously.
A. Provide the same worksheet for the IEP students; however, require fewer sentences. For instances, if proficient students can write up to five sentences for each category, allow the students to write up to two or three sentences.
B. When grouping table mates, make sure each group has at least one student that is helpful. It should be a set standard in the classroom to establish the importance of team work. Also, before having the students start their group work, remind the students the importance of working together as a team. Also, while the students are discussing, walk around the classroom to make sure everyone is contributing.
C. If a student didn’t finish, give the student two options. The student can either take it home to finish, or work on it the next day, only during free time, but it as to be done before Social Studies. If you know the student is a slow worker, encourage the student to take it home.
D. Keep the transparency on to allow the students to look at yours for reference. Have extra copies ready. Remind the students to work with pencil first and then color in their maps. If the students are fighting over who can do what- remind the students the importance of team work. If that fails, assign roles to the students.
E. Since the teacher did a brief jump-start lesson, there isn’t much to fret about. Just have the teacher read aloud and have the students follow along. Also, walk around to make sure everyone is on the right page. Stop to discuss and point to pictures. In all five of these cases, since it is the beginning of the lesson, the coach would have to observe and document. Some things the coach can do is “provide daily feedback highlighting instructional strengths”, “provide support for instructional goals and best-practice strategies”, “validate ideas, actions, and instructional decisions”, and “collaboratively engage in diagnosis and action planning” (Hall & Simeral, 2008).
Coach Assistance in Specifying on-and-off Task Behaviors When starting up a new lesson, there are several things that can go astray. Hall and Simeral, talk about the “Big Four” in which the coach should be looking out for. They are, instructional strategy, student engagement, curricular adherence, and classroom management. When the teacher is instructing, the coach should observe if the lectures, independent work, group work, types of questioning strategies are cohesive to the lesson (curricular adherence). Also, if the teacher isn’t “activating the student’s prior knowledge” (Hall & Simeral, 2008), this could be a sign of confusion, thus leading to students being off-task and not motivated. During student engagement, one thing the coach can observe is “the extent to which the students are demonstrating a skill, attending to a project, or working in concert with each other…” (Hall & Simeral, 2008). If the task-at-hand is too difficult or too easy, or takes too long, often times, students can become off-task. Lastly, the coach should observe classroom management. This heavily relies on the teacher. Often students become off-task if the teacher does not set the “learning mode”. Learning mode is “paying attention, on task, behaving appropriately, and ready to work” (Hall & Simeral, 2008). Therefore, the coach should take notice of all four aspects to assist the teacher in improving their teaching skills in order to improve student learning.
Data Collection Data can be used and collected in numerous ways. First, data on the teacher’s lessons, such as implementation, classroom management, and adaptation of content should be collected by the coach. Some of the ways the coach can gather this information is be scripting. “Mentors need to be unbiased recorders of the events that occur in a classroom. Scripting involves taking notes that represent a script of classroom interactions. Mentors sit in a location in the classroom that provides them with good view of the students and the teacher and write down what they hear” (Pitton, 2000). Another could be numeric data; “this data can be used when mentees use a word or phrase that could distract student learning. The mentor would count the number of times that word or phrase is spoken in a particular lesson. This method can also be used to track teacher or student behavior” (Pitton, 2000). Furthermore, the coach can collect data on the students through visual/auditory evidence; “the mentors write down what they saw, what they heard, and, if they wish, what they thought” (Pitton, 2000). As well as, verbal flow, which “allows mentors to gather evidence of the way teachers and students engage in conversation during the lesson…” (Pitton, 2000). After the data has be collected, the next step would be data analysis. “The analysis of the data paints a factual and human picture of the teaching accomplished during an observed lesson” (Pitton, 2000); therefore, it is vital to use the data to help improve the lesson and make it more effective.
References
Drake, D., Brennan, D., & Gortz, K. (2008). The philosophy and practice of coaching: Insights and issues for a new era. SanFrancisco CA: Jossey-Bass.
Hall, P. & Simeral, A. (2008). Building Teachers’ Capacity for Success: A Collaborative Approach for Coaches and School Leaders. Alexandria, VA.: Association for Supervision and Curriculum Development.
House, H., & House, K. (2011). Co-active coaching changing business, transforming lives (3rd ed.). Boston, MA: Nicholas Brealey Pub.
Pitton, D. (2000). Mentoring the novice teacher: Fostering a dialogue process. Arlington Heights, IL: SkyLight Training and Publishing.

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