I. RATIONALE:
Please describe the research article that you found that supports this lesson AND provide a link.
II. OVERVIEW
Grade Level: 2nd
Subject(s): Reading
Topic of Study: Structure of a story: Beginning, middle and end
Time Allotment: 60 minutes
Standards: Describe the overall structure of a story, including
describing how the beginning introduces the story and
the ending concludes the action. (2.RL.5)
Objectives: Students will be able to create a rough draft story showing beginning, middle and end and publish their story on storybird.com.
Reflection: Assessing Prior Knowledge and Planning Instruction
What do the students need to know prior to the lesson? The students need to have some sort of understanding of what a story is and a basic concept of story structure (eg. starting point and ending point).
How will prior knowledge and experience be assessed? The students will do a quickwrite asking about different parts of a story and why they are important.
How will you use this information in the planning process? If my students cannot identify these parts at all, then I know to elaborate more with my powerpoint information.
Why should the content of this lesson be taught at this grade level? Reading is important for all ages and it is necessary for second graders to know the structure of stories to help them be successful in future classes.
How do the objectives that you have for the lesson align with the standards? The standards say the students need to describe the overall structure of a story and the objective says they will create a story with the rough draft showing their beginning, middle and end.
When will the lesson be taught in the course of the school year? Why? I think this could be taught towards the middle of the school year. As a teacher, I need to make sure that my students reading levels are up to par to have them create their own story.
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III. IMPLEMENTATION
Procedure:
1. Quickwrite: What are some different parts of a story? Are the beginning, middle and end of stories important? Why or why not?
2. The teacher will use a
powerpoint to talk about structures of stories: beginning, middle, and end.
3. The teacher will read a short story to the class:
4. The students will use pixie to create a rough draft story that shows the components of beginning. middle and end.
5. The students will use storybird.com to finalize and publish their stories.
6. The students will send me their stories.
7. The students will share their stories aloud with their classmates.
Technology Integration: The teacher will use the smartboard to show the story and powerpoint. The students will use pixie and storybird.com to create their own short stories.
Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:
Cognitive delay: I will be walking my students through the lesson step by step. This will help students with a cognitive delay since I will be walking them through the process and all of my instruction will be verbally and visually announced.
Gifted: For gifted students, they can make their story as elaborate as they would like.
ELL: For ELL students I will have vocab words listed at the beginning of my powerpoint to help them understand the words we are talking about.
Reflection: Designing Instruction (InTask Standards 7 and 8):
Why are you using the instructional methods you have described? I am using a visual approach since that works best with most children. I am also using a hands on approach by having the students write their own story to get them more engaged in the lesson.
How do the instructional methods align with what you know about best practices (think about your methods classes)? From what I have learned, most students benefit from visual aids and hands on approaches.
How are you engaging students in creative and higher order thinking? They will use creativity by creating their own short story. Students will have to use higher order thinking by writing a story with a beginning, middle, and end.
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IV. ASSESSMENT
Procedure: The student's stories on pixie and storybird.com will show me their understanding of beginning. middle and end.
Instruments: I will have some guidelines for what the students need to do when making their observations outside. They will be included in the powerpoint.
Reflection: Planning Assessment (InTask Standard 6):
How does the assessment align with the standards and objectives of this lesson? By looking at their brainstorming on pixie I will see if the students can explain the beginning, middle and end of a story. Also, their final story on storybird.com will show me how they put those components together.
How does the assessment demonstrate that the students have been successful in learning the content? I want them to understand that stories have a beginning, middle and end and I can assess that through their story writing process.
How does the assessment demonstrate student engagement in higher order thinking? They are engaged by writing their own story and have to use higher order thinking when creating their story with the different components.
How does the assessment demonstrate that individual student needs were met? The students will show me their writing process on pixie and I can see if they understand beginning, middle, and end.
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IIV. MATERIALS AND RESOURCES
Reflection: How does your lesson meet each of the ISTE NETs Standards?
How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ? I will teach my students using an interactive powerpoint and the students will use their creativity when making their own short stories.
How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments? This lesson uses the smartboard, pixie, and storybird.com to show the students understanding.
How does your lesson meet Standard 3: Model Digital-Age Work & Learning? I will show my students example stories on storybird.com to model appropriate stories.
How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:
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