4 discussion

Designing Lesson Plans: Common Core State Standards

Denise L. Winston

ESE 645: Lesson Design for Students with Mild to Moderate Disabilities

Dr. Shaley Klepfer

Nov. 8, 2020

Content Area or Developmental Focus: ELA

Age/Grade of Children: Second Grade

Length of Lesson: 1 hour

Goal Students will be able to retell a story

using important details from the

beginning of the story to the end of the

story, the students will also use

different types of props from the story,

ask and answer questions about the

events of the story Objective • Students will demonstrate their

knowledge by summarizing the

story

• Students will use critical

Thinking and questioning about

key details of what occurs in the

story

• The students will gain an

understanding of the main events

of the story from the beginning

to the end

• Students will attempt to work on

independent reading with her

current reading level then use her

writing skills to express details

from the story.

•

Standards Included

R. F.2.3- Know and apply grade level

phonics and word analysis skills in

decoding words

R.I. 21- Ask and answer such questions

as to who, what, where, when, and

why, and how to demonstrate

understanding of key details in the text. R. L. 2.3- Describe how characters in a

story respond to major events and

challenges W.2.3- Write narratives in which they

recount a well-elaborated event or short

sequence of events, include details to

describe actions, thoughts, and

feelings, use temporal words to signal

event order, and provide a sense of

closure. R.l.1.1- Ask and answer questions

about key details using text. R.l 1.2- Identify the main topic and

retell key details of a text

Materials The Ugly Duckling story by: Hans

Christian Anderson (Audio and printed text of the story) Smart board Chrome book KWL Chart Markers, and Pencils, writing paper Index cards to use with the story

sequence activity

Introduction

We will begin by proceeding to the

circle group area to begin our lesson,

the teacher will pass out props to the

students to observe and try to guess

which character they would like to

portray, we will discuss the characters

in the story until each student has a

chance to name one of the characters in

the story. As the students observe the

Ugly Duckling props and scenery, we

will begin an open discussion about

what character they would like to be in

the story. The students will be asked

questions in regards to what is

happening from the beginning, middle,

and end of the story. The students will

be encouraged to pretend to be one of

the characters.

Lesson Development Direct Instruction will include

introducing vocabulary words from the

story: Fairy tale Transformation Self-image Diverse Cultures Morals Plot

Guided Practice

• Begin with a song related to the

Ugly Duckling story

• Students can pair up in small

groups for activities for example,

creating their Ugly Duckling

sceneries by writing a story and

drawing a picture of any part of

the story.

• Students who would like to listen

to the audio version of the story

can do so in the listening center.

• Ask the students questions about

how the Ugly Duckling was

treated.

• Break tasks into smaller steps,

for independent work time which

can allow the students who need

this time, are allowed reasonable

time to finish their work

• Extend time on tasks which can

slowly increase the time allotted

for certain task for students who

need the

accommodation.(blog.brookespu

blishing.com)

•

Differentiation/Accommodations/Modi

fications • Accommodations can be made

for students who need extra

assistance with the lesson, the

teacher allow the students extra

time to work on the lesson.

• Visual and hearing

accommodations for example,

use of a smart board, audio

recordings of the Ugly Duckling

story.

• Chrome books

• Visual Aids like large prints of

the story characters and large

prints of the story which can be

used for students who may have

vision impairment.

• Assign and prepare peer

tutors(blog.brookespublishing.co

m)

Assessment (Practice/ Checking for Understanding)

Independent Practice: Collaborative Groups:

• Students can pair up in small

groups to create story sequence

cards about what happened in the

story, the students can draw

pictures of the characters in the

story, and then write about what

happened in the story.

• Students can create story

sequence cards to create the

Ugly Duckling story and read

them in group time.

Closing At this time, we will begin to close the

lesson with a review of our lesson We will end by using a KWL Chart for

writing out details about the Ugly

Duckling Story from the beginning,

middle, and the end

Ask questions and allow the students to

explain the key details of the story.