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2_3_A_draft

Page history last edited by Judi Moreillon 7 years, 6 months ago

Second Grade Alignment Lesson Plans

 

Lesson Title: Whose Lucky Day Was It?

 

Created and Submitted by: Judi Moreillon

 

School Name: Texas Woman's University

 

District: Sample Lesson Plan

 

Role: School Librarian Educator

 

Grade Level: 2nd Grade

 

Lesson Plan Objectives:

At the end of this lesson, students will be able to:

1. Make predictions based on their background knowledge with __% accuracy. (Elaine) Just wondering if we should include this since we are looking at measurable outcomes and teacher/librarian will want to set a percentage that shows success or failure. (see assessment 18 below)

2. Use clues in illustrations and print to make predictions with ___% accuracy.

3. Make notes on a graphic organizer with ____% accuracy.

 

ELA-R TEKS (ONE only): This standard is the one that will be linked to the wiki. This should be a standard that determines a lesson objective and has a measurable outcome.

 

§110.13. (3) (A)  use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions

 

Other Content Area(s) Addressed:

Technology (for the Extension)

 

Standards for the 21st-Century Learner Indicators (No more than three):

1. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 

2. 2.1.2 Organize knowledge so that it is useful. 

 

Classroom Teacher – School Librarian(s) Collaboration:I indented each collaborative activity (Daniella) 

  • Describe individual as well as joint responsibilities for planning, gathering resources, implementing the lesson, and evaluating student learning.
  • The classroom teacher and the school librarian will (Daniella) design the graphic organizer/assessment tool together.
  • The school librarian gathers multiple copy will gather multiple copies (Daniella) of the mentor text, My Lucky Day, through interlibrary loan, and adds will add (Daniella) sticky notes to number the pages in each book.
  • Both educators will (Daniella) model making predictions using think-alouds to demonstrate how they use the cover illustration, title, and first three pages of the book (illustrations and print) to make predictions.
  • They will (Daniella) model making notes on the graphic organizer where they record their predictions. Both educators will (Daniella) monitor the students' guided practice and assess the student learning outcomes by reviewing the students' graphic organizers.

 

Measurable Outcome or Final Product:  Complete and make  (Susi) Logical Predictions on the Making Predictions Graphic Organizer 

 

Assessment Tool(s): Making Predictions Graphic Organizer (.doc)    good tool (Susi)

 

Resources: Include appropriate print, electronic, and Web-based resources to meet the learning objective(s).

 

SchoolTube Video "Making Predictions" http://www.schooltube.com/video/ba5eb58e716e44a83350/

 

My Lucky Day by Keiko Kasza (Putnam 2003) - multiple copies for student partners or teams of three, add sticky notes for page numbers (1 per double-page spread)

 

Text Set of Predictable Picture Books

 

Extension Possibilities: My eBook or Scribble Press (iPad app)

 

Estimated Lesson Time: 45 minutes

 

Instructional Plan Outline:

 

1. Educators will (Susi) divide the students into partnerships of two or three people. (The classroom teacher may create the groups by putting at least one higher proficiency reader in each group.)

2. The educators will (Daniella) distribute Making Predictions Graphic Organizers to each student and a copy of the mentor text (with sticky-note page numbering) to each group of students.


Motivation

3. Educator will announce (Susi): "Let's Make a Prediction."     

    Educator will post (Susi): Information in the Text + Background Knowledge = Prediction (What comes next?)

4. One educator (A)  leaves the room. The other educator (B) produces a bouquet. She/he asks the student partners to predict how A will react when she/he is presented the bouquet. Ask students to think, share with their partner(s), and record their prediction as a one word note on their individual graphic organizers.

5. After A returns and responds, B asks (Susi) teams that were "correct" to raise their hands. Students (Susi) share other predictions and discuss whether they were plausible. (Susi) Were they plausible? Students may share a prediction that does not make sense.
6. Educators (Susi) share all or part of the
SchoolTube Video "Making Predictions" http://www.schooltube.com/video/ba5eb58e716e44a83350/   Educators use the video ask students to whisper their predictions to their partner or group members.  (Susi)

 

Presentation

7. Educators introduce the mentor text, My Lucky Day. The author Keiko Kasza has written a great book for making predictions!

8. Educators post and review the lesson objectives. (I would move this piece to the beginning of the lesson, so that the students know the objective from the start -- in the "Motivation" section above.  Susi)

 

9. Educators will encourage students to (Susi) make a prediction: "Whose lucky day is it?"   Students will circle "pig" or "fox" on their graphic organizers.

10. Using think-alouds, the educators will jointly model using the title, front cover, and back cover illustrations to make predictions about the outcome of the story. They will project the Making Predictions Graphic Organizer and record their predictions as notes. Students will copy the educators' notes onto their individual graphic organizers. Example: Back Cover: I (for illustration) - F. tired

11. The educators will continue to use think-alouds as they discuss the print and illustrations on pages 1 and 2. They will record their predictions on the graphic organizer as one-word notes or short phrases. Students will copy the educators' notes. Note: Demonstrate divergence in predictions.

12. Educators and students will (Susi) put check marks next to predictions that are correct, the ones that come true in the story.

 

Guided Practice

13. When educators believe students are ready to continue reading on their own, they will review the procedure with students.  (Susi -- I bulleted the steps for clarity.)

  • Read print. 
  • Review Illustrations.
  • Think aloud. 
  • Make a notes. 
  • Add check marks when/if predictions come true.

14. Educators monitor students' practice. They will monitor for following the procedure, making logical conclusions, and recording with notemaking formats.

15. Groups that finish early will read from a text set of predictable books.

 

Closure

16. The educators (Susi)  ask: "Was your original prediction true? Put a check mark by the "pig" if you were correct."

17. The educators (Susi) ask: "Can we make predictions about the ending of this book? How will we can we know if the author doesn't tell us?"  Students share their responses to these two questions. (If students are ready for another concept, note that readers make inferences when they cannot confirm the answer in the text.)

 

Assessment

18. The educators review and assess the students' graphic organizers according to the percentages in the objective(s) above.(Elaine) They determine if the whole class, small groups, or individual students need to follow up with a similar lesson.

 

Extension

19. Students can write a whole class, small group, or individual story and make their own books using paper or electronic tools to challenge their classmates to make accurate predictions while reading.

 

Note: To read a script for using think-alouds to model making predictions with this mentor text, see Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact (Moreillon, 2007) page 78.

 

 

 

Comments (9)

Susi Grissom said

at 10:51 pm on Aug 25, 2012

Judi, I like this lesson and think you did a good job of including all of the pieces that we are looking for in a lesson plan. I noticed that Daniella modified the structure to "The educator will" instead of "Educator," and I started to edit the lesson plan using that format, because I liked that format. However, before I made all of those changes, I wanted to make sure that was the sense of the team. So QUESTION -- does the team prefer "The educator will" structure?

Apologies to Elaine for deleting the highlighting that she added in the ASSESSMENT section. Elaine, I tried to recreate your editing, but you probably will want to make sure I remembered correctly!

abdur-razzaaq@sbcglobal.net said

at 11:08 am on Aug 26, 2012

I also like Daniella's and Susi's use of " Educator" as I think it puts both teacher and librarian on equal footing as having the same goals/responsibilities within the lesson.
@Susi - my comment in #18 assessment is still highlighted and visible. Do others agree that the percentages should be included to show "measurable" outcomes? Perhaps my SPED teaching/IEP writing experience is playing out here.

Judi Moreillon said

at 12:14 pm on Aug 26, 2012

I do not think the percentages are needed. If 80% meet the goal, what does that mean for the 20% who don't? I would rather leave this up to the educators so... I think the assessment section covers it.

abdur-razzaaq@sbcglobal.net said

at 6:11 pm on Aug 26, 2012

"This should be a standard that determines a lesson objective and has a 'measurable' outcome". The percentages are not to rate the group as a whole but is an individual measure that the objective of the lesson was obtained. Perhaps the educators might want to consider if the lesson in the future needs some tweeking to address populations that struggled. Leaving a blank before the % gives the educators a chance to fill in what amount they feel shows success in obtaining the objective. If we are asked by those submitting lessons what "measurable outcome" means, how would we as evaluators explain this? Maybe I am way off here. TIA for clarity.

Judi Moreillon said

at 12:18 pm on Aug 26, 2012

I am not keen on adding "will" to every bullet - because it doesn't make sense, for example, in Motivation #4, #5, and #6 where it wasn't added. I am not sure of the purpose of adding "will." For me, the lesson plan without "will" signifies that this lesson plan has not been field tested. Actually, it has.

Susi Grissom said

at 12:41 pm on Aug 26, 2012

What is important to me is parallel structure (says the editor in me).
If we are putting this out as a sample, then we can clean up the tense (present or future) before it is posted.

I take your point on the implication of "will" as an indicator of not
Being tested, Judi.
being tested.

Susi Grissom said

at 12:43 pm on Aug 26, 2012

being tested, Judi. (see above)

Blame the phone!!

Judi Moreillon said

at 1:11 pm on Aug 26, 2012

I agree that the lesson plan should be uniform, Susi. I would prefer that "will" not be repeated in every bullet. I don't think it changes the meaning. Does it? I guess my experience comes from my ALA Editions editors who question every word. Is it necessary?

Susi Grissom said

at 4:46 pm on Aug 26, 2012

I am fine with eliminating "will" and keeping a present voice. Daniella will probably want to comment, since she originally added "will" in the first part of the lesson instructions.

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