West Virginia State University College of Professional Studies: Department of Education

LESSON PLAN

Teacher Candidate-Rachael Diane Wheeler Date-March 1, 2013 School- Shoals Elementary School Grade/Subject- Second (Science, Language Arts, Math)Lesson Topic- Frogs and Toads (Integrated Lesson Plan)

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Lesson One: The students will be able to comprehend and understand enough about a frog’s life cycle to be able to match the written word with the picture and the numerical sequence of the seven stages of a frog’s life cycle. This is what you want the student to learn and understand or be able to do when the lesson is completed. Lesson Two: The students will be able to organize and sequence simple descriptions of a frog’s life cycle and be able to create, illustrate, and demonstrate their own interpretations of the cycles by drawing the individual stages. The students will be able to cut, color, glue, staple, and sequence their papers into a storybook shaped like a frog. Lesson Three: The students will be able to write a paragraph explaining why they would rather be a frog or a toad. The student will be able to distinguish between facts and fiction about both animals and be able to explain why they chose a particular animal. Students will also be able to write a structured, five sentence, paragraph. Lesson Four: The students will be able to demonstrate their abilities to cut and paste, as well as be able to demonstrate their knowledge of categorizing even and odd numbers.

WV CSOs

SC.O.2.2.03 – Sequence pictures of events to illustrate the changes in the life cycle of plants and animals.RLA.O.2.3.02 - Describe the main or intended messages in a variety of visual media (e.g., pictures, cartoons, weather reports, newspaper photos, visual narratives).RLA.O.2.2.02 – Write correct formed and punctuated simple sentences (e.g., declarative, interrogative, exclamatory).RLA.O.2.2.03 – Develop a story with proper sequence (e.g., beginning – middle – end, containing a main idea, supporting details). M.O.2.1.2 – Justify any number as odd or even and determine if a set has an odd or even number of elements.

NATIONAL STANDARDS

B.2.6 - In relation to biology, elementary science specialists and middle level teachers of science should be prepared in biology to lead students to understand: Reproductive patterns and life cycles of common organisms

2.W.3 – Write narratives in which they recount a well-elaborated even or short sequence of events, include details to describe actions, thoughts, and feelings. Use temporal words to signal event order, and provide a sense of closure.

2.OA.3 – Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects of counting them by 2s; write an equation to express an even number as a sum of two equal addends.

MANAGEMENT FRAMEWORK

Overall Time – 2 hours Time Frame – 10 min. teacher intro and demonstration 10 min. diagnostic lesson5 min. regroup 35 min. Frog Flip Book5 min. clean up and regroup10 min. Frog Life Cycle Quiz20 min. Writing Lesson (frog or toad)5 min. regroup20 min. Math lesson (even/odd)

STRATEGIES Lesson One: Pairing Student/Group Activity- Guided InstructionLesson Two: Independent Practice, Teacher modeling/demonstration, guided instructionLesson Three: Teacher led discussion, Teacher modeling, Independent practiceLesson Four: Independent activity

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS Attention Differences: Keep the students constantly engaged with different activities and multiple teaching strategies. Communication Differences: Students that are hearing impaired will have an interpreter to aide them through the lesson. Physical Difference: Student that has a physical disability will receive aide in the cutting of paper and gluing.

PROCEDURES

Lesson One:Introduction/ Lesson Set Pass out the 21 index cards with the numbers, words, and pictures on them. While doing that ask guiding questions to assess prior knowledge. When students get up to find their matches they will gain interest in the lesson.Body & Transitions -Hand out index cards. (See Attached)-Instruct children that there are 7 sets of 3 (a number, a word, and a picture)-They are then to stand up and find their matches and sequence themselves in order. -Once the students have organized themselves, have the student say what number they are and what the corresponding picture and word are. -Have the students sit down.Closure

Once the students are seating again, summarize and review the life cycle of a frog. Ask if there are any questions.

Lesson Two:Introduction/ Lesson Set Review the diagnostic assessment that the students did. Show the end result for this lesson (see attached: frog booklet)Body & Transitions -Pass out papers (see attached)-Instruct students to write their name on the paper-Have students read aloud the texts on the paper (A Tadpole’s Life- see attached)-Instruct students to number the boxes 1-6 starting with the title page and then the first stage of a frog’s life- Instruct students to cut the six boxes out and put them in numerical order-Cut the frogs body out-Staple the 6 squares inside the frogs body-Glue the two eyes on the frog-Instruct students to place the frog booklets on the activity table (for a bulletin board with the papers from lesson 3) to allow the frogs to dry-Instruct students to return to their seats, quietly-Instruct students to clean up their workspace and get out a pencil.Closure Summarize what the frog booklet says by reading it out loud to the classroom. Allow for any questions or time to aide students that need more time.

Lesson Three:Introduction/ Lesson Set Using the smart board display, use the frog paper (see attached) to demonstrate what the students will be writing on and vocally explain the assignment of writing a paragraph and the components of a paragraph. Body & Transitions -Pass out the frog writing paper.-Explain to students they are writing a paragraph on whether they would like to be a toad or a frog based on true facts about both animals.-Explain what a paragraph is (opening sentence, 3-5 body sentences, and a closing sentence.)- Write the first sentence for them using the smart board display, write “I would rather be a ____ (frog or toad.)”-Instruct them to write the next three sentences on why they chose what they chose and instruct the students that they have to be factual reasons.-Give them examples e.g., I chose to be a frog because they are green, and that is my favorite color.”-Allow the students time to complete the three sentences-Review what a closing sentence is and then give the two sentences they have to choose from. -Write the following so the students can see: ‘This is why I would rather be a ___’ or I chose a ____, what would you choose to be?’-Instruct the students to hand in their papers when finished for display on the bulletin board along with lesson 2 frog booklets.

Closure Review the paragraph writing process as well as the life cycle of a frog. Allow time for questioning because the quiz is after this lesson.

Lesson Four:Introduction/ Lesson Set Ask probing questions to assess prior knowledge on even and odds. Body & Transitions -Pass out the four papers (see attached)-Explain to students they are to cut out the frog square. -Explain to the students they are to place the even frogs on the even pond and the odd frogs on to the odd pond. - Allow students to get their glue sticks-Instruct them to glue the appropriate numbers onto the appropriate ponds. -Instruct the students to hand in their papers when finished-Instruct students to clean their area and throw the waste awayClosure Allow time for cleaning up materials and questions. Review which numbers should be on each pond.

ASSESSMENT

Diagnostic: Students will move around the room and place themselves in sequential order allowing me to assess their prior knowledge on a frog’s life cycle (objective 1, 2)

Formative: Observe students as they work on the frog workbook, including the squares being in the correct sequence, the correct drawings of the stages, and the frog book assembled properly. (objective 2)Observe students writing the paragraph and checking that each student has a five-sentence paragraph containing all factual information about frogs and toads. (objective 3)Observe students frog ponds and check that they have the correct numbers on each pond. This could be used as a math grade. (Objective 4)

Summative: There is a frog cycle quiz, where they have to match each of the seven cycles in the right sequential order. (Objectives 1, 2, 3)

MATERIALS Lesson One: Frog Life Cycle Pictures

Index Cards (PreGlued)Lesson Two: Frog Template Paper (22 copies)

Frog Booklet Project Paper (22 copies)ScissorsGlue StickStapler

Lesson Three: PencilFrog Writing Paper (22 copies)Smart Board Projector

Lesson Four: Frog Odd Pond (22 copies)Frog Even Pond (22 copies)Frog Numbers (22 copies)ScissorsGlue Sticks

Quiz: PencilsFrog Quiz (22 copies)

EXTENTED ACTIVITIES

If Student Finishes Early If a student finishes early they are to complete the paper (see attached) that will allow them to extend on the similarities and differences of frogs and toads.If Lesson Finishes Early If the lesson finishes early, I would move on to the next lesson (see attached) “Freddy’s Flies.” It allows students to stay on topic of the frogs but assess them in the field of mathematics. It is a creative way to maintain this lesson but allowing them to do another mathematic activity.If Technology Fails The only technology used in all four above lessons is the smart board projector, in which case I would just write the sample sentences on the white board.

POST-TEACHING

Reflections All of my lessons went well but on the first lesson instead of handing out the number cards, I would have the numbers hung up in front of the room (or wherever I want the students to line themselves up. The other lessons seemed to transition smoothly and keep all of the children interested in the topic and on task. The even/odd lesson was a little juvenile for this grade, maybe next time I would use larger numbers for a second grade class, but it is up to the level that your students are on.

Data Based Decision Making (If Needed) I am collecting Lesson 2 (the frog booklets) and Lesson 3 (the frog writing paper) for a bulletin board to allow parents to analyze the students work and see what progress has been made.

Reference- Designed by Rachael Wheeler for Education 331 during the Spring Semester of 2013.

Rachael WheelerShoals Elementary School Mr. David AndersonMrs. Kathy MillerSecond GradeMarch 1, 2013

Lesson 1 Reflection

Planning-

When I was planning my lessons to teach to the second grade students, I made sure I had

an adequate amount of activities to have them continuously working on school work and to keep

them on task. I ran through the lesson in my head for several days before I was supposed to

teach my lesson and the day before, I vocally said my lesson plan to my husband. This allowed

me to be able to time the lesson and an opportunity for him to tell me if there were any flaws that

he noticed (time wise, material wise, or in the method that I taught it). The only thing I would

have planned differently, if I were to do it again, would be that I need to have a different activity

near the closing of the school day. The students seemed anxious to leave for the day, so it was

difficult to keep their focus on such a multi-step activity. Other than that, I am overall pleased

with myself and my lesson. I applied numerous different methods of teaching the frog life

cycle to this classroom in an attempt to reach the students maximum potential through

Gardner’s multiple intelligences.

Student Response-

The students seemed to be very engaged and stay on task during the lessons that I was

teaching. For example, one of the students in this particular classroom never sits still and she is

constantly telling him to have a seat. During my lessons, he was a little fidgety, but when he was

given the opportunity to excel in individual work, he did just that. Another example of how the

students responded to my lesson would be that there is a group in the rear of the classroom that

acted out all day, but when I was teaching my lessons they did not talk out of turn, they

completed all of their assignments without hesitation, and they would put their heads down when

finished. My supervising teacher said that she was surprised at the level of classroom control I

demonstrated, and to be honest, I was too!

Strategies-

Lesson One: Pairing Student/Group Activity- Guided Instruction

Lesson Two: Independent Practice, Teacher modeling/demonstration, guided instruction

Lesson Three: Teacher led discussion, Teacher modeling, Independent practice

Lesson Four: Independent activity

The strategies that seemed to work the best were when I demonstrated what they were supposed

to do and then allowed them time to independently complete the lesson. Allowing students to

complete an independent activity would have probably worked, but I taught lesson four at the

very end of the school day and you could clearly tell that the students were not concentrating on

the lesson as much as they could be.

If I would have had an entire day to teach my lessons, I would have had chose an activity that

didn’t involve scissors and glue stick that close to the end of the day. I would have chosen an

activity that allowed them to work or read quietly at their desks or an activity that got the

students up and moving to allow them to exert some of their energy.

Assessment-

My students learned the seven stages of a frog’s life cycle. I assessed this information by

allowing the students an opportunity to demonstrate their prior knowledge through a diagnostic

non-formal assessment. They were to match the frog’s life cycle stages to the correct words and

stand in sequential order. Some of the students struggled and had an extremely difficult time with

this. At the end of my 3rd lesson on frogs, I distributed a frog life cycle quiz to the students and

their scores were exceptional.