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ISTC 301 Lesson Plan

Part One
Topic
Teachers Name: Zach Watson, Sarah Alaoui, Taylor Thomas, Vicky Hunte

Subject Area: Reading- key details


Class Information
Grade Level: 2nd
Date: January 19, 2016
Class Profile:
There are 19 students in this class; 10 boys and 9 girls. One student is Deaf/Hard of hearing and has
hearing aids. Two students are on 504 plans (1 has ADHD & 1 has fine motor difficulties.) Another
student has an IEP and is pulled out for the reading portion of the school day. Seven students are on an
accelerated pathway. All students are age 8 or 9 years old. There are no ELL students in the class. There
are 4 African American, 2 Asian, and 3 Latino, and 10 Caucasian students.
Alignment
Brief overview of the Lesson: This lesson is part of learning to work collaboratively
and participate in conversations in a diverse community. Students will work in small
groups cooperatively in order to locate key details. When this lesson is completed,
students will be able to apply their knowledge of key details on future
assignments/assessments to better understand the context.
Standards

MD State Core Curriculum


SL 1 CCR Anchor Standard- Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others ideas and expressing their own clearly and
persuasively.
SL 1- Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with
peers and adults in small and larger groups.

InTASC Standard #6: Assessment The teacher understands and uses multiple methods
of assessment to engage learners in their own growth, to monitor learner progress,
and to guide the teachers and learners decision making.
Standard #7: Planning for Instruction The teacher plans instruction that
supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
Standard #8: Instructional Strategies The teacher understands and uses a
variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.

ISTE1. Facilitate and inspire student learning and creativity


4. Promote and model digital citizenship and responsibility
3. Model digital age work and learning
5. Engage in professional growth and leadership
Part Two
Learning Objectives
Students will be able to participate in collaborative conversations during whole group and small
group time in order to locate key details from the text, Meerkat Family, using My StoryBook. Students will
respond to the comprehension questions with 80% accuracy and express their knowledge creatively on
My Storybook.

Teaching Materials

Pencils
Meerkat Family text
Highlighting tape
Booklets
Markers/crayons
https://www.mystorybook.com/books/new
https://www.pebblego.com/content/animals/article.html?a=154

Part Three
Procedures

Instructional
Sequence

Planned Beginning

Warm-up
Motivation
Bridge

Approximate
Time

5 minutes

Procedure

Motivation:
1. Have students come to the back carpet when the
lesson is expected to begin. Remind students to walk
quietly and sit appropriately.
2. Tell students they are going to do a review of last class
and will be going over key details of texts.
3. Use Active Inspire to have students come up to the
smart board and highlight key details of the paragraph.Dogs are among the most common pets in the world. A
rare quality that dogs have is the devotion to their
owners. Dogs help us in various ways, such as;
watching their owners household. They even come in

many different breeds. It is very common to hear that a


dog is mans best friend. I think dogs are the best pets
to have.
4. Show the class the text they will be reading, Meerkat
Family.
5. Introduce Meerkat Family by Donna Loughran.
Bridge:
After introducing the book, the teacher will ask the
students, what do you think the text will be about? The
students will raise their hands to give their opinions
about what they think the text will be about.

2-3 minutes
1.
2.

Development of the
New Learning

3.

(Clearly explain
instructional activities in
sequence.)

5-10 minutes
(Think I Do, We Do, You
Do or Modeling, Guided
Practice, Independent
Practice)

1.

2.

3.

4.
10 minutes

I Do:
The teacher will go over what key details are.
The teacher will ask the students to give a thumbs up
when they think hear a key detail during the read aloud.
Ask the students, Why is this sentence a key detail?.
We Do:
The teacher will begin reading Meerkat Family. The
teacher will use multiple strategies to encourage the
students to participate in the read aloud. (All girls read,
all boys read, whole group reads, only the teacher
reads, fill in the blank, whisper read, and volunteer
read)
The teacher will model a key detail by using highlighting
tape. The teacher will let the students use highlighting
tape as well to mark their text.
The teacher will pause throughout the text to ask
questions about meerkats to check the students
comprehension of key details. (Informal Assessment)
After finishing the book, the teacher will split the
students up into groups of 4.
You Do:

1. The groups will then be instructed to log on to

https://www.mystorybook.com.
2. Students will work collaboratively in their groups to
come up with four key details about meerkats (One per
person.)
3. Students will each create one page of the book based
on their key detail.
4. When groups think they are done, the teacher will
check their online booklets for corrections.
(Assessment)
Enrichment: Groups who finish early will have the
opportunity to add illustrations to their storyboook or

Enrichment or
Remediation

help another group.


Remediation: For students who struggle, they will have
the support of their group members. They can ask their
peers for assistance or their teacher. Students can also
refer back to the text.

(As appropriate to
lesson)

2-3 minutes

Planned Ending
part six
(Closure)

Summary
Homework

1. The teacher will signal the students attention and ask


them to clean up their materials.
2. Once all materials are put back, the teacher will call on
one group at a time to share their storybook with the
class.
3. Students will engage in respectful behavior while their
classmates are presenting.
4. Review the objective with students by asking, Who can
raise their hand and tell me their favorite key detail
about meerkats? and Who remembers where
meerkats live?
5. Students will be asked to share the key details they
learned about meerkats with their friends and family at
home.

Part 4
Assessment

The teacher will pause throughout the text to ask questions about meerkats to check the students
comprehension of key details. The assisting teachers will walk around the room and work with struggling
students. More scaffolding will be provided for the struggling students with extra reviewing in small
groups. (Informal Assessment)

When groups think they are done, the teacher will check their online booklets for corrections.
(Assessment) - Example of screen shots and graded storybook is provided at the end of the lesson plan.
Website to sample story- https://www.mystorybook.com/books/115748/

Rubric:

Part Five
UDL Implementation
I.

Multiple Means of Representation:


1. Provide options for perception
1.1 Offer ways of customizing the display or information
Students will have the opportunity to listen and see the story, Meerkat Families, on
the smartboard. The smartboard allows the teacher to use the pen and highlight
important information while reading. The main lesson will allow students to learn

important information about meerkats by auditory and viewing images on the


screen. There will be visual and auditory representations throughout the lesson.
3. Provide options for comprehension
3.2 Highlight patterns, critical features, big ideas, and relationships
Students will use their background knowledge from previous lessons on key details
and the interactive options on the smartboard. The story, Meerkat Families, will be
presented on the smartboard. The teacher will highlight key details and ask the
students to help. The idea of what key details are will be presented to the students
in multiple ways throughout the lesson through auditory and visual aids.
II. Multiple Means of Action and Expression:
4. Provide options for physical action
4.2 Optimize access to tools and assistive technologies
Students will have the opportunity to ask the teacher or their peers for help
during any part of the lesson. The story presented on the smartboard has options
for repeating sounds, definitions, highlighting, and many pictures to view for better
understanding.
5. Provide options for expression and communication
5.1 Use multiple media for communication
During whole group time, students will be interactive with the smart board
while listening and viewing the story Meerkat Families. Then, in small groups,
students will work together on their laptops to create a storybook online.
III. Multiple Means of Engagement:
7. Provide options for recruiting interest
7.1 Optimize individual choice and autonomy
Students will have the opportunity to participate in answering questions
during the class discussion of Meerkat Families. Students will also complete a
storybook of key details they recall from the story. Students choose what key details
they wish to portray in their storybook. At the end of the lesson, students will have
the option to share their storybooks with the rest of the class.
8. Provide options for sustaining effort and persistence
8.3 Foster collaboration and community
Students will participate in group discussions regarding key details and the story
Meerkat Families. After listening to the story, students will be placed in small groups
to work collaboratively in creating their storybooks. Students will have to decide
together on four key details they want to include in their storybooks.
References

Common Core State Standard Retrieved from http://www.corestandards.org/

ISTE Standard Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf

My storybook online. Retrieved January 12, 2016 from https://www.mystorybook.com/

PebbleGo. Retrieved January 14, 2016 from https://www.pebblego.com/login/

The InTASC Model Core Teaching Standards (April 2011) Retrieved from
http://www.ccsso.org/Documents/2011/InTASC%202011%20Standards%20At%20A%20Glance.pdf

Paragraph-warm up on active inspire:


Dogs are among the most common pets in the world. A rare quality that dogs have is the devotion to their
owners. Dogs help us in various ways, such as; watching their owners household. They even come in
many different breeds. It is very common to hear that a dog is mans best friend.I think dogs are the best
pets to have.

Sample Grade from my storybook using the rubric above


Required Elements- Student did not include four key details about the dog. Student did include
creative pictures on each page. Score: 2
Use of time- Student worked very hard on assignment and used class time appropriately.
Score: 4
Cooperation- Student worked well with others during group time with only a few reminders to
stay on task. Score: 3
Spelling & Grammar- Students has no spelling or grammar mistakes. Score: 4
Content: All content is in the student's own words. The student provided fun pictures for the
reading to view. Score: 4
Total: 17/20
85%

Screenshots from my storybook: