Assignment 7: 2

Link to my lesson plan.

Assignment 6: 3

Lesson topic: Sequence of Events (Writing)

Grade level:  1^st

Duration: 50 Minutes

Aim questions:

1. What learning objectives/main ideas do students need to know (maximum of 3)?

Students will learn the sequence of events through a chart.

Students will be able to utilize the chart to develop a fictional story.

Students will learn new vocabulary words.

2. What common core skills will be introduced or reinforced during this lesson?

W.2.3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

W.2.8. Recall information from experiences or gather information from provided sources to answer a question.

3. Which content area standards are addressed in this lesson?

Students’ ability to write a clear sequence of events that includes details and transitional words.
 

4. What academic and content specific vocabulary is introduced in this lesson?

Sequencing

First

Last

Next

Finally

After that

5. What materials (e.g. activity sheet, map, song) will I present to students?

Brain Pop Video

Pencil

Writing Paper

Activity Sheet- Chart

Construction Paper

Crayons

A Visit to the Beach Passage

6. What activity, if any, will I use to settle students and establish a context (DO NOW)?

Students will receive a number of words and identify transitional words from the word

bank.

7. How will I open the lesson (MOTIVATION) and capture student interest?

Students will view a video on sequence of events on the brainpopjr site.

8. What additional Full class/group/individual activities will I use to help students discover what they need to learn (suggest three)? If there are group activities, how will student groups be organized?

Students will read a passage as a group and identify transitional words in the passage.

Students will discuss the sequence of events in the passage as a class.

Students will individually write a short story of a visit to the park or zoo.

 

9. How will I differentiate instruction with multiple entry points for diverse learners?

By reading the passage as a group and individually, students from various learning levels have the opportunity to practice on their reading and discuss the story to increase critical thinking.

10. What HOT (High Order Thinking) questions will I ask to encourage students in analysis and discussion?

o   Who are the characters in the story?

o   During what season does the story take place?

o   How do you know the visit has ended?

o   Where does the story take place?

11. How will I assess student mastery of the skills, content, and concepts taught in this lesson?

Students will individually write a short story of a visit to the beach or park.

Students will also receive a homework assignment that allows them to fill in the blanks using words from a word bank.

 

12. How will I bring the lesson to closure (Summary Questions)?

What is a key word used to end a story?

What are words that signal the middle of the story?

13. How will I reinforce and extend student learning?

• CLASS APPLICTION/FOLLOW-UP: Students will discuss activities that are not done at the park to stress the importance of routines and sequences.

 

• ENRICHMENT ACTIVITIES: Students will work with flash cards to practice transitional words.

 

• HOMEWORK: Students will write a short paragraph about how they get ready for school in the morning.

14. What topics come next?

TOMORROW: Students will read an independent story and answer a series of questions related to the passage.

 

DAY AFTER: Students will fill in the blanks for the Do-Now.

15. How do I evaluate this lesson? (It is about to what extent your lesson successful is, which is different from student assessment itself. You can use student assessment results as one evidence for your lesson’ success though.)

• STRENGTHS: Lesson allows students to become familiar with typical visits and experience while practice writing and learning new words.

 

• WEAKNESSES: Lesson plan will highlight student’s reading and comprehension in addition to ability to form clear and complete sentences.

• AREAS to WORK: Breaking up the lesson plan into stations in order for students to focus intently on the lesson.

• THINGS TO CHANGE: A visual guide prepared on the board before we start the Do Now to ease the introduction of sequences.

 

 

Assignment 6: 2

Lesson Topic: Fables: The Ant and the Grasshopper

Grade: 2

Duration: 50 Minutes

1.     What learning objectives/main ideas do students need to know (maximum of 3)?

·      Students will learn the meaning of a Fable and new vocabulary words.

·      Students will read “The Ant and The Grasshopper” and be able to identify the moral of the story.

·      Students will discuss an experience they’ve had and a lesson they learned.

2. What common core skills will be introduced or reinforced during this lesson?

Students will be able to determine lessons after the stories and describe major events and challenges character’s experience.

 3. Which content area standards are addressed in this lesson?

RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

RL.2.3. Describe how characters in a story respond to major events and challenges.

4. What academic and content specific vocabulary is introduced in this lesson?

Fable

Moral

Crops

Store

Crops

Field

Enough

5. What materials (e.g. activity sheet, map, song) will I present to students?

YouTube- Video of “The Ant and the Grasshopper

Activity sheet

Flash Cards

Construction Paper

Crayons and Markers

6. What activity, if any, will I use to settle students and establish a context (DO NOW)?

Students will read the story on their own to prepare for the lesson.

7. How will I open the lesson (MOTIVATION) and capture student interest?

Students will watch a YouTube animated video of the story.

 8. What additional Full class/group/individual activities will I use to help students discover what they need to learn (suggest three)?

Students will discuss morals and provide situations they learned from in their everyday life. 

Students will individually provide alternative solutions to the story in groups.

Students will discuss as a class why it’s important to be like the ant and not the grasshopper.

9.  If there are group activities, how will student groups be organized?

Students will work in groups of threes to discuss what they learned and complete the activity sheet as a group.

10.  How will I differentiate instruction with multiple entry points for diverse learners?

Students will be introduced to the story in two different methods (reading and video) to provide students with alternative introductions to the story.

10. What HOT (High Order Thinking) questions will I ask to encourage students in analysis and discussion?

1.     Who are the two characters in the story?

2.     During what season does the story take place?

3.     Why did the ant work so hard?

4.     What lesson does grasshopper learn?

11. How will I assess student mastery of the skills, content, and concepts taught in this lesson?

Students will complete activity sheet to show that they understand the concept of setting and moral of the story in addition to summarizing.

12. How will I bring the lesson to closure (Summary Questions)?

            Students will close the lesson by discussing lessons they’ve learned in their personal life.

13. How will I reinforce and extend student learning?

·                CLASS APPLICATION/FOLLOW-UP – What are some experiences you’ve learned from

·                ENRICHMENT ACTIVITIES – Students will discuss ways the grasshopper could’ve avoided the

situation.

·                HOMEWORK – Vocabulary worksheets

14. What topics come next?

TOMORROW: Discussing character traits.

DAY AFTER: Students will develop a fable.

15. How do I evaluate this lesson? (It is about to what extent your lesson successful is, which is different from student assessment itself. You can use student assessment results as one evidence for your lesson’ success though.)

• STRENGTHS- Lesson allows students to learn about lessons/morals

• WEAKNESSES- Activity sheet will showcase students understanding of character traits.

• AREAS to WORK- Providing different levels of learning.  

• THINGS TO CHANGE- Adding an interactive technology tool.

Assignment 6: 1

     Mr. Hossack developed a lesson plan about main ideas and important ideas by using an article about Native American preservation in Western New York. Student were taught to break down text by going by sections and taking their time to absorb the material. I liked how Mr. Hossack suggested students read and then re-read the text for understanding. This tactic provides students the opportunity to read for comprehension and relate the material to their thoughts and experiences. In addition, students get the opportunity to break into groups to discuss what they learned and the details within the article that connect to the main idea. This activity allows students to discuss and share theories that their fellow classmates may not have had and expands their critical thinking skills.

Rubric Criteria

	Below Expectations (1)	Basic (2)	Proficient (3)	Outstanding (4)
Identify the key factors that influence water quality.	Student unable to identify any key factors that influence water quality.	Student provides indefinite key factors	Student provides a limited amount of key factors	Student provides a significant amount of key factors
Students ability to explain how human activities alter the balance of a water ecosystem and affect the survival of organisms	Student unable to explain how human activities alter the balance of a water ecosystem and affect the survival of organisms	Student provides indefinite theories of how human activities alter the balance of water ecosystem and affect the survival of organisms	Student explains vague theories human activities that alter the balance of water ecosystem and affect the survival of organisms	Student provides well thought out theories of human activities that alter the balance of water ecosystem and affect the survival of organisms
Ability to Identify the relationships among factors affecting water quality	Student unable to identify the relationships among factors affecting water quality	Student provides incomplete relationships among factors affecting water quality	Student provides vague examples of relationship factors affecting water quality	Student identifies clear examples of relationships among factors affecting water quality
Analysis of how a factor affects the living Organisms in water ecosystems	Student provides no analysis of how a factor affects the living organisms in water ecosystems	Student provides an incomplete analysis of how a factor affects the living organisms in water ecosystems	Student provides a vague analysis of how a factor affects the living organisms in water ecosystems	Student provides a thorough analysis of how a factor affects the living organisms in water ecosystems
Use of Credible Sources for Data Collection	Student provides no  sources	Student provides a source with questionable credibility	Student provides limited credible sources	Student provides significant amount of credible sources
Use of ICTs to Facilitate the process of identifying scientifically testable questions and locate valuable and accurate information	Student did not use an ICT to facilitate the process of identifying scientifically testable questions and locate valuable and accurate information	Student use one ICT to facilitate the process of identifying scientifically testable questions and locate valuable and accurate information	Student uses a few ICT to facilitate the process of identifying scientifically testable questions and locate valuable and accurate information	Student used several ICTs to facilitate the process of identifying scientifically testable questions and locate valuable and accurate information
Use of ICTs to support data organization, data analysis, and data representation and draw conclusions	Student did not use an ICT to support data organization, data analysis, and data representations and draw conclusions	Student used one ICT to support data organization, data analysis, and data representation and draw conclusions	Student used a few ICTs to support data organization, data representation and draw conclusions	Student used several ICTs to support data organization, data analysis and data representation and draw conclusions
Use of ICTs to communicate findings to the learning community using various media formats	Student did not used an ICT to communicate finding to the learning community using various media formats	Student used one ICT to communicate findings to the learning community using various media formats	Student used a few ICTs to communicate findings to the learning community using various media formats	Student used several ICTs to communicate findings to the learning community using various media formats
Use of ICTs to communicate findings to the learning community using various media formats	Student did not used an ICT to communicate finding to the learning community using various media formats	Student used one ICT to communicate findings to the learning community using various media formats	Student used a few ICTs to communicate findings to the learning community using various media formats	Student used several ICTs to communicate findings to the learning community using various media formats
				Total Points