This lesson provides grade level curriculum for second grade through the use of the common core standards and adequately meets what students are expected to know about sequencing events and identifying the beginning, middle and end within a story.
II. OVERVIEW
Grade Level: 1st Grade
Subject(s): English Language Arts
Topic of Study: Reading and Writing
Time Allotment: Two Class Periods
Standards:
(1.RL.3) Describe
characters, settings, and major events in a story, using key details. (1.RL.7)Use illustrations and details in a story to describe its characters, setting, or events.
(1.W.3) Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
(1.W.6)With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Objectives:
Students will be able to develop an
understanding and the skills to sequence events within a story and in their own
creation of a story through the understanding of beginning, middle and end.
Reflection: Assessing Prior Knowledge and Planning Instruction
Prior to the lesson students will need to know that there are different elements that go into a story such as the character, setting, plot, etc. We will build upon this knowledge by extending it to understand and know how to sequence events within stories and understanding that there is a beginning, middle and end. Prior knowledge will be assessed through the assignment "Read and Sequence" worksheet where students will need to be able to place in the correct order how to decorate a Christmas tree. This will build the foundation of what students will then learn about what the word "sequencing" means. This information will be taken into consideration for the planning process because I will be able to assess which students have the understanding of correctly placing events in the right order. Students who complete the first worksheet with ease will then be given additional sequencing worksheets that require more critical thinking. Given this information I will be able to determine where I need to start in my lesson as well as any modifications that will be needed. The content being taught is appropriate for this first grade because it adequately meets the objectives for reading and writing within the common core standards. This lesson will be taught towards the middle of the school year in December so that basic elements of a story can first be taught which creates a solid foundation for going into sequencing events and understanding beginning, middle and end.
III. IMPLEMENTATION
·
Pre-assess students through a “Read
and Sequence-Decorating a Christmas Tree” worksheet
o
Students will cut and paste the
events of decorating a Christmas tree by placing them in their correct order of
events.
o
Determine students’ level of ability
and provide additional sequencing activities as needed.
·
Begin lesson by reading aloud the
story The Polar Express
·
After reading, draw a train on
butcher paper.
·
As a class, challenge students to
recall the order of events that happened in The Polar Express
o
Write and fill in the trains to sequence events
for the children to see.
·
Introduce the term “sequencing” to
the students.
o
Explain that they have listed the
order the events in the Polar Express story
o
Doing so, they have placed the story
in the right order from beginning to the end.
·
Refer them to the anchor chart for
further explanation and learning.
o
Explain different transitional words
used.
·
Individually, students will then
complete the “How to Decorate a Christmas Tree” worksheet.
o
Students will need to fill in four
steps choosing their own transitional words as well as the introduction and
conclusion.
·
Along
with the worksheet, students will then be able to create their own Christmas
tree using craft materials. These trees will be displayed around the room next to their worksheet.
·
The final activity will include the
students creating their own story using the worksheet (How to Decorate a
Christmas Tree).
·
This activity will be completed
using the website “Story Bird”.
o
Students are able to use pictures
and words to write their story online.
o
Students will recall order of events
of decorating a Christmas tree while adding their own twist and making it into
a story.
·
Their stories created on Story Bird
as well as their worksheet will be used for final assessment.
Technology Integration:
Technology will be used by the
teacher through the use of the Smart Board. The teacher will play the story, The Polar Express for the students to hear and read along with. Students will be using
technology through the use of their computers where they will be able to use
the website Story Bird to create their own online stories to share and publish.
Differentiated Instruction:
- Cognitive delay: Expose and introduce unfamiliar vocabulary, peer and teacher aid collaboration and interaction, group work, display models of work.
- Gifted:
Pair gifted students up with
the cognitively delayed or ELL students so that they can act as a teacher
which enables further learning on both ends, have readymade read and
sequence worksheets available to students to push critical thinking,
provide them with a more critical rubric for writing their online story.
- ELL: Provide pre-assessment worksheet in their L1 language, provide story to be listened in their L1 language first, introduce unfamiliar vocabulary beforehand, have a keyword box readymade for them to refer to in their L1 language, provide and allow peer interaction as well as the teacher aid, group work, show example of modeled work, allow creation of own story to be shorter.
Reflection: Designing
Instruction (InTask Standards 7 and 8):
The instructional methods
that I have described are ones that I feel will help students to be adequately
successful with being able to sequence events as well as identifying beginning,
middle, and end. Students will be able to come to know and understand what the
word "sequencing" means through the activities that we will
complete. The activities planned allow students to be engaged in higher order
thinking by working through the process of what recalling the events entails.
Class discussions as well as group work will be implemented so that further
learning can occur.IV. ASSESSMENT
Procedure: Students
will be assessed through the several activities that they will be completing
such as the Read and Sequence worksheet, class discussion on recalling the
order of events in the story The Polar , How to Decorate a Christmas Tree worksheet,
and their final assessment of their Story Bird creation. I will also informally
assess students in the duration of these activities through note taking of their
success or needs. These assessments will allow me to make modifications during
instruction if needed.
Instruments:
Reflection: Planning Assessment (InTask
Standard 6):
These
assessments align in supporting the objectives of my lesson because it will
guide and enable them to be successful with learning how to sequence events and
identify the beginning, middle, and end. I will be able to see if students are
successful in learning the content through the collection of their work,
observations, and their final story created using Story Bird. The assessments
demonstrate student engagement as they will be completing their work on
their own or in groups. Higher order thinking will be displayed in their Story
Bird story as they will need to apply the things that they learned to
adequately create their stories. Assessments completed will help me to assess
whether or not individual needs were met and I will then be able to make
modifications based on that feedback. This could include more time in a
specific area being taught until those needs are met.
IV. MATERIALS AND RESOURCES
Materials
·
Read and Sequence Worksheet
·
Pencils
·
The Polar Express
·
Smart
Board
·
Butcher
Paper
·
Anchor
Chart
·
How
to Decorate A Christmas Tree Worksheet
·
Construction
Paper
·
Craft
Supplies
·
Computers
·
Story
Bird Website
The Polar Express:
https://www.youtube.com/watch?v=lzpK0-EKj6M
Reflection: How does your lesson meet each of the ISTE NETs Standards?
My lesson meets several of the ISTE NETs standards, one of the main objectives I want for my students is to inspire their understanding of how to sequence events and identify beginning, middle, and end through the use of creative learning and application. This enables their learning to be more meaningful and inspires them to learn. Technology is thoroughly integrated throughout my lesson to support our technologically advancing world. Assessments and learning will be evaluated, and I will be able to see whether my lesson needs to be altered during the application process or afterwards seeing that the objective has not been met. Students will promote and model digital citizenship through respect of the computers that they will be using as well as an understanding of the safe and ethical use of being on the Internet while doing research. Every individual learner needs will be met accordingly and an example of this can be done on the computers by changing the settings and making appropriate adjustments. Differentiated instruction will also be in mind. Students will be able to engage with their peers based on their new understandings and their stories that they create. Having digital etiquette as well as responsible social interactions related to the use of technology will be expected.
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