LESSON PLANNING WAYNESBURG UNIVERSITY

Pre-Instructional Planning:
The thought process that l eads to the devel opment of quality, meaningful lesson pl ans
GUIDING QUESTIONS THAT WILL PROVIDE THE FRAMEWORK FOR THE LESSON . (RESPOND TO EACH QUESTION .)

WHO WILL YOU BE TEACHING? (IDENTIFY STUDENT GRADE LEVEL AS WELL AS ACADEMIC FUNCTIONING LEVEL AND SPECIFIC NEEDS OF INDIVIDUAL STUDENTS )
All students in a second grade inclusion classroom.

WHO (IF ANYBODY ) WILL ASSIST WITH THE PRESENTATION OF THIS LESSON, AND WHAT WILL THEIR ROLE BE?
Aside from myself, if needed, the computer teacher may assist me in my lesson by granting the students extra time to work on and practice their presentations during computer class. (Class is Thurs. for 40min. / once a week)

WHAT IS THE LONG RANGE GOAL(S) THAT IS TIED TO THIS LESSON?

- For students to further develop their non-fiction research and writing skills. - For students to strengthen their ability to independently write a 5-sentence paragraph. - For students to utilize technology as a resource and presentation tool. - For students to better understand the process behind research over an extended period of time (time for research, reflection, revision)

WHAT IS THE SPECIFIC LEARNING OBJECTIVE (S) FOR THIS LESSON ?

- TSW be able to, with guidance and support, focus on a non-fiction topic and strength writing as needed by revising and editing. - TSW use a variety of digital tools to produce and publish writing. - TSW participate in an individual/shared research and writing project.

WHAT PREREQUISITE SKILLS/KNOWLEDGE WILL STUDENTS NEED TO EFFECTIVELY ACCESS AND PARTICIPATE IN THIS LESSON ?
- An understanding of paragraph structure and proper sequencing words (i.e. first, then, next, last). - Common knowledge of a computer and its simple input technologies. - Familiarity with copying writing in the form of typing. - General knowledge (minimal) of the Internet and the purpose of informational sites/digital tools.

WHEN WITHIN THE STAGES OF LEARNING WILL THIS LESSON BE PRESENTED? (IS IT A LEARNING ACQUISITION LESSON, LEARNING FLUENCY LESSON , LEARNING MAINTENANCE LESSON, OR LEARNING GENERALIZATION LESSON ?)
This lesson will be presented as a learning acquisition lesson because students will be gaining important application and research skills. They will be taking their learning a step further by presenting their findings through digital medias.

WHEN WILL THIS LESSON BE COMPLETED ? (WILL IT BE A ONE -DAY LESSON OR A MULTIPLE DAY LESSON ?)
This lesson will be a multiple day lesson. Depending on the availability of technology , this lesson may be continued throughout a few week time period, mixing between whole group and small/individual instruction.

WHERE SHOULD THIS LESSON BE PRESENTED TO ENSURE MAXIMUM STUDENT ACCESS AND PARTICIPATION? (COMPUTER LAB, CLASSROOM , SCIENCE LAB ) AND WHAT MATERIALS WILL BE NEEDED ? HOW WILL TECHNOLOGY BE INCORPORATED INTO THE LESSON ?
- To ensure maximum student access and participation, this lesson most definitely needs to be presented on a large screen (projector, SmartBoard, etc.). This could be done in the classroom or computer lab depending on resources. - Materials: - projector (I would be using my SmartBoard) - computer lab (if available) or classroom computers (I have 4) - internet use for research and digital tools (Thinglink and Blabberize) - pencil/paper - Technology will be incorporated into all aspects of this lesson including the presentation and demonstration of my student example and for student work and production.

WHY ARE YOU PLANNING TO TEACH THIS LESSON ? WHY MUST THIS INFORMATION/SKILL BE PRESENTED TO THE STUDENTS ?
I am planning to teach this lesson to further develop my students writing skills. It is extremely important in second grade to develop appropriate independent writing habits. Also, this would be the first time, to my knowledge, that students would be conducting a research type project.

HOW DOES THIS LESSON RELATE TO THE PA ACADEMIC STANDARDS?

This project relates to the PA Academic Standards and Common Core Standards in multiple areas including: -Reading, Writing, Speaking, and Listening - Science and Technology and Engineering - PA Common Core: English Language Arts

HOW DOES THIS LESSON RELATE TO THE PREVIOUS LESSON? HOW DOES THIS LESSON RELATE TO FUTURE LESSONS?
Continuously throughout second grade writing is a large component. Im constantly trying to find ways to meaningfully incorporate writing into my classroom. This lesson would be taught following one of our reading stories on Emperor Penguins. My student example is on Emperor Penguins so that the children are familiar with the text and can see how I use it as a resource to pick our facts for my paragraph. This would be a text that we as a whole group would be reading anyways, so the writing project would just be an added piece.

HOW WILL YOU DETERMINE IF STUDENTS HAVE MET THE LESSON OBJECTIVE ? (THINK ASSESSMENT )
This project will be assessed in the form of a rubric. It will allow me to give precise expectations to my students and show them ahead of time how they will be scored. In addition, my student example will be shown to give them guidance.

HOW SHOULD THIS LESSON BE PRESENTED TO ENSURE MAXIMUM STUDENT ACCESS AND PARTICIPATION? (LECTURE , WHOLE GROUP ACTIVITIES, SMALL GROUP ACTIVITIES, COOPERATIVE LEARNING GROUPS)
Initially, this lesson will be presented in the form of a whole group lecture (to show my student example and review the rubric). Following the explanation students will be working individually for the most part, with the exception of peer editing and teacher guidance and support.

LESSON PLANNING WAYNESBURG UNIVERSITY

Writing the lesson plan:
Tr an sl at in g th o u gh ts in to a p l an o f ac ti on

PENNSYLVANIA ACADEMIC STANDARD (S) ADDRESSED DURING THIS LESSON: (PROVIDE STANDARD NUMBER AND STATEMENT )
Demonstrate comprehension / understanding before reading, during reading, and after reading on grade level texts through strategies such as think aloud, retelling, summarizing, note taking, connecting to prior knowledge, supporting assertions about text with evidence from text, and non-linguistic representations. Write informational pieces using illustrations when relevant (e.g., descriptions, letters, single-topic reports, instructions). Develop content appropriate for the topic. Gather and organize information, incorporating details relevan t to the topic. Write a series of related sentences or paragraphs with one central idea. Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly. Punctuate correctly. Use correct grammar and sentence formation. Use appropriate volume, clarity and gestures in individual or groups situations. Deliver an oral report on an assigned topic. Conduct research on self-selected or assigned topics using specified sources. Share and explain the results of research using visual aids. Use media and technology resources for directed and independent learning activities. Demonstrate the correct use of simple input technologies (e.g., mouse, touch screen, microphone, etc.). With help and support, select and use various software/applications for an intended purpose. With help and support, use web browser to locate content-specific websites.

1.1.2.D:

1.4.2.B: 1.5.2.B: 1.5.2.F: 1.6.2.B: 1.8.2.B: 1.8.2.C: 1.9.2.A: 15.4.2.D: 15.4.2.G: 15.4.2.L:

LESSON OBJECTIVE(S) (STATED IN OBSERVABLE AND MEASURABLE TERMS )

- TSW be able to, with guidance and support, focus on a non-fiction topic and strength writing as needed by revising and editing. - TSW use a variety of digital tools to produce and publish writing. - TSW participate in an individual/shared research and writing project. - TSW deliver the final project orally to classmates.

ASSESSMENT PLAN (WHAT WILL BE DONE TO DETERMINE IF LESSON OBJECTIVES HAVE BEEN MET?)
This project will be assessed in the form of a rubric. It will allow me to give precise expectations to my students and show them ahead of time how they will be scored. In addition, my student example will be shown to give them guidance.

MATERIALS:
- projector (I would be using my SmartBoard) - computer lab (if available) or classroom computers (I have 4) - internet use for research and digital tools (Thinglink and Blabberize) - pencil/paper

INCLUSION TECHNIQUES FOR STUDENTS WITH SPECIAL NEEDS:

Depending on the severity and IEP regulations, students with Special Needs will be required to work to their maximum level of capacity. Examples may include, but are not limited to: - finding one fact on their animal instead of 4 - the digital tool Thinglink could be set up by the teacher with student(s) assistance and suggestions - the student(s) paragraph writing could be dictated orally and written/typed by the teacher - extended time to work on project - one-to-one help/assistance

ENRICHMENT TECHNIQUES:
Students needing enrichment will be encouraged to extend their writing beyond the 5 -sentence requirement. Also, these students will be encouraged to add an additional media tool to their project that is known as Blabberize. Blabberize is an open source media tool that will allow them to record the reading of their paragraph.

LESSON DIFFERENTIATION (WHAT MODIFICATIONS /ACCOMMODATIONS WILL BE MADE TO ENSURE THAT ALL STUDENTS HAVE ACCESS TO AND ARE ABLE TO PARTICIPATE IN THE LESSON ):
Please see Inclusion Techniques for Students with Special Needs and Enrichment Techniques listed above for suggestions.

LESSON PRESENTATION INTRODUCTION/MOTIVATIONAL ACTIVITIES/ANTICIPATORY SET:

Following the whole-class reading and assessment on Emperor Penguins from the students Trophies reading series (a week long process), the teacher will give an interactive presentation on Emperor Penguins using the digital media tools Thinglink and Blabberize. Teacher would motivate students by having them circle an animal that they would love to learn more about (selection would be preset from the available animals on kids.nationalgeographic.com).

DETAILED TEACHING SEQUENCE: (PROVIDE SUFFICIENT DETAIL THAT WOULD ENABLE A SUBSTITUTE TO EFFECTIVELY PRESENT THIS LESSON . BULLETED STATEMENTS ARE PREFERRED)
- GUIDED P RACTICE /INDEPENDENT PRACTICE /ASSESSMENT ACTIVITIES (INCLUDED IN THE DESCRIPTION OF PROCEDURE STEPS ) - CLOSURE (INCLUDED IN THE DESCRIPTION OF PROCEDURE STEPS )

**This project will be completed over a series of multiple days/weeks during Reading (if/when extra time is available), Writing, and the Daily 5 Work on Writing Center. Please pick up each day where you leave off in the procedure.

LESSON PROCEDURE
1. Give interactive presentation on Emperor Penguins (explained in detail above). 2. Pull up grading rubric and explain each performance expectation to students in detail, referencing the teacher made project for explanation. 3. Take students as a whole group to the computer lab or lab in the library if available (must be reserved in advance, but is always open during the morning). Assist students in finding their animal of choice (already selected during the introduction of the lesson) from http://kids.nationalgeographic.com/kids/animals/creaturefeature/. This site can be pulled up by the teacher prior to the lesson, or can easily be accessed thro ugh the link on Miss Cataldos webpage under Animal Reports. 4. Have students select Print this Creature to have the information about their animal of choice. 5. Return to the classroom as a whole group. Teacher will demonstrate, with her informatio n printed on Emperor Penguins, how to read the text selection aloud and choose 4 interesting facts. 6. Allow students time to read their text selection independently and with a partner prior to having them highlight four interesting facts. 7. Once each student has their four facts selected, teacher will model how to incorporate them into a 5 sentence paragraph using time order words such as first, then, next, and last. Please show and display teachers paragraph writing to students as an example. 8. Individual paragraph writing will take place as a whole group during Writing class and continue independently during the Daily 5 center Work on Writing. Once a particular student decides he/she is finished with their paragraph writing, they will need to ch oose the Work on Writing center in the Daily 5 to revise and edit their writing with the teacher. 9. **Please note: all students must have their revised copy of their paragraph before moving on to this step. - Teacher will demonstrate how to use the si te Thinglink and add nubbins and links. If you are reading this as a substitute, please see my more detailed explanation of this media tool in the substitute folder. 10. The remainder of this lesson will be completed on an individual basis by students. Students will work at their own pace when time is allotted and teacher assistance will be granted as needed. Students will complete the Blabberize portion of this project only if time allows. 11. Closing: Students will take turns presenting their Thinglink photograph including successful navigation to the National Geographic site where their information was found in order to show additional pictures of their animal (l ink will be on a nubbin). Finally they will finish their oral report by reading their written paragraph aloud to the class (Blabberize if completed).

LESSON PLANNING WAYNESBURG UNIVERSITY

Post-Instructional Reflections and Evaluation:
Using self-evaluati on to enhanc e pr ofessional development

WHAT DO I THINK ABOUT THE OVERALL LESSON ? WHAT WERE THE LESSON STRENGTHS, AND WHAT WERE THE LESSON LIMITATIONS ? WHAT IF ANYTHING WAS MISSED/OMITTED DURING THE PRE-INSTRUCTIONAL PLANNING? WHAT IF ANYTHING WAS MISSED/OMITTED DURING THE WRITING OF THE LESSON PLAN? WERE THE LESSON OBJECTIVES MET ? WHAT FACILITATED AND /OR HAMPERED EFFORTS TO REACH THE LESSON OBJECTIVES? HOW EFFECTIVE WAS THE A SSESSMENT PLAN? WHAT FACILITATED AND /OR HAMPERED THE IMPLEMENTATION OF THE ASSESSMENT PLAN? DID THE LESSON ACCOMMODATIONS AND MODIFICATIONS AND THE INCLUSION AND ENRICHMENT TECHNIQUES ENABLE ALL STUDENTS TO GAIN ACCESS TO AND PARTICIPATE IN THE LESSON ? IF I WERE TO TEACH THIS LESSON AGAIN, WHAT WOULD I DO DIFFERENTLY ?