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Designing Lesson Plans: Quality Design

Goal

Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

Objective

· Student can retell events from a story.

· Students can recall beginning, middle and end of the story.

· Students can identify problem and solution

· Students are able to point out and describe main characters in a story and their emotions and reasons for their actions

Standards Included

CCSS.ELA-LITERACY.RL.2.5

Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

CCSS.ELA-LITERACY.RL.2.6

Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Materials

Print or online versions of the following stories:

Set A

· Scaredy Squirrel by Melanie Watt

· Pencil

· Paper

· Blank Anchor Chart

Set B

· Charlotte’s Web by E.B. White

· Felt Board and Characters

· Story kit with finger puppets

· Story map worksheet

· Pencils

· Ipads

· Journals

· Construction paper for BME (assessment choice)

Introduction

Activity – Have students create a foldable 1 page folded in half. Read aloud the first part of a story, stop, on the left side have students draw or write how the character was feeling in the beginning. During the read aloud (before reading the conclusion/solution) have students turn and talk about how the problem could be solved. Discuss reasonable and unreasonable solutions – chart student responses. Read the last part of a story, stop, on the right side have students draw or write how the character was feeling in the end. Have students turn and talk with a partner about why they think the character changed. Share and chart their responses on the anchor chart (create as a class).

Lesson Development:

Review the vocabulary and elements of folktales from previous lesson: Direct Instruction

· Vocabulary Words: Characters

Setting

Plot

Problem

Solution

Guided Practice:

· Read aloud the first Chapter of Charlottes Web (Set B) to students. Have students use their story map to draw or write their answers as they listen to the story. The story map has a category for characters/ setting/ emotions/ problem

Check for understanding- Whole Group (Informal Assessment). Pose the following questions to the students: (they can refer to their story map)

· Who are characters are and what makes a pig a character in our story?

· Ask students what is the setting of our story?

· Would it change our story if the setting was different?

· How many settings can we identify in the story?

· Is the season of the year a setting?

· Have students try and connect with our characters. Explain how when we make connections to characters it helps us better understand the character and the reasons for their actions.

· In the beginning of Charlotte's Web, Fern saves Wilbur from death. Would you have saved Wilbur too? Tell about a time when you stood up for someone smaller or weaker than yourself.

Who is Fern’s brother? Do you have a sibling who acts like Fern’s Brother Avery?

Differentiation

· Use felt board and felt characters to create a visual for the story

· Seat the two students with attention issues close to teacher.

· Students use their Story map to draw or write out the answers to the categories as I read the story.

Extension:

· Once the story is over students can use the story kit to recreate the first chapter, another group can use the felt board to retell the story.

Assessment

(Practice/ Checking for

Understanding)

Students have a choice of showing me what they know:

· Digital Story Element Toothy

· Create a BME of chapter 1 of Charlottes Web

· Write in their journal about chapter 1

Closing

Close lesson with a review of understanding of setting and characters, and inferencing.

· How did you know from the story Fern was upset?

· If you could change a character of the story who would you change and why?

· What was going to happen to Wilbur?

· Why did Fern save Wilbur?

Goal

When it comes to the students and the different cultures of the stories, they will become familiar with the trickster’s tales and fables of the traditions and see how well they will change from the orally between culture to generations.

Objective

1. Students will be identifying and understanding the definition of the elements of the different tricksters and fables of the stories.

1. Students will recognize the Aesop’s fables and the Ananse of the spider stories.

1. Students will identify the different thematic and specific patterns that would occur in the trickster and fables tales across the cultures.

1. Students will be able to compare and contrast themes the trickster within the fables tales when it comes to the different cultures.

1. Students will be able to know the differences between the morals and cautionary lessons when it comes to the fables and the celebration of the wits and wiles of the underdog for the stories of the tricksters.

Standards Included

CCSS.ELA-LITERACY.RL.2.2 Recounting the different stories that would include folktales, and fables from diverse cultures, and determining their central message, moral and lessons.

CCSS.ELA-LITERACY.RL.2.3 Describing how the characters are in a story that would respond in the major events and challenges too.

CCSS.ELA-LITERACY.RL.2.5 When it comes to describing the overall structure of any story, you want to make sure that you include the beginning of the introduces of the story till the end of the story for the action as well

SL.2.1. a When it comes classroom, the students will be able to follow the rules that they will be agreed to by their teacher. For example, listen to their classmates when they are talking, raise their hand when they want to talk, respect one anyone, etc.

SL.2.6 When the students complete a task and/or a situation, they are appropriated with it in the order to provide the requested detail and/or clarification.

RL.2.7 When using the information that you gain in the words and illustrations from the print and/or digital text, you want to make sure that the demonstrate is understanding within the characters, plots and/or settings too.

RW.2.3 Writing a narrative that will be well-elaborated evented and/or short sequenced when it comes to the events that would include the details of actions, feelings, thoughts and actions. This would also use different sense of closure in the temporal words for the signal in order for the events.

Materials

Print or online versions of the following stories:

Set A

1. Mercy Watson to the Rescue  

1. Charlotte's WebWeb 

Set B

1. Because of Winn-Dixie  

1. The Lion, the Witch, and the Wardrobe 

Introduction

I would have the students sit in a circle and let them know that we will be tracking the different animals in this book. Then the students would whisper to their classmates that there is an animal over there by there by the closet. Then I would have a message for the students in a one sentence for the first student that finds an animal. For example, the next animal that you find, you have to make that animals sound. Then, the next student that finds an animal, has to whisper to their classmates that there is an animal over by the door. Then, it will continue until all the students have the animals found in the classroom and the messages have being solved. The last student will write the message on the whiteboard and the students will read it out loud to the class. Then I will write the original message on the whiteboard after the student writes the message on the board as well. They will so different when it comes to the messages and that is the point of the message. Then, the students and the teacher will sit in the circle and have a conversation about how the storytelling allows the change within the different locations of the animals when it comes to the traveling of the animals too. Bianca will be about to have fun in this as she would participate in the message as well.

Lesson Development:

Review the vocabulary and elements of folktales from previous lesson: Direct Instruction

1. Vocabulary Words: MERCY

1. WATSON STELLA LORENZO NED

1. TOAST

1. Elements of Folktales:  Animal Tales

1. … A folktale may be described as a fictional narrative that is traditional the sense that is usually handed down from one person to another.

1. Then a folktale would be a multi-episodic structured narrative that would recognize the form of which it would not believe the individual and/or any groups of any kind which would be bound by the local and/or known places people and/or events.

1. When it comes to making any vocabulary words, we can make this more visual for Bianca so that she has an understanding of she will not have any issues with her writing and reading skills anymore. We will be able to practice writing them as she will be able to learn these allow with her classmates as well.

Guided Practice:

1. The teacher will read out loud to the class the first two stories which will be the (Set A and Set B). The we will stop and see if the students will understand and they will ask questions about the stories.

1. Then I will ask the students to compare the two books of animals with their own behavers that they have within the trickster tales and fable. Then, I will ask the students why so these types of animals change their cultures from one fable to another? Then, I will ask how do their behaviors lead to the type that would end of these stories?

1. Then we will fill in the different bubbles with the settings, characters, problems, solutions, and morals/lessons within both of the stories.

1. I will be checking to make sure that the whole class understands the assignment. (Informal Assessment). The students will have questions to answer as well.

1. What do you think a fable is and how do you think a fable is different from the other types of stories?

1. What do you think a trickster talk is, and how is it different from the other types of fables?

1. What do you think the elements are to the trickster tales and fables?

1. What kind of wisdom can the human nature and the human behavior do when it comes to the dabbles of learn and how does the wisdom relevant in today world?

Differentiation

Modifications

Accommodations

1. We would use visual clues in the classroom and label all items with the words for the students to see.

1. Putting different color tape on the right side of the desk and other color on the left side of the desk will help the students out a lot.

1. Students will have a chance to take breaks as needed.

1. Students would use the Velcro under their desk

1. Students will have the assignments to manageable in the tasks.

1. Students will have assigned seating in the classroom.

1. Students will be able to walk around the classroom as needed.

1. Students will be able to use their flexible seating in the classroom.

1. Students will be allowed to lean on the walls during the mini lesson that the teachers are teaching for a short period of time.

1. Students will be able to work in small groups as instruction.

1. Teachers will repeat the directions as needed for the students

1. Students will be able to repeat the directions and/or expectations back to the teacher.

1. Students will be able to 1 on 1 with assistance of the teacher when it comes to help as needed.

1. Students will be able to learn the different styles of the teaching in varies ways.

1. Teachers will encourage the students to participate in the classroom.

1. Students will have more time in the classroom for at least about 15 to about 30 seconds

● Teachers will be using more visuals, like organizers, graphics and pictures in the classroom for their students.

● Students will be able to use different physical activities like role-model, role-play, and act-out as well.

1. Teachers will have their students focus on the vocabulary words for at least 5-8 important ones for any lessons.

● Students will be able to focus on the lesson within the 2-3 key concepts.

● Students will have an environment that will be a highly structured, learning predictable to learn in.

● Teachers will provide an organized support the students throughout the website.

● The classroom will be enlarged for the students to have enough space to work in

● Students will have different folders for different subjects that they are in for their class.

● Teachers will give the instructions in direct order in the timely management and also it will be organization as well

● Students are required to have folders and notebooks as well.

1. Students will have different color-coded stuff that would be important for them.

● Students will be provided to have hands-on activities in the classroom.

●Students will be assigned with different classmates.

● Students will be provided with oral and/or written instructions and/or directions to their assignments too

After reading the story, have one student try and explain a piece of the story by verbally telling what happened between the differences within their stories and their characters that happened as well.

1. Students that are struggling on the story map, could describe how the two stories are and try and work with that to put it on the story map that way.

1. The students will be able to see the beginning, middle and ending of the story by putting together the pieces from beginning to end of what happened to the characters from the beginning to the end of the story as well.

1. Students that need more time in the classroom can have more time by working on their project as long as it takes them.

1. Students will be able to answer different question that will be the same as their own classmates as well.

1. Teachers will allow the students to say the vocabulary words out loud and explain them as well.

1. Bianca can use her verbal reading skills for her reading so that she can understand the reading better when she is working in the classroom.

1. Teachers will work with Bianca on her behavior when it comes to other classmates talking in the room. She will be able to understand that she needs to wait her turn to talk in class.

1. Bianca will be working with her counselor when it comes to her biting herself.

1. Bianca can work in a small group when it comes to having different pictures shown to her that would benefit her in a way that would work for her in many different ways.

1. Teachers will be able to use the formal assessments when it comes to Bianca in her excelling but this could be done in the classroom as a whole within the other classmates too. They will be able to help her as a support system too.

1. Bianca will be able to get a formal assessment to where she is progress in her multiple-choice questions and where she needs to improve still within the oral answers too.

1. Modifications:

1. Giving the students one more time in the classroom would be a great recommended for them to do for their tasks.

1. Students will have the written directions as well as the pictures when they are working on their assignments.

1. Students will be able to answer the questions out loud after they have the questions wrote down on their paper.

1. Allowing the students to have their test taken over at least two days as then would be more overwhelming for Bianca.

1. Students that want to act out would be able to sit in the front of the classroom so that the teacher can watch their behavior.

Accommodations

1. Students will be able to sit in front of the classroom to hear the teacher and also see what the lesson will be all about as well.

1. Students will be able to either see what will be on the board for the instruction and/or the teacher can past on the instructions on papers as well so that the students can read them that way as well.

1. Students will be able to take breaks in the classroom only to move around

1. Bianca will be able to have a special chair to sit on in the classroom.

1. Bianca will be working with the teachers on how she feeling by showing us on a picture of different faces the way she feeling instead of her self-harming her behavior to get it under control each day.

[These are generic ideas. You will base modification/accommodation/differentiation on the specific needs of your students]

Evidence-based strategies/Self-determination skills

1. Students will have a choice if they want to work and/or they can have a time-out over in the time-out corner of the classroom until their behavior has change. This will be the consequences that they will have to make.

1. Students will learn to keep their hands to themselves when there in the classroom.

1. Students will have a choice to either make a choice map within their consequences if they want to act out in the classroom.

1. We will be making sure that the students are problem solving their skills by understanding where their issues are and how they are teaching them to overcome them too.

1. We want to make sure that the students are verbal when it comes to their feeling and come to the teacher at any time when they feel disruption from other students in the classroom.

1. Bianca will be allowed to work with her classmates within her own choice will help her make her own decides to help her within her behavior as well

1. Giving the students different ways to show their appropriate behaviors.

1. Bianca will be able to use the technology that we give her to help with her vocabulary words that will be on her tablet so that she can see that words and have them broken down for her as well so that she can learn them better. Also, she will be able to get the word faster and not get overwhelmed by the words that are too much for her as well.

1. Bianca will be working on her modeling within her behavior so that we can make sure that we know how she will act at teach her the skills that she needs to know from her counselor that would be able to help her in the classroom with her behavior issues to control them as well.

1. We will be making sure that Bianca has something to work on so that she doesn’t self-harm herself and/or anyone else on the classroom.

1. We will be giving Bianca some picture schedules to do so that she knows what time she has to change over her schedule to a different thing to do in the classroom.

Assessment

(Practice/ Checking for

Understanding)

Independent Practice:

Collaborative Groups:

1. Students will be grouped in either twos and/or threes.

1. In the Set B book, students will be reading that story with another classmate.

1. These students will be making a double bubble thinking map that will be used in the same element as the first set of stories that will be modeled as well.

1. It the students have time left after they get their maps done, they can discuss their maps with the class and let them know any similarities and/or differences between the other groups.

1. Students will be able to write in their journal and response to any answers as well to any question too.

4. They can describe a real-life situation that applied to them and/or anything that was a moral in the four stories too.

4. Students will be graded based on what the rubric says. Also, students can share their journal as much as possible within their introduction to their next lesson too.

Closing

When it comes to closing the lesson, we will be reviewing the elements of folktales, vocabulary, and any of the following question that the students will have. Close lesson with a review of vocabulary, elements of folktales, and the following questions:

1. Which characters do you think would be the best?

1. Which character do think would be the least?

1. Which story do you think has the best ending and why do you think that?