EDPS 5350/6351 LESSON PLAN

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Name: McKinley Powell Date: October 7, 2013 Grade Level: 2nd 1. INTRODUCTION Purpose of the lesson: Content goal formula: SWBAT: Learning behavior (verb from taxonomy level locator) + content (what you will assess) + strategy (means) + conditions. (e.g., SWBAT: identify 6 features of plants by asking questions and observing with small groups.) Content Goal written on the board: Students will be able to discuss, activate background knowledge, question and list new information learned about ants using a KWL chart by reading and collaborating with partners as well as in whole class discussions. Students will be able to activate background knowledge and ask questions about ants in whole group discussions. Common Core State Standards covered: CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Interesting TEXTS: 2. EXPLICIT READING STRATEGY INSTRUCTION FOCUS: Activating background knowledge/Questioning Students read with teacher or independently: Imagine It- Ants! They are Hard Workers!

Teacher MODELING and SCAFFOLDING: (this will include declarative, conditional, and procedural knowledge of any strategies) Declarative Knowledge: Explain to the students that activating our background knowledge is a strategy that expert readers use to help us to connect to what we are reading and better understand the text. Activating background knowledge is thinking about what we already know about a topic so in this case what we already know about ants. When we think about things we already know about a topic we can then generate new questions to find out things we want to know and deepen our knowledge. Introduce KWL chart and why it is helpful to use on. Procedural Knowledge: Tell the students that we were going to read an informational text about ants and explain that we are going to activate our background knowledge and write down what we already know about ants, then ask questions about what we want to know about ants, and then write down what we learned about ants using a KWL chart. Model to the students and write down 1-2 things I already know about ants and then ask them to tell me what they knew. Each student has their own KWL chart to write on and we filled in it together as a class since this was their first time using a KWL chart. We came up with some questions together as a class and then explain to them to see if we could find the answers to our questions while reading or find some new information about ants and add it to our chart. Continue filling in chart while reading and after reading. Conditional Knowledge: Explain that by writing down the things we want to learn before we read will help us remember and think about the new information we are learning, asking questions before and during reading allows us to think about what we want to find out, and writing down new information learned during and after reading to help guide our reading and comprehend what we have read. Clarify to the students that we activate background knowledge before we read to make connections and understand the text better. We ask questions about a text before, during, and after reading to clarify our thoughts and find out new information. It helps our minds to focus while we are reading if we are trying to find answers to our questions GUIDED PRACTICE: (teacher and students together)

Read the expository text together. Model to the students how to use the K column of the K-W-L chart to write down things I know about ants. Have students think about things they already know about ants and share with a partner. Have students then write it down in the K column just as the teacher did. Do the same with the W and L column of the chart. Since this is their first KWL chart, have students write down what you are writing so they get an idea of what to do and how to fill it out and then allow them to add their own information. INDEPENDENT PRACTICE: (students on their own or with a partner) There was no time for independent practice. We worked as a whole class generating our background knowledge and generating questions. We read the story as a whole class as well. 3. READING ENGAGEMENT: What engagement principle(s) are you choosing for this lesson? ____X____choice, ___X___collaboration, ________building concepts, ________relevance/real world interaction ________challenge Briefly describe HOW you will engage your students in this lesson. Students will be able to collaborate and discuss with their peers what they know about ants. They will be also be able to generate their own questions on what they want to learn about ants. 4. DIFFERENTIATION. How will you simplify or provide challenge for students who need it? To simplify the lesson have students only write 1-2 things in each column. To provide challenge for students have them find their own information using the book and have them write their own questions to see if they can answer them. 5. WRITING/ASSESSMENT TOOL: How will you know that your students understand your purpose? What will students be doing to demonstrate knowledge? (assessment tool). Students will be completing their KWL chart before, during, and after reading. They will collaborate with their peers what they already know about ants, what they want to know, and what they learned. They will hand in their KWL chart. 6. REFLECTION: Based on this lesson, what is your very next step of instruction? The students really loved telling all they knew about ants and filling out their KWL chart. They were engaged in whole group discussions and come up with really great questions. I was enthusiastic and stated what we were going to go and why we were filling this chart out before the students even were given the paper so the expectations and objectives were clear. The difficulty I had was finding the balance between reading and filling out the KWL chart. The students had the KWL chart before we started reading and while we were reading so we could fill it out along the way with information we learned. I had difficulty keeping the students attention on the book while we were reading because they wanted to keep filling out their KWL chart. The students loved telling all they knew about ants and some would raise their hand while we were reading and said I just learned this. Overall I thought the lesson went well and they were able to question and find information from a text. For the next lesson I would ask students if they knew what strategy we had just learned about and do a small review. I would then see if students would implement the strategy on their own with the next story we would be reading. I would build onto that strategy and take it one step further to making inferences.