"My Technology Lesson Plan”

Lorrie Kondas K-3 Language Arts EDUC 2220- Educational Technology Lesson Plan

Common Core Standards: RL.K2.1a Ask and answer who, what, where, when or how questions to demonstrate understanding of text. RL.K2.2a Retell fables, folktales or other stories including the central message and supporting details. RL.2.7a Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. W.K2.5a With guidance and support, revise writing to maintain focus on a topic. W.K2.3a Generate text to communicate a sequence of events that tell a story. RL.K2.7a Use illustrations and text to describe the characters, setting or events from a story.  SL.K2.1a Participate in group discussions about grade-level/age-appropriate topics and text. • Follow agreed upon rules (e.g., gaining attention, listening to others, turn-taking) • Ask questions for clarification. SL.K2.5a Add visuals or audio to enhance a presentation and clarify details presented orally. Lesson Summary: The purpose of this lesson plan: focus on summarizing skills. Students will summarize the text used in class read aloud.     Estimated Duration: This lesson will be broke up into 4 days although the first day will be the pre-assessment and not included in my lesson planning time but I will allow 15 to 20 for the first day for the pre-assessment. The second day I will begin with an introduction of new vocabulary and “the hook”. Students will participate by providing teacher with a summary of her story. The total time for this lesson is 125 to 135 minutes and it will be broke into 3 days. The final day will require extra time so the students can use the computer lab, estimated time 35 to 45 minutes. Commentary:  To create interest in this lesson plan: I will create my own tall-tale. My story will include many details and I will make it very dramatic. Then I will chose students to recall my story. Telling us only the important parts. Remind them to keep it short and sweet. The challenges I anticipate: students will summarize the story with too many details. I will allow extra time for this portion. Instructional Procedures: Day One: Pre-Assessment  15 to 20 minutes Read a book that you have already read and discussed in class. Give a blank story map and have students fill in the blanks. As students as completing the paper walk around and access each student’s knowledge of a story map. Afterward grade together as a class so students can make corrections. Day Two Step one: 20 minutes First: Introduce new vocabulary- tall-tale. Ask the students if they can recall any tall-tales that they have read. Second: Begin the “hook”. Tell the students that you are going to tell them a story about the worst weather they have ever experienced. I will give students many details and make the story very dramatic. Example, how I went on a boat trip and it was a beautiful sunny day. I could see the sun glistening on the water. After we were out to sea a storm popped up… out of nowhere. We lost power on the boat… we were stranded at sea for days without food or water… Step two: 20 minutes Have the students take turns retelling the story. Be sure to record each student. Keep calling on students until someone retells only the important parts. After each student tries remind them to keep it short and sweet. I will continue until someone gives me a short summary. Day 3: After discussion of a summary introduce students to the story map on the board. Explain how this will help guide them……………. Step One: 20 minutes Have the class move their chairs into a semi-circle grouped by two’s. Introduce the text Cloudy with a Chance of Meatballs by Judi Barrett. Begin your read aloud. Remember to stop and talk throughout the read aloud. Be sure to have stop and talks that relate to the story map on the board. Throughout the story have the class I will… Step Two: 30 minutes Have students return to their desks. In groups of four have students discuss and complete the story map that you have provided for them. Tell students be sure to use the example on the board. Teacher will access students by walking around to each group and listening to their ideas. If needed, teacher will guide students in the right direction. Afterwards each student should have completed their story map handout. The story map will help students tomorrow when they create their digital story map. Day 4: Students will create and illustrate a summary book of their very own. Students will share their book with the class. Finally, students will take their books home to share with their families. 35 to 45 minutes Pre-Assessment:   15 to 20 minutes  I will use my day one lesson plan because it is my pre-assessment. Read a book that you have already read and discussed in class. Give a blank story map and have students fill in the blanks. As students as completing the paper walk around and assess each student’s knowledge of a story map. Afterward grade together as a class so students can make corrections. Scoring Guidelines RUBRIC Point Value     Points Earned  Criteria 10                    Summarize text without help  20                    Can complete a Story map and Jigsaw method (10 each) 10                    Understands the 5 W’s- who what when where why (2 points each) 10                    Understand the difference between retelling a story or to summarize a story Post-Assessment: Have students create their own summary video on Go Animate of their favorite book. Scoring Guidelines: I will use a rubric as my Post-assessment. Total project will be worth 50 points. Differentiated Instructional Support Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated students:  The text level could be changed depending on the students reading level. This could make the lesson easier or harder. Discuss additional activities you could do to meet the needs of students who might be struggling with the material: Review the story map using an easier text.  Extension This is a great website has printouts for different types of story maps: http://www.education.com/slideshow/printable-story-maps/ This is a great website to learn more about summarizing. http://www.readingrockets.org/strategies/summarizing Homework Options and Home Connections:  Students will share their summary books at home with their family. Interdisciplinary Connections Science: you could discuss deferent types of weather and create weather charts. Art: Have student illustrate a book cover for their favorite book. Materials and Resources: For teachers Paper, Pencils, and markers. Story map on the board. Provide each student with a copy of the story map. Tape recorder. Computer lab. Book: Cloudy with a Chance of Meatballs by Judi Barrett Books in class library. For students Paper, Pencils, and markers. Their own story map. Computer lab time. Assess to tape recorder. Key Vocabulary tall-tale summary story map Additional Notes If students are working at a faster pace have them select their favorite book to create an additional story map.