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Name: Haley MesserLesson Brain Pop

Lesson Segment Focus: Seasons Lesson: Explore the Seasons

Course & topic addressed: Science Date03/ 26/2019 Grade: 2

Software: Brain Pop

Student Outcomes

Specific learning objectives for this lesson.

Students will be able to identify the four seasons and describe the different events that happen in each.

Describe the connection to previous lessons. (Prior knowledge of students this builds upon)

Students should have basic knowledge of weather. Like what is rain, snow, etc.

Knowledge of students background (personal, cultural, or community assets)

Able to identify the seasons where they live at. Or what the season was like where they went on vacation.

State Academic Content Standards

List the state academic content standards with which this lesson is aligned. Include state abbreviation and number & text of the standard.

Patterns - Patterns in the natural world can be observed.(2-ESS2-2)

Academic Language Support What planned instructional supports might you use to assist students to understand key academic language to express and develop their content learning?What will you do to provide varying supports for students at different levels of academic language development?

1. Graphics for certain vocabulary for students who are having trouble understanding.

2. Peer support will also be provided for students who are at different levels of academic language development.

Key VocabularyWhat vocabulary terms/content specific terminology must be addressed for students to master the lesson?

Seasons, Fall, Winter, Spring, Summer, Climate, Weather Patterns.

Materials

Materials needed by teacher for this lesson.

Board, Markers, yarn, construction paper, buttons, etc., tape, poster board, iPads, seasons tree change worksheet, seasons and weather worksheet.

Materials needed by students for this lesson.

Glue, scissors, crayons, paper.

Lesson Timeline with Instructional Strategies & Learning Tasks (This should be VERY DETAILED)

Amount of Time

Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing during this part of the lesson.

5 min Introduction: Raise a discussion on the different seasons. Potential questions include: What are the four seasons?

What activities do we do in each season? What holidays are there?Explain that the seasons are a reflection of how solar energy is distributed to the Earth based on it’s axis of rotation as well as its shape. Tell your students that it is important to have seasons as a way of letting life be possible on Earth.

Amount of Time


20 min Instruction: Ask students to identify the four seasons again.

Explain that in different parts of the world, people experience different weather in the same season. Ask students if they like warm, cool, or rainy weather. Ask students to describe the weather for each season in their area. On the board, I will write the different types of weather that the students experience in each season. I will then pair students up. On paper, I will have the students draw pictures of the seasons and make a small collage showing each of the four different seasons. If the seasons are very similar in their area, distinguish the seasons by discussing holidays and celebrations in each season. For individual time the students will get on their iPads and log into Brain Pop and go to the section where seasons is located. They will watch various videos about seasons. After they have watched the videos they will take the quiz at the end to make sure they have retained all the information.

Closure:

Ask students to identify the four season again. Ask for volunteers to explain why seasons change and how they affect people’s moods and attitudes. Celebrate the season that we are in now!

Accommodations/ModificationsHow might I modify instruction for:

Remediation?Intervention?IEP/504?LEP/ESL?

Remediation/Intervention - pair students who are struggling with students who are confident in the activity so they can provide different strategies to help other students that the teacher hasn't provided yet. IEP/504 - For students who have impaired vision students will sit in the front of the classroom while the teacher demonstrates the lesson. LEP/ESL - For students who are fluent in another language I would provide a worksheet that is in their fluent language.

Differentiation:How might you provide a variety of instructional methods/tasks/instructional strategies to ensure all student needs are met?

Enrichment: Have students look up the scientific basis of seasons. Give students the Seasons Tree Change worksheet to complete. Support: If students have trouble identifying the seasons, ask them to describe the different seasons based on the clothing they wear. Give students the Seasons and Weather worksheet to complete.

Assessments: Formative and/or SummativeDescribe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective/s (include type of assessment & what is assessed).

☐ Formative /☐ Summative



Research/TheoryIdentify theories or research that supports the approach you used.

Lesson Reflection/EvaluationWhat went well?What changes should be made?How will I use assessment data for next steps?

TO BE FILLED IN AFTER TEACHING

Include supporting material such as slides, pictures, copy of textbook, and handouts for any activities students will be using as part of your lesson.

*adapted from: http://webcache.googleusercontent.com/search?q=cache:EsQcNWuG1ZoJ:web.mnstate.edu/harms/StudentTeachers/edTPA-LessonPlan.doc+&cd=2&hl=en&ct=clnk&gl=us; http://www.moreheadstate.edu/getmedia/cd3fd026-939f-4a47-a938-29c06d74ca01/Lesson-Plan-and-Reflections.aspx; http://www.mcneese.edu/f/c/9cb690d2/Lesson%20Plan%20Rubric%20Aligned%20with%20InTASC.docx;https://www.uwsp.edu/education/Documents/edTPA/Resource12.pdf; https://www.uwsp.edu/education/Documents/edTPA/Resource11.pdf; https://www.uwsp.edu/education/Documents/edTPA/Resource11a.pdf; https://www.uwsp.edu/education/Documents/edTPA/LessonPlanTemplateSOE.docx; https://www.uwsp.edu/education/Documents/edTPA/SpecEdLessonPlanGuide.docx; https://www.uwsp.edu/education/Documents/edTPA/SpecEdLessonPlanTemplate.docx

https://www.uwsp.edu/education/Documents/edTPA/SpecEdLessonPlanTemplate.docx

https://www.uwsp.edu/education/Documents/edTPA/SpecEdLessonPlanGuide.docx

https://www.uwsp.edu/education/Documents/edTPA/LessonPlanTemplateSOE.docx

https://www.uwsp.edu/education/Documents/edTPA/Resource11a.pdf

https://www.uwsp.edu/education/Documents/edTPA/Resource11.pdf


http://www.mcneese.edu/f/c/9cb690d2/Lesson%2520Plan%2520Rubric%2520Aligned%2520with%2520InTASC.docx

http://www.moreheadstate.edu/getmedia/cd3fd026-939f-4a47-a938-29c06d74ca01/Lesson-Plan-and-Reflections.aspx

http://webcache.googleusercontent.com/search?q=cache:EsQcNWuG1ZoJ:web.mnstate.edu/harms/StudentTeachers/edTPA-LessonPlan.doc+&cd=2&hl=en&ct=clnk&gl=us


Name: Haley MesserLesson Plan Magisto

Lesson Segment Focus: Plants Lesson: Parts of a Plant

Course & topic addressed: Science Date: 03/26/2019 Grade: 2

Software: Magisto Movie

Student Outcomes


Students will be able to identify and describe the basic parts of a plant. Students will be able to describe different kinds of leaves.


Students should know where plants are grown and the basis of what they are.


Students can bring plants from their culture and describe its significance and meaning to their classmates.



2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.

Academic Language Support

What planned instructional supports might you use to assist students to understand key academic language to express and develop their content learning?What will you do to provide varying supports for students at different levels of academic language development?




roots, stem, flower, leaf

Materials


Board markers, projector or interactive whiteboard, Ipad, Leaf Shapes worksheet, Parts of a Plant worksheet, sticky notes.


Pencils, erasers, glue, scissors, colored pencils.


Amount of Time


5 MinIntroduction: Draw a picture of a plant on the board. Be sure to include roots, a stem, a flower, and leaves in your

drawing. Ask students to tell me what I have just drawn. Once someone answers plant, ask students whether or not anyone can tell me the different parts of a plant. Allow students to make suggestions for the labels.

30 Min Instruction: Once a few students have answered, correctly label the roots, stem, flower, and leaves. Discuss the parts of the plants with students. Great potential questions include: What do the roots do? How do the roots help keep a plant alive? What purpose do leaves serve? What does the stem do? What do flowers do?One by one, explain the function of each plant part. Tell the class that roots hold the plant into the soil. They take in water an mineral to help the plant stay alive. Define the stem as the part that carries water from the roots to the other parts of the plant. Explain that the flower helps the plant reproduce, making seeds that will grow into new plants. Tell the class that leaves take in the air and light that a plant needs to live. Display the Leaf Shapes worksheet using an interactive whiteboard or projector. Explain that different plants have leaves that are different shapes and sizes. Give a few examples of plants that have different shapes of leaves. For example, maple trees have star shaped leaves, magnolia trees have obovate leaves, and birch trees have deltoid leaves. Use this as a jumping off point for a class discussion about what plants need to survive. After some suggestions, remind students that plants need sun, water, soil, and air to live. Students will be divided up into pairs. They will get their iPads out and log into Magisto Movie. Together they will make their own movie about the parts of the plant and their roles. Ask students to complete the Parts of a Plant worksheet independently when they are done making their movie.

20 min Closure:

After they complete this short movie they will share with the class on the whiteboard or projector.



Remediation/Intervention - pair students who are struggling with students who are confident in the activity so they can provide different strategies to help other students that the teacher hasn't provided yet. IEP/504 - For students who have impaired vision students will sit in the front of the classroom while the teacher demonstrates the lesson. LEP/ESL - For students who are fluent in another language I would provide a worksheet that is in their fluent language.


Enrichment: Challenge advanced students to use their new knowledge about the parts of a plant to complete the Life Cycle of a Plant worksheet. Support: Review the parts of a plant with students who are struggling by removing the tables from their plant. Discuss the roles of each part of a plant, and challenge the student to relabel the plant. Scaffold the correct labels by discussing the function of each part. That way, every kind of learner will be able to retain this information.






Name: Haley MesserLesson Plan Tynker

Lesson Segment Focus: Physical Science Lesson: Potential and Kinetic Energy

Course & topic addressed: Science Date:03/26/2019 Grade:2

Software: Tynker for Kids

Student Outcomes


Students will be able to differentiate between potential and kinetic energy. Students will be able to describe what causes potential energy to change into kinetic energy and vice versa.


Students should know that energy can be obtained from many sources. Students should know how energy makes things work.


Students can bring one toy from home (stationary or one with batteries) and discuss if it is potential or kinetic energy.



(2-PS1-3) Energy and Matter

Academic Language Support

What planned instructional supports might you use to assist students to understand key academic language to express and develop their content learning?What will you do to provide varying supports for students at different levels of academic language development?




Energy, potential energy, kinetic energy

Materials


Board marker, potential versus kinetic energy worksheet, index cards


colored pencils, notebooks, pencils


Amount of Time


5 min Introduction: Start a discussion by talking to the class about energy. What is energy? Where does energy come from?

How many kinds of energy are there? What are the different kinds of energy?Explain that energy is the ability to do work, and that energy comes from all sorts of sources, such as the sun, wind, petroleum, and the muscle inside our bodies. Tell the students that today, they will be learning about the two kinds of energy: potential and kinetic. Ask the students some questions to gauge their understanding of these kinds of energy. What is potential energy? What is kinetic energy? What is the difference between the two?

30 min Instruction: Define potential energy as energy at rest. Give a few examples of potential energy use, such as standing

and sleeping. Define kinetic energy as moving energy. Give a few examples of kinetic energy use, such as walking and swimming.Demonstrate different examples of potential and kinetic energy to the class in the form of charades. Explain to the class that when we are sitting or standing, we’re using potential energy. Once we start walking, the potential energy is converted into kinetic energy. Draw a t-chart on the board, labeling one side Potential and one side Kinetic. Ask students to give some examples of potential and kinetic energy, and list their responses on the board. Pass out one copy of the Potential versus Kinetic Energy worksheet to each student, and go through each question as a class. Encourage the class to discuss their answer with each other. Review the correct answers as a class. On their own instruct the students to get our their iPads and log into Tynker for Kids. Students will work individually here and create their own potential and kinetic energy by using codes. Once they create their own they can play with other students by battling each other. They can write codes for potential and kinetic energy.

20 min Closure:

Pass out one index card to each student. Each card should have a different action on it. Tell each student to keep their action a secret from their classmates. One by one, have students act out the action on their card, as a game of charades. Ask other students to guess the action. The person who guesses correctly must say whether the action used kinetic or potential energy.



.Remediation/Intervention - pair students who are struggling with students who are confident in the activity so they can provide different strategies to help other students that the teacher hasn't provided yet. IEP/504 - For students who have impaired vision students will sit in the front of the classroom while the teacher demonstrates the lesson. LEP/ESL - For students who are fluent in another language I would provide a worksheet that is in their fluent language.


Enrichment: Ask the students to think about their after school routine. Tell them to list five actions they take between the end of school and bedtime. Remind them to include whether they used potential or kinetic in each action. Support: Ask your students to draw the following actions they do every day. The actions are sitting, eating, stretching, sleeping, standing, and bathing. Ask the students to write the energy used in these actions next to the picture.






Lesson Reflection/EvaluationWhat went well?What changes should be made?


How will I use assessment data for next steps?













Name ____Rachel Thompson_________Lesson Plan Total Recall

Lesson Segment Focus______Compare and Contrast Stories___________ Lesson _______1_____of________1____

Course & topic addressed __Fairytales ( Little Red Riding hood VS Lon Po Po_) Date_3/23/19_______ Grade__2nd_____

Student OutcomesSpecific learning objectives for this lesson.

Students will be able to

think about how they are the same and different. compare stories: a fairy tale is from different cultures. read several books (or parts of book) on the same topic, and add information learned from one text

or part of texts onto what was learn from the text.


Compare and contrast: lessons on a Venn Diagram


Students may have other cultural stories they relate to that are similar to Red Riding hood that come from an additional heritage. Some students may not have known the story of Red Riding hood prior to the lesson. Some students may have a family cultural connection to Lon Po Po and may have insight not known by the teacher or student

State Academic Content StandardsList the state academic content standards with which this lesson is aligned. Include state abbreviation and number & text of the standard.

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures

Academic Language Support What planned instructional supports might you use to assist

students to understand key academic language to express and develop their content learning?What will you do to provide varying supports for students at different levels of academic language development?

Dynamically introduce academic vocabulary: Repeated encounters with a word in various authentic contexts. diagram similarities and differences:students generate a list of similarities and differences between words and complete a Venn diagram


Brittle, clever, cunning, delighted, dusk, embrace, folktale, latch, tender

MaterialsMaterials needed by teacher for this lesson.

Computer, smart board, Copy of Little Red Riding hood, copy of Lon Po Po , total recall application , venn diagram printables .

Materials needed by students for this lesson. Pencils, paper, Lon Po Po book, venn diagram, iPads, Total Recall app.

Lesson Timeline with Instructional Strategies & Learning Tasks (This should be VERY DETAILED)Amount of Time


5-8 minIntroduction:

Students will gather to the whole group reading area. Teacher will present Little Red Riding hood to the class. Students will raise their hands to discuss and tell the story.

Display Red Riding Hood. Ask how many students know the story of Little Red Riding Hood. If more than 2 or 3 are not familiar: read it. If not, take a quick picture walk through the story. Flip through the pages and have the students tell you the story in their own words.

https://shop.scholastic.com/teachers-ecommerce/teacher/books/lon-po-po-9780590440691.html

https://www.amazon.com/Little-Riding-Hood-Dubravka-Kolanovic/dp/1680524488

Amount of Time


2 min

5-7 min

8-10 min

20-22 min

Instruction:

Teacher will make sure each student has a copy of the story. children may go to personal reading spaces or back to their desk ( in regular reading buddy pairs) to follow along as the teacher reads aloud.

Teacher will read the story as students follow along paying attention to the illustrations. Teacher will break ½ through the story for students to discuss differences and similarities with partner.

Teacher will use the computer to pull up the T-chart. Students will raise their hands to tell info they discovered while reading and discussing with their partner.

The teacher will allow students time to transfer information from the board to their diagram. Students may return to their seats of stay in reading areas.

The teacher will instruct student to get iPads according to numbered order. Still in reading pairs students will need 1 iPad per group.

Present Lon Po Po by Ed Young. Tell the students that this is the Chinese version of Little Red Riding Hood. Instruct them to pay careful attention to the story and note the similarities and differences.

Begin to read LON PO PO, as you read the story, stop to ask if they are noticing any differences between the two stories. Model your thinking, by thinking out loud some of the connections you make to Little Red Riding Hood. “Oh, I already notice that there are 3 children instead of 1” Then Prompt students for a break to discuss what has been read.

When you finish the story, put Fairy Tale Comparison T-Chart display on the smart board. Quickly Work as a class to fill in the comparisons between the two stories. The teacher will fill in information students state out loud. Remind students to use words from the word wall for the comparison. ( “ was there a time when characters In both stories were delighted? “)

Pass out venn diagram pintables to each student. Students will fill out the diagram with information from the board and discussions.

Students will get iPads and open the Total recall application.Explain that they will be mapping their ideas. Students should create

Amount of Time

Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing during this part of the lesson. 3 idea maps. 1 for each story then one for the information that is the same. Give students a quick tutorial of beginning the maps. Tell students they have 20 min to complete their mind maps. Facilitate by observing and walking from one pair to the next. Periodically prompt students to use words from the word wall to find differences and similarities. (“ what were some of the ways the children were clever in each story?”)

2-3 ,minClosure:

The teacher will direct students to finish their total recall projects and follow procedures to put away ipads and turn in work.

Ring chime for students to recognize time is up and things should be wrapped up.Tell students to email their mind maps to the teacher. Post the teacher email address on the smart board. Students log off of ipads, return them, turn in venn diagrams to the appropriate location and return to their seats.



Emphasized varied teaching approaches: small group, visual cues , pre-teaching, and graphic organizers

Directions can be given printed in sequential steps for total recall.

Allow for verbal responses for those unable to complete the written venn diagram or total reacall app.

Differentiation:How might you provide a variety of Teaching the mental activities involved in listening — mental note-taking, questioning,

instructional methods/tasks/instructional strategies to ensure all student needs are met?

reviewing. This is done in the reading buddy discussions and whole group T-chart


X Formative / Summative Discussions with Reading buddiesX Formative /☐ Summative Venn diagram☐ Formative / X Summative Complete Total Recall Mind maps


Concept maps are closely related to constructivist learning theory: A concept map (or mind map) is a visual tool to help a learner organize what he or she knows. The learner takes concepts and links them to show relationships between ideas and knowledge















Name ____Rachel Thompson_________Lesson Plan Template

Lesson Segment Focus_____Patterns___________ Lesson _______1_____of________1____

Course & topic addressed __Patterns in math and computer coding (using Kodable) Date_3/23/19_______ Grade__2 nd ___


-Students will be able to identify patterns in ABBA style

- Students will be able to explain and define the word pattern- Student will be able to skip count by 5’s- Student will be able to “loop” in computer coding


Students have been counting by 5sStudents can recognize simple patterns


Some students may relate to patterns in behavior. Some students may see certain modeled behaviors at home repeated.


RI.2.4 Determine the meaning of words and phrases in a text relevant to a Grade 2 topic or subject areaRF.2.3.C Grade-appropriate refers to texts, materials, resources, and activities that are rigorous enough to engage students in grade-level content and concepts across all strands.

L.2.3 Use knowledge of language and its conventions as appropriate for Grade 2 when writing, speaking, reading, or listening.SL.2.5 A visual display is a presentation of information that can be seen.W.2.1.A This standard begins in Grade 3. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

Academic Language Support What planned instructional supports might you use to assist

students to understand key academic language to express and develop their content learning?What will you do to provide varying supports for students at different levels of academic language development?

Dynamically introduce academic vocabulary: Repeated encounters with the word pattern in various concepts.

Open ended writing opportunities in journaling.


Patterns, skip counting


Skip counting by 5’s math worksheets, plastic beads ( 4 colors – 16 beads per kid) pipe cleaners 1 per student , computer, smartboard, and document camera.


Pencil, iPad



5 minIntroduction: The teacher will introduce the term and mimic ABBA style pattern in clap form..

Begin with students at their seats and address the class whole group by asking “ what is a pattern” . call on students with hands raised to answer the question. Then state “ a pattern is design that is repeated.” Then ask students to give examples of patterns. Call on 3 or 4 students with raised hands.Ask students to be very quiet and listen to you carefully. Begin to clap in ABBA pattern. ( 2 claps, pause, 3 claps, pause, 3 claps, pause, 2 claps )

Amount of Time

Teaching & Learning Activities Describe what YOU (teacher) will be doing and/or what STUDENTS will be doing during this part of the lesson. Ask 1 or 2 students to state what the pattern was. Quickly explain the pattern and give students and chance to clap out the pattern whole group.

10-12 min

8-10 min

Instruction:

The teacher will present a lesson using colored beads and pipe cleaner for students to practice the ABBA pattern scheme.

The Teacher will present a skip counting by 5’s mini lesson in I me,

Hand each student 16 beads and 1 pipe cleaner. Students may chose 2 colors ( 8 of each color bead ) -[ It will be very helpful to have 8 of each color in snack baggies ready to be handed to each student as they state the color they want.]After each student has all 16 beads begin to explain the pattern to be used is ABBA. Give students a few minutes to practice by putting the beads in order in a line on their desks. Then instruct them to “string “ the beads on the pipe cleaner and make a bracelet. Give this instruction example with your own set of beads under the document camera. When students are finished beading give instructions to twist and tie the pipe cleaner into a bracelet. As students are working walk around and monitor their work.

When all students have finished ask students “ why did the pattern in this bracelet make it easier to make ?” call on 2 or 3 students with hands raised. Students may wear their bracelets or put them on their back packs. Tell student to put them on or away quickly.

Have the helper pass out the skip counting by 5’s worksheet. Address class whole group with the worksheet under the document camera: reviewing the directions.

Amount of Time


we , you style on a printed worksheet.

The teacher will instruct student to get iPads according to numbered order.

Tell students “ I will do the first one. Watch me use the pattern to skip count by 5’s “ Next tell the students “ Let’s do this one to together” work slower and call on students will raised hands to fill in the answers as you move along the next problem.Finally tell students “ it’s YOUR turn to use the pattern to skip count by 5’s and finish the work sheet on your own” Instruct students to put there papers in the proper place when they are finished , and then get the iPad by their assigned number. Students should get their head phones, and take the iPad back to their seats and get on Kodable. ( students should already know how to log on- and have permission to get their log in cards without having to ask. )

The lesson will be “ looping” – generating patterns. Students are to work on Kodable for the next 20 minutes.

- Students that finish early may get out their journals and write about “ Why are patterns important? Where do we see them ?”

2-3 ,minClosure:

The teacher will direct students log out and follow procedures to put away ipads and turn in work.

Ring chime for students to recognize time is up and things should be wrapped up.

Students are to log out, put away head phones, and iPads as they are called by table.

Amount of Time




Directions given in small, sequential steps

Students may work in pairs and have a buddy help create the patterned bracelet Tier 3 math students may come to the back table and use manipulatives to count in 5s

with me- to answer the worksheet.


- Modeling ( beads pattern and skip counting)

-Non-linguistic representation of patterns ( beading)

-journaling

-hands on learning

-project based learning

-Assessments: Formative and/or Summative

Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective/s (include type of assessment & what is assessed).

X Formative / Summative Creating pattern braceletsX Formative /☐ Summative Skip counting worksheet☐ Formative / X Summative Completed looping lesson on Kodable

Research/TheoryIdentify theories or research that supports the approach you used. Hands on learning relates to constructivist learning theory : is

more than just a learner’s ability to memorize and explain. It shows

concrete skills and the ability to put learning into practice.















Name_Lindsey Cook__________Lesson Plan, Brain Pop

Lesson Segment Focus_ Lesson _______1_____of____________

Course & topic addressed _________Identify Main Idea___________ Date_3/23/18____ Grade_1__


Non-Fiction Comprehension. Main Idea


We have been working on Identifying Main Idea in Fiction, now working on Comprehending Non-Fiction


Rural Community, Students are aware of different farm animals and local crops


R1.3.2


We will review the term main idea, supporting details, main topic so that students understand that main idea is the same as topic.


Main idea, topic, supporting details


Smart board, small toys or paper cutouts, brown lunch bags,


pencil



Introduction: First I will open a class discussion to have students review what they already know about Main ideas and supporting details.

Instruction: After we review, I will play the video “Main Idea” By Brain POP

After the video I will complete a worksheet with the class that finds the main idea in the passage and gives 3 supporting details. (see bottom of lesson plan.)

I will then write a conclusion statement about the main idea on the white board.

See if anyone has questions.

Finally, I will split the class into 4 groups. While they are sitting in their groups I will grab a mystery bag and pull out its contents. A toy cow, pig, chicken, and goat. I will then ask the class what the main idea of the bag is. (Farm Animals)

After showing them this example, I will then put each group at a station where they will find the main idea and swap stations every 4 minutes.

Closure: Each group will turn in a paper that says the main idea of each bag. Then we will have a whole class

discussion about each station.



This lesson does not include a lot of writing, so I will pair children that need more help with students who can better help them.


If a student is having trouble with the assignment, I will work with them closely during the assignment.


☐ Formative /☐ Summativex☐ Formative /☐ Summative I will be looking around to see who understands and who is having trouble. ☐ Formative /☐ xSummative At the end of the week, after doing a few more lessons. I will give them a

worksheet to complete individually on the main idea.


This is a modified version of a lesson plan I saw on education.com. Education.com is a credible site that many teachers use.















Worksheet from https://www.k12reader.com/worksheet/find-the-main-idea-storms/view/

https://www.k12reader.com/worksheet/find-the-main-idea-storms/view/

Name_Lindsey Cook__________Lesson Plan, Epic

Lesson Segment Focus: Research Writing Lesson _______1_____of____________

Course & topic addressed: Develop and express questions about written text. Date_3/23/18____ Grade_1__


Students will be able to develop and express questions about fiction stories.


Students are familiar with the 5 W questions. Who, What, When, where, why, and How. But are not familer with writing questions.


Rural Community,


RL. 1.1



Main idea, topic, supporting details


Smart board, paper, Epic app


pencil



Introduction: I am going to tell the students we are going to learn about questions today. I will tell them I am going to read them a story and then ask them two questions. Then they will get to be the teacher and form their own questions about the story.

Instruction:I pull up “Hey That’s My Monster!” from the Epic app and display it on the Smart Board. I read them the story then follow up with two questions. Where did Gabe sleep? Why did he need a monster?

I write these on the board and pick on students two circle the question word, and the question mark to remind them that their questions must include these two things.

Then I tell them it is there turn to be the teacher and ask questions. I remind them of our question words: Who, what, when, where, why, and how.

I give students a sheet of paper and have them copy my questions from the board. Then they are to create their own questions as they listen to me read the book again.

Closure:

I collect the papers for grading. I then ask students to share some of their questions as I write them on the board.



I will be walking around the class and helping students after I read the book. I may give these students specific details to ask questions about. “Ask a question about Gabe.” This will simplify the assignment for the student.



☐ Formative /☐ xSummative I will collect the papers at the end as a summative assessment.☐ Formative /☐ Summative☐ Formative /☐ Summative


This assignments aligns with aspects of standard RL.1.1 reading comprehension















Name_Lindsey Cook__________Lesson Plan, Capstone

Lesson Segment Focus: Research Writing Lesson _______1_____of____________

Course & topic addressed: Research Writing, Animals Date_3/23/18____ Grade_1__


Students will be able to develop and express questions about fiction stories.


Students are familiar with the 5 W questions. Who, What, When, where, why, and How. But are not familiar with writing questions.


Rural Community,


W.1.2.


Remind them the meaning of Fact. Capstone has different level books so that students can find a book they can understand, plus a read to me feature.


Fact, research, informational text


Classroom ipad or chromebook set. Capstone app, worksheet


Pencil,



Introduction: Begin by showing the students a non-fiction animal book on capstone off the smart board. Ask them what kind of information I might find in the book. Let them respond.

Instruction:

Show them the work sheet and explain why informational text is important. Go through the book and work sheet with the class.

Read the worksheet to them and ask them what animal they want to learn more about.

Have them choose an animal and find a book on capstone about their animal. Have them use the book to fill out the questions.

Walk around the room and help them as they go and let them know these will be displayed outside the class.

Closure:

Have each student share a fun fact about their book and review what they should be doing when reading informational text.

Accommodations/Modifications

How might I modify instruction for:


I will be walking around the class and helping students as they go. By doing this I will be able to help students if they are on a book that is too difficult, and can be more specific with the questions on the worksheet.



☐ Formative /☐ xSummative I will collect papers at the end for grading. ☐ Formative /☐ Summative☐ Formative /☐ Summative


This assignments aligns with aspects of standard W.1.2. Research Writing













