EDU234 Lesson Plan Template Explicit Model 2013-2014 Name: Alyssa Rafoth Date: 04/22/14 Grade Level: 2nd

Grade Class Period: EDU 234 Subject: Language Arts Lesson # & Title: 3 What can we do? Big Idea/Lesson Focus: The students will be researching and presenting different activities that can be done during a weekend camping trip. Essential Question: How does communication skills help benefit you in the future? Context for Learning: There are 24 students in the classroom, 14 males and 10 females. There are 5 students on an IEP. Their disabilities are as followed: learning disabilities in math and reading, autism, hearing impaired and students with ADD. There are no ELL students in the classroom. Function of the Lesson (check all that apply):

Introduce New Skill or Content Practice

Review Remediation/Re-teaching

Content Standards: RI.2.5- Know and use various text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. RF.2.4- Read with sufficient accuracy and fluency to support comprehension. SL.2.1- Participate in collaborative conversions with diverse partners about grade 2 topics and text with peers and adults in small and larger groups. 2.MD.D.10- Draw a picture graph and a bar graph to represent a data set with up to four categories. Solve simple puttogether, take-apart, and compare problems using information presented in a bar graph. Learning Objectives: 1. After completing the lesson, the students will be able to collaborate with a group in order to research activities that are ideal to the students interest for the camping trip. 2. The students will then be able to present their findings to the class through a formal presentation. 3. Students will be able to form meaningful questions pertaining to their classmates presentations on the activities for the trip. 4. The students will be able to construct a bar graph based on the results of the classroom vote for the various activities presented. Academic Language (Academic Language Demands and/or Academic Language Objectives): Research, rubric, collaborate, explain, collect, data Instructional Materials and Support: 1. Access to internet (computer, Ipad, etc.) 2. Sample brochure of a camping site 3. White construction paper 4. Access to a printer and colored ink 5. Graph paper 6. Crayons

Prior Knowledge: The students will already know: 1. How to conduct research using the Internet 2. How to create a bar graph 3. How to apply data into a bar graph

Assessment Plan:

Pre-Assessment for the unit: Use this information to design your lessons
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The students will participate in an activity called The Brain Dump. The brain dump will be completed orally as a class. The teacher will ask the students to discuss as a class the importance of researching proper activities and the importance of presenting. The teacher will be performing an informal assessment by observing the students and asking questions. After each day the students will have to participate in a Stop Sign activity. There will be a traffic light placed in the front of the classroom. At the end of the day the students will be assigned a number and have to place their number on one of the lights. The green light shows that the student feels they understand the material completely and are on the correct track for completing the brochure. The yellow light means they still need more help or explaining. The red light means the student is very confused and needs guidance to finish the brochure. The students will be placed in groups of four to create a brochure to demonstrate all the topics that were taught throughout the unit. They will be instructed to research a camping location within a thirty-mile radius from the school. The brochure will include: A map of the desired location chosen by the group. Map must include a map key. A checklist of supplies needed to go camping. The safety rules of camping. The food availability at desired campsite. If there is an available cafeteria or restaurant. o Price of food in cafeteria or restaurant. Possible snacks needed for the trip. Recommended amount of money allotted for trip. This includes transportation, housing, food and souvenirs. List of activities available at campsite. Bar graph of most wanted activities created by the class. The students are to find four different activities and have their classmates vote on their top choice. The students are to then graph the results and provide the feedback in the brochure. Strategies & Learning Tasks

Assessment(s) during the lesson: Only assess what was taught

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Assessment(s) at the end of the lesson: Clear up misconceptions

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Post-Assessment for the unit: Assess all that was taught in the unit
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Introduction/Opening: Day Eight 1. Welcome Class 2. The students will be instructed to sit with their previously assigned groups of four. a. Each group already researched a desired location within a 30-mile radius from the school to go on a weekend camping trip. 3. Once seated, ask the students to review what location they have chosen. 4. Have a class brain dump as to the importance of researching proper activities and the importance of presenting.

Presentation/Explicit Instruction: 1. Present to the class an already completed brochure of a desired camping location. 2. Pass out attached rubric- talk specifically about presentation, bar graph and list of activities. 3. Brochure must include the following about activities: i. List of activities available at campsite. ii. The students are required to find four possible activities to do at the specific campsite. 1. The teacher must approve all activities before continuing. iii. Bar graph of most wanted activities created by the class. 4. Elaborate on completing the bar graph. a. Once the teacher approved all four activities for each campsite, the students are instructed to ask each classmate individually which activity they like the most. b. After collecting data from all other classmates, the groups are instructed to create a bar graph of their results. c. This bar graph must be included in the brochure. 5. Read aloud completely about the specifics of the presentation. i. Eye Contact ii. Clear voice iii. Content b. Explain that there will be a classroom vote as to what location will be holding our weekend trip. c. Ask if there are any questions regarding the presentation. 6. Explain that the group whose destination was chosen by the class will have to present to the PTO about the trip. a. The purpose of the PTO would be to help fund the trip. i. The teacher has already approached the PTO and was approved to take a trip. Structured Practice/Exploration: 1. The students will now be allotted time to brainstorm as a group. 2. Direct students to the computer lab. 3. Allow the students to research activities to be done at their specific campsite. 4. Teacher must be walking around answering any questions the students may have. 5. The students homework will be to finalize the activities they have chosen. Closure: Today the students were able to research different activities to do at their specific campsite. Introduction/Opening: Day Nine 1. Welcome class 2. Review how the students researched activities to do at their specific campsite. Presentation/Explicit Instruction 1. The students will be instructed to ask each of their classmates to vote on their favorite activity they have researched for their campsite. (Students can only vote once.) 2. Time will be allotted for each student to receive all the data from the classmates. 3. Ask Students if they have any questions. 4. Teacher will be available for any questions the students may have about completing the bar graph. Guided Practice/Specific Feedback: 1. The students will be completing the brochure as a group. 2. Time will be provided for students to add the activities and bar graph to the brochure. 3. Ask the students what is most important about presenting. a. Eye contact b. Clear Voice c. Content 4. Remind students about what needs to be included in the brochure. 5. Students will be directed to spend time practicing their presentation as a group.

Independent Practice/Application: 1. The students will be given time to practice their presentation as a group. 2. Their homework will be to practice their part of the presentation to their parents/guardians. The parent/guardian will be required to sign a form stating their child practiced his or her presentation to them.

Dear Parents/Guardians, Please sign below stating that your child practiced his or her presentation for homework. The students are very excited to find out where the weekend camping trip will be taking place! If you have any questions or concerns please do not hesitate to email me at rafotham@mountunion.edu. Student:_______________________________________ Parent/Guardian Signature:___________________________________________ Date:__________________

Closure: Today we finished our brochure that we will be presenting tomorrow. The list of four activities and bar graph must be added to the brochure. Introduction/Opening: Day Ten 1. Welcome class 2. Students will begin presentation- presentations should take about 5 minutes each. Structured Practice/Exploration: 1. The class will take a classroom poll as to what location they would like to take the weekend camping trip to. (If the vote comes down to a tie, the teacher will be able to choose the final location.) Closure: Over the past three days we researched possible activities at each of the groups desired campsites. Once the research was completed, you were able to create a bar graph and present your brochure to the class. Differentiation, Individualized Instruction, and Assessment: In order to meet the needs of all the students in the classroom the previous assigned groups will be chosen based on their academic achievement and performance. The purpose of the groups is to provide all students with a fair chance to complete a project as a group. To address the needs of those on an IEP, the students who have: A specific learning disability in math and reading will be provided with extra guidance from the teacher. The teacher will review their research on activities and the completed bar graph for accuracy as they complete the task. Autism will have the opportunity to work directly with his or her one-on-one aid throughout the project. This student will be assigned one specific task to complete by the teacher. This student WILL be in a group with other classmates. While presenting, the teacher may walk this student through his or her portion of the presentation if needed. A hearing impairment will be placed in the front of the classroom so he or she can hear minor details as the teacher is speaking. The student will also already have a written document that he or she will be able to follow as the teacher is speaking. ADD will not be placed in the same groups. These students will be able to move freely around the classroom, as long as they are not disrupting the class. While working in the groups the students are permitted to stand or take short walking breaks if needed. They are not permitted to miss the class period, but if the teacher notices they are having a hard time focusing, he or she can assign them to move around the classroom or hallway.

Research and Theory: This lesson was based off of many different theorists and their research. For an example, John Dewey believed that education must engage and enlarge experience. By having the students actually find activities that they will be able to do during the camping trip gave them a reason to be engaged. The students were able to explore the web and use their creative imagination to find different activities. This lesson also incorporates cooperative learning as a group. The students were instructed to work together to present a brochure that they have completed. The students were also able to scaffold their learning since they had a clear purpose for the project. They had to identify the best sources to find information and deliver their findings efficiently. The theorist behind the scaffolding process was John Piaget.

Family Engagement
In order to engage the families into my lesson, I have planned a family night after the weekend camping trip. The family night will consist of all the students presenting their brochure to the families. After they go over a short presentation of the brochures, the students will conduct an informal session with the families talking about the trip. The families will be able to hear about the students educational experienc es and what they learned throughout the unit. See attached flyer for details.