Blog Phase I

 

Blog Phase I: Lesson Plan Template

I. RATIONALE:

This is the last lesson of a week-long unit on Text Features that incorporates the Wonders of The World thematic unit. The purpose of this lesson is to give the students the opportunity to use text features in practical applications and to continue to develop their technology skills. 

II. OVERVIEW

Teacher: Ali Fentress

Grade Level: 2

Subject(s): ELA

Topic of Study: Text Features

Time Allotment: 30 minutes

Standards:

2.RI.5: Know and use text features to locate key facts or information in a text efficiently.

ISTE Standard:

1.6 Creative Communicator

b. Students create original works or responsibly repurpose or remix digital resources into new creations.

d. Students publish or present content that customizes the message and medium for their intended audiences.

1.1 Empowered Learner

c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Objectives: By the end of the lesson the students will be able to efficiently use the text features found in the book, Everest to create a shared Google Slide showing the text features they used to find 3 facts about Mount Everest and display a word wall card with a fact or definition.

Section I: Reflecting on Assessing Prior Knowledge and Planning Instruction

What do the students need to know prior to the lesson? A developing understanding of text features found in an informational text (this is not an introduction lesson). How to log into their individual computers. Developing keyboarding skills. Developing grade-level reading skills. Developing computer navigation skills. Developing multi-step direction following skills. Group activity and discussion rules How will prior knowledge and experience be assessed? Nearpod Climb To The Top game (review of what text features are and do) Feedback during formative assessment while the students are using the trade book to locate text features and type them into the slide. Monitoring keyboarding skills during guided practice. Monitoring multi-step direction following during instructional practice. Monitoring activity and discussion rule following. Monitoring reading skills during guided practice. How will you use this information in the planning process To monitor and adjust as needed to ensure that all the students are understanding the directions and activities. Why should the content of this lesson be taught at this grade level? As students move through 2nd grade and into 3rd, they will be required to use text features to help collect information when conducting independent research. How do the objectives that you have for the lesson align with the standards? Objective is a clear and specific reflection of the standard- to use text features to locate key facts and information efficiently. When will the lesson be taught in the course of the school year? Why? As a closing lesson for a text features unit. This lesson is designed for the students to apply what they have learned throughout the unit in a practical application task.

Section II: Reflecting on Designing Instruction (InTask Standards 7 and 8)

Why are you using the instructional methods you have described? The gradual release model gives the students adequate scaffolded support.  The independent practice is minimal to ensure that all students are easily monitored and supported during the guided practice. The group guided practice component allows the teacher to support students that are challenged yet allows the other students to continue with the practice. The knowledge application is highly supported during the guided practice because this is the "meat" of the objective- to be able to USE their text features knowledge and find the "why".  How do the instructional methods align with what you know about best practices (think about your methods classes)? Provides opportunities for students to share and discuss their knowledge. Provides appropriate teacher and peer support. Allows for multiple assessments of learning DURING the lesson. Allows for engagement and relevant discussion. Allows for all students to be successful. Provides a "why" for content understanding. How is your lesson designed to meet the needs of all students? Highly teacher-supported tasks throughout the entire lesson means the teacher can scaffold easily at point during the lesson. Pictured anchor chart is posted throughout the entire lesson. The "meat" of the content learning is done during guided practice, allowing the teacher to monitor and provide support whenever and however it is needed. The measurable assessment has a modified version using pictures to show content understanding. Monitoring, observing, scaffolding, and adjusting are easily conducted. Information is presented in a variety of ways- images, paper text, computer screen, digital games, collaboration.

Section III: Reflecting on Planning Assessment (InTask Standard 6):

How does the assessment align with the standards and objectives of this lesson? Formative assessment aligns by monitoring how the students are able to use text features in application by using a book, identifying the text features and sharing the information gathered by using them. Summative assessment aligns by showing the students know the different types of text features. How does the assessment demonstrate that the students have been successful in learning the content? Formative shows that the students can use text features. Summative shows that the students know the text features. How does the assessment demonstrate student engagement in higher order thinking? Construct- Students are constructing a shared slide using their text features knowledge. Distinguish- Students are distinguishing which text features they are finding in the book. Identify- Students are identifying which text feature they are using. Create- Students are creating a word wall card while applying text feature knowledge to choose a fact or definition.  How does the assessment demonstrate that individual student needs were met? Formative allows for scaffolding. Summative has a modified version that uses images to show content understanding.

Section IV: Reflecting on How your lesson meet each of the ISTE NETs Standards?

Reflection: How does your lesson meet ISTE Standards? ISTE Standards For Educators  2.3 Citizen: The teacher is creating an environment for the students to positively contribute and responsibly participate in the digital world by using a shared google slide to collaborate and share information gathered during guided practice. 2.6 Facilitator: Content understanding was supported through the use of appropriate technology. 2.5 Designer: By creating a group designed and shared slide while using a book the students were learning by doing and because this component was during the guided practice, the teacher can ensure that all students are given the support they need to be successful with both the content and the use of technology.   2. ISTE Standards For Students   1.1 Empowered Learner: The students are monitored to ensure that they are using safe and ethical digital behaviors while using the various types of technology during the lesson. The lesson provides collaborative, independent, and sharing opportunities while creating a slide to identify and use different text features. The students have the opportunity to experience different ways to use technology to support and expand their learning during the lesson.