EDUC 2220- Educational Technology Lesson Plan Template

Whats the Story About?

Si Chu
First Grade/English Language Arts

Common Core Standards:

Keys Ideas and Details:
RL.1.1. Ask and answer questions about key details in a text.
RL.1.3. Describe characters, settings, and major events in a story, using key details
Integration of Knowledge and Ideas:
RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events
Lesson Summary:
The lesson will help students learn to know the key points of the stories that theyll be reading. We
will discuss the main keywords and learn what they mean. Then Ill ask the students to print out
pictures from the computer lab of the main plot and present it to the class. Then through Google
forms ask questions in a multiple choice setting to pick out the main events and answer as a class to
see if they understand the main plot of the story.
Estimated Duration:
This lesson will take four 50 minute class periods and will be broken up to smaller sessions.
Commentary:
I will discuss what were doing today and the hook will be that the lesson well be doing is picking
some of our favorites book to read as a class. Ill ask the students what their favorite books are and
why. Then Ill ask them if they have ever thought of whats the main idea with their favorite books
and what led them to think this was the main idea or major events in the story. Some of the
challenges that Ill be facing is that their attention span isnt very long. So their mind will probably
wander off while listening to me talk.

Instructional Procedures:
Day 1:
10 minutes, well be talking about what our lesson will be about. Well be discussing about our
favorite books and well go around and everyone will name what their favorite book is. Then I would
write it on a big piece of paper for everyone to see to see if theres any overlap.
10 minutes, Ill ask the students to go get their favorite books in the bookshelf in small groups and
then get together with any of the other students who has the same favorite book.
20 minutes, Ill ask the students to watch my Glogster presentation and answer questions of some
keywords that they should know to help them understand the book better.
15 minutes, after watching the Glogster presentation, theyll start reading their book either together
as a small group or individually and answer the questions to my keywords (plot; whats the plot of
the story?) Ill go around and listen to what theyre saying and if they need help then Ill help them.
5 minutes, Ill wrap things up and tell them that well continue it tomorrow and that well be in the
computer lab.

Day 2:
5 minutes, Ill ask the class if they still more time to finish.
10 minutes, if they need time to finish then well use 10 minutes. If not, then I would go around to
see what the groups came up with that answer my questions.
5 minutes, well head to the computer lab. Then Ill explain that the reason were at the computer lab
is because I want them to look up pictures about the story that made them understand whats the
major events are in the book.
25 minutes, Theyll get settled and look for pictures to print. Ill go around the computer lab to assist
any of the students that needs help.
5 minutes, well wrap things up and head up back the classroom.

Day 3:
10 minutes, after everyone is settled down Ill explain about the pictures that we printed off from the
computer lab. That theyll make a small book about the major key events and will be presenting it to
the classroom.

35 minutes, the students will be making their booklets either in groups or by themselves and Ill walk
around and observe.
5 minutes, well wrap things up and tell them that theyll be presenting it in class the next day.

Day 4:
10 minutes, let the students settle down and get in their groups to present.
30 minutes, let the students present and Ill be taking notes to see if they understood the story.
10 minutes, pull up the Google form that I have created to see what their feedback are.
Pre-Assessment:
We will talk as a group to see if they know what the keywords of the lesson mean. Questions like, do
you know what main character means? And let a couple of different students answer. I will be writing
the answer on a big piece of paper for everyone to see and compare it to post-assessment.
Scoring Guidelines:
I will be using my own judgment to determine how much students understand. I will be using
the answers the students gave that I wrote on the big sheet of paper to see how in depth their
understanding is.
Post-Assessment:
My post-assessment is asking the students the same questions and writing it on another big piece of
paper and see what has changed. Another way it to see how their presentation is.
Scoring Guidelines:
I will be having a scoring criteria. If the presentation they scored above an 80% then itll be
passing and that they have learned the content. Scoring an 80% means missing two questions
or less. If they have missed more than two questions then they will need to revisit what they
have learned.
Differentiated Instructional Support
For struggling students, I would put them in a group to see if other students can help them understand
what the lesson is about. They can always use the pictures that theyve printed to explain the story
better since some students are more visual learners. If thats not working, then I would ask them to
revisit our keywords or have some one-on-one time with the student(s). If that all doesnt work, then
I would ask the parent to help the student at home to understand what were teaching at school.

For gifted or accelerated students, I would ask them to go in details more about the story. Or I would
ask the student(s) to label the characters emotion. How they felt during certain part of the story and
what made them feel that way and what made them feel better. I would probably ask them to do their
presentation more about emotions which would be introduced in our next topic.

Extension
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/ELAStandards.pdf.aspx
Heres a link to learn more about the language arts standards. Its the department of education
standard for all the grades in Ohio.
Homework Options and Home Connections
Some work that can be assigned outside of classroom time is if they dont understand the vocabulary,
then they can go home and ask their parents for help. Parents can help them look up the main ideas
through their iPads or computer or just simply reading the book and discussing it.
Interdisciplinary Connections
Two other content areas that students are using is art and technology. Theyre using their creative
side to form a short story of the main events in the book. And theyre using their technology skills to
search up pictures or text to talk about the book.

Materials and Resources:

For teachers

Smartboard, computer, books, big note pad, marker, Google account, Glogster
account

For students

Computers, books, papers, scissors, glue, printer, construction paper, markers,

crayons, colored pencil

Key Vocabulary
Characters, settings, major events, plot