EDUC 2220- Educational Technology Lesson Plan Template

What Animal is that?

Sarah Sanders

First Grade/ English Language Arts

Common Core Standards:

CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projectsCCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.CCSS.ELA-Literacy.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.

Lesson Summary:

My lesson involves the students working on their informative writing skills and turning into creative writing. The students will learn what a 3-2-1 writing strategy is and how to apply it to informative writing. The 3-2-1 writing strategy is writing out three things you know, two things you learned, and one thing you would like to know. The students will draw the name of an animal they will be writing about and go to a website to learn more about it. They will fill out their 3-2-1 worksheet. Then they will create a short story on storybird that they will present to the class to inform their fellow students about their animal in a creative way.

Estimated Duration:

This lesson will take close to three hours to complete. I am breaking up the time into four days. Each class period will last between 35-45 minutes.

Commentary:

I want the students to get excited about informative writing because I know it can be a challenge to get students really engaged in it. I feel by having them create a story about the

information they learned will get them more excited about the lesson.

Instructional Procedures: (This will be one of the most detailed sections of this assignment).

Describe the instructional steps that will be taken to implement the lesson. For each section of the lesson, document how much time it will take and what students are expected to do. Make sure to cite your uses of technology as often as possible.

Please take the time to provide a clear narrative as to how the lesson will unfold.

Day 1:

First 10 minutes of class: Introduce the 3-2-1 writing strategy and vote on an animal as a class20 minutes: do a 3-2-1 examples together as a class on the animal they voted on. This will involve learning and discussing the animal together while each student fills out the 3-2-1 worksheet in class. Also we will be researching the animal on http://kids.nationalgeographic.com/kids/animals/creaturefeature/5 minutes: Have students pull a piece of paper from a bucket to determine which animal they will do and then tell the students that they will do one on their own about their animal

Day 2:

First 5 minutes: Tell the students that they will be researcher their animal today and show them the website URL they will have to type in to get to the website. Dismiss them from their seats to the classroom computers25 minutes: Have the students research their animal in class and fill out their 3-2-1 worksheet I will be passing out to them. I will walk around the classroom and help them get started.5 minutes: After students are finished with their research and filling out their 3-2-1 worksheet I will have them go back to their seats. I will then tell students they will then create a story on storybird about their animal and that they will present them to the class.15 minutes: Create plan or rough drafts on paper for their story. This just means they will be writing out the information they gathered during research.

Day 3:First 15 minutes: Give a brief introduction to storybird. Show the students how to create one of their own by showing them an example. They will make one page the 3 things they know, one page the 2 things they learned, and one page the thing they still what to know. I will show them how to insert text and images into the story. After that dismiss students to the the computers.30 minutes: let the students make their short story about their animal. I will walk around and

help the students create their story.

Day 4:First 5 minutes: get the computer and projector ready for presentations.40-45 minutes: The students will present their story to class by going through their story on the computer and saying what each page says.

Pre-Assessment:My pre-assessment is a discussion that will include what they know about informative writing. Ask the students questions and see where they are at in their knowledge of informative writing. Also I will allow the students to ask me questions.

Scoring Guidelines:I will score the pre-assessment by giving the students points for class participation during the class discussion. As long as a student makes a comment or asks a question I will give them their points.

Post-Assessment:My post-assessment will be a quiz on what they learned about informative writing.

Scoring Guidelines:I will score the post-assessment by whether or not they get the the answers to the quiz right or wrong and have a percentage of how many they got right. This is a good way to find out if I did a good job explaining the concept of informative writing to them.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated students: I would allow my gifted students that finished early to help other students who may be struggling and act as a guide to the other students when I cannot get to them right away.

Discuss additional activities you could do to meet the needs of students who might be struggling with the material: I would give my students who are struggling some more practice examples of the 3-2-1 worksheet and storybird.

Extension

http://www.corestandards.org/ELA-Literacy/W/1

This site is for users to look up common core standards for every grade. Students can benefit from this website so they know what they need to know in order to move up to the next grade.

Homework Options and Home Connections

In my lesson I did not plan to assign homework since most of it requires a computer and not all students are able to get to one outside of school. So I would encourage parent involvement by sending a letter out to the parents informing them what is going on in our lesson and if they could work with their kids on storybird.

Interdisciplinary Connections

This lesson can be integrated into science by learning about the environment each animal lives in and what climate is best for them to be in. I can also incorporate social studies to the lesson by discussing the history of the animals and how they have evolved over time.

Materials and Resources:

For teachers Worksheets, 30 computers, internet, and projector and screen or smartboard

For students

Writing utensils, paper, and computers

Key Vocabulary

3-2-1 Writing Strategy

Informative writing

short story

storybird

Additional NotesNo additional comments.