Blog Phase 1 Lesson 2

 

Blog Phase I: ELA 2.RI.9 Lesson

Creating a Venn diagram to compare & contrast the key points in two informational texts of the same topic.

I. RATIONALE:

• Through instructional, guided, and independent practice:

• Provide students the knowledge and experience of creating and using a purposeful strategy when using two informational texts of the same topic.

• Prepare students for using multiple informational texts to complete research-type tasks.

• Expose students to a new source of technology to assist in academic tasks.

• Meet the grade curriculum standards that require the students to effectively use a venn diagram.

• Meet the grade level state standards of comparing and contrasting the important points in two informational texts of the same topic.

II. OVERVIEW

Grade Level: 2

Subject: English Language Arts

Topic of Study: Compare and contrast two informational texts from the same topic.

Time Allotment: 30 minutes

Standards: 

Arizona English Language Arts: Reading Standards for Informational Text: Integration of Knowledge & Ideas: 2.RI.9 Compare and contrast the most important points presented by two texts on the same topic.

ISTE Student Standards:                                                                                 

Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

1.1.c. Use technology to seek feedback that informs and improves their practice and to demonstrate their learning process.

Digital Citizen: Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.

1.2.b. Engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.

ISTE Educator Standards:

2.3. Citizen: Teachers inspire students to positively contribute and responsibly participate in the digital world.

2.2.c. Mentor students in the safe, ethical, and legal practice with digital tools and protection of intellectual rights and property.

2.6. Facilitator: Teachers facilitate learning with technology to support student achievement of the ISTE Standards for Students.

2.6.b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

2.5. Designer: Teachers design authentic learner-driven activities and environments that recognize and accommodate learner variability.

2.5.b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

Objectives: By the end of the lesson the students will create a compare and contrast venn diagram of two texts about coyotes. 

Sub-Objective: Students will write an informational paragraph about coyotes using two different texts. (2.W.7: Participate in shared research and writing projects)

Blog Phase I: Lesson Preparation Reflection

Section I: Reflecting on Assessing Prior Knowledge and Planning Instruction

Please answer these questions: What do the students need to know prior to the lesson? How to log into their email. Developing keyboarding skills. Grade-level small and whole group discussion and collaboration rules. Developing grade-level spelling foundational skills. Developing grade-level digital citizenship skills. How will prior knowledge and experience be assessed? Prior formative assessments during tasks that require similar skills. How will you use this information in the planning process? It will ensure that I have allotted enough time for the students to complete and understand each component of the lesson. I will know how much differentiation and scaffolding I will likely need to provide to ensure all the students understand the new content. Why should the content of this lesson be taught at this grade level? The ability to effectively identify important points within an informational text is an essential skill as the rigors of reading and writing increase in grades 3 and 4. The ability to effectively use a variety of graphic organizers for informational research is an essential skill as the rigors of reading and writing increase in grades 3 and 4. How do the objectives that you have for the lesson align with the standards? The standard states the students compare and contrast the important points of two texts of the same topic. My objective is to use two texts about coyotes and then use a venn diagram to organize the important points from both texts.  When will the lesson be taught in the course of the school year? Why? Late in the year because the students will be most successful with this task if they are at or close to grade-level reading and writing.

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

Why are you using the instructional methods you have described? This lesson will be highly instructional and guided because I am introducing a new technology tool as well as a new concept. The gradual release model is best suited for this lesson because the students will be able to watch it be modeled, work the new technology and concept together, then use the end result as the source to write a paragraph. By having the students write a paragraph as the final assessment, they will see purpose in the concept of creating a venn diagram. How do the instructional methods align with what you know about best practices? The gradual release model allows this lesson to flow and for the students to feel that the concept has a meaningful purpose. Modeling gives students the opportunity to see what the expectations look like. Guided practice allows students to apply the new concept while receiving the appropriate amount of support and differentiation to be successful. Independent practice allows the students to immediately apply the new concept to a meaningful task by creating a final project that requires a higher order of thinking skill. How is your lesson designed to meet the needs of all students? This is a highly guided and supported lesson that will allow every student to be successful. Lesson time and structure allows for passages to be read by the teacher or by peers to the whole class or to those that require reading support. A modification to the writing assessment can easily be made for any student that would require showing concept knowledge by presenting it orally.

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

How does the assessment align with the standards and objectives of this lesson? The formative assessment is based on the student’s participation and skill in taking key points from each text and placing them on the appropriate side of the venn diagram, then putting the similar points in the middle section of the venn diagram. This directly aligns with the standard and the objective. The summative writing assessment grade is designed with a rubric that directly aligns with the standard and the objective by giving passing points for creating a writing that uses 3 facts that are from both of the texts. This shows the student’s skill to apply the new concept in a higher order thinking method that directly aligns with the standard and the objective. How does the assessment demonstrate that the students have been successful in learning the content? The assessment shows that the students can take the guided practice information and apply it to a task that directly aligns with the standard and the objective. They are taking key points from each text and using the similar facts to create a paragraph about coyotes. The assessment rubric gives 1 point for one shared key point, 2 points for two shared key points, and 3 points for three shared key points. How does the assessment demonstrate student engagement in higher order thinking? The summative assessment shows the students are engaging in higher order thinking because they are creating a paragraph by using the new skill. The formative assessment shows the students are engaging in higher order thinking because they are creating a venn diagram while developing their new skill. How does the assessment demonstrate that individual student needs were met? The summative assessment will demonstrate if the students can use their new skill in a meaningful way by creating a paragraph about coyotes.

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  When using the miro platform, the teacher must model positive and responsible use of technology. When using the miro platform, the teacher must model safe, ethical, and legal practice with digital tools. While creating a collaborative venn diagram, the teacher must manage the use of technology and the learning strategy.  While creating a collaborative venn diagram and Google Slides presentation, the teacher must design authentic learning activities that align with content standards and use digital tools and resources to maximize active, deep learning. ISTE Standards For Students  Using a collaborative venn diagram the students are using technology that informs and improves their practice and to demonstrate their learning in a variety of ways. Miro is an openly shared platform. The students must be using it in a safe, legal, and ethical manner while using their networked devices.