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Intern Name: Madeline Arndt

Lesson Title: Conveying Messages Through Signs: Storytime!


Grade: 2
Length of Lesson: 20 minutes
Date Taught: March 1, 2018
LESSON PLAN TEMPLATE
In this lesson…
Overview Students will be able to interpret text into imagery using the BFG.
Standards of Oral Language 2.2
Visual Communication and Production 2.2 2.3
Learning
How can I illustrate a concept into a visual?
Can I conceptualize the main idea well enough to clearly represent the concept
Essential Questions in a visual?
What about the text is crucial information in creating the drawings?
Students will be able to…
Objectives Identify main idea and illustrate the concept\main idea being presented.
Students will use details to clearly convey messages
Learning Target I will be able to clearly illustrate a concept via visualization.
Students must be familiar with:
Necessary Prior Main Idea
Knowledge Theme
Details
Materials Paper and Pencil
As a hook I will be reading the class a story that I wrote and illustrated, and we
Introduction/Hook will discuss main idea and how the text relates to the imagery.
I will read the students 4 passages from their novel study book BFG, with 4
Instructional minute pauses in between each one, and the students will illustrate what they
Activities & heard.
Strategies
Main Idea
Theme
Key Vocabulary or Purpose
Concepts Visualize
Details
Assessments Teacher will collect anecdotal notes.
Connect their illustrations to the ones I have prepared.
Closure Activity Talk about the difficulties of the activity.
Discuss the importance of details in conveying messages.
Accommodations Technology if necessary
Resources Ipad if need

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Reflection on a Lesson Plan Taught
Virginia Teachers for Tomorrow
Intern Name: Madeline Arndt
Lesson Title: Conveying Messages Through Signs: Storytime!
Grade: 2
Length of Lesson: 25 minutes
Date Taught: March 1, 2018

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your
lesson?
This lesson acted as the introduction to my Service Learning Project, regarding 8th graders creating a children’s
story in which my class will illustrate this March. Conferring with Dr. Hatzopoulos ensured that this lesson hit
some SOL objectives, while also staying relevant to the Service Learning Project intended. This lesson was
meant to help students clearly visualize concepts by recognizing main idea and details from literature.

2. How did the SOLs and Objectives help focus your instruction?
The SOL objectives helped drive discussion once the lesson itself was over.

3. What parts of the instructional plan worked as you anticipated?


Surprisingly the entirety of the plan worked as I intended. Students were focused on completing the task and
ended up creating clear visuals of the passages they were read.

4. What, if any, adjustments needed to be made once you began?


At first I had intended on giving the students around 2 minutes for each drawing, but I quickly found out 2
minutes was not ample time to do what I asked. Luckily we had a lot of flexibility in the schedule that day, so I
as able to award students around 5 minutes per illustration. This allowed for more time to conceptualize the
themes the students were trying to express via illustration.

5. How well did you anticipate the materials needed?


We had paper and pencils on deck before the activity was started. I also took a copy of their novel, The BFG,
home with me to preselect passages for the students to analyze and convey.

6. How effective was the assessment you chose to use?


To gauge effectiveness, throughout my Service Learning Project students will be tasked to use this activity on a
larger scale in illustrating Children’s Books targeting specific common issues faced by students. Their success
in the Service project expresses their complete understanding of the lesson being learned.

7. To what degree do you feel that this lesson was a success? What evidence do you have for the success
of the lesson?
This lesson was truly a success, for they were extremely excited to start work on my Service Learning Project.
Once they were introduced to the Service Learning Project, it was clear that the lesson I had given was
effective. The final products of the children’s books were clear and concise conveying themes.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
8. How did the time spent preparing for your lesson contribute to its success?
Having the pre selected passages made it easier to administer the lesson, and help me focus more on the
discussion. I wasn’t stressed at all because I had a plan.

9. If you could do this lesson again with the same students, would you do anything differently? If so,
what?
This lesson went just how I had imagined, so I wouldn't change it in the future.

10. Any last comments/reflections about your lesson?


This lesson allowed me to introduce my Service Learning Project, while also maintaining relevant themes of the
2nd grade curriculum. I am pleased with the outcome of this lesson, and look forward to implementing more of
my own lessons!

Lesson Plan Assignment: Grade Sheet


Virginia Teachers for Tomorrow I

Intern Name: ______________________________


Refer to the comments written on your lesson plan for detailed feedback.
Needs a few
Ready to Your
additions or Incomplete
Teach! Score
tweaks
Overview, SOLs, essential questions, objectives
(10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)

Total (65)

Taught Lesson Plan Grade Sheet


Virginia Teachers for Tomorrow II
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Intern Name: ______________________________Lesson #________

● Written (typed) Lesson Plan: _____/50


[See comments on LP]

● Supplemental materials: _____/10


Comments:

● Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)