Google Classroom Lesson Plan

Running head: KUD LESSON PLAN 1

KUD Lesson Plan

Lori Sanchez

Instructor Shelly Mize

EDU 352 Foundations of Educational Technology

Date 05/08/2020

KUD LESSON PLAN 2

KUD Lesson Planning Template

The following represents a lesson plan that will help students improve on their literature in the

first grade. The students will understand the Ugly Duckling and other books based on the

illustrations and how they relate to the story. This template is based on the core standards to

make sure that students learn what is illuystration and how it is part of the story. The lesson plan

is prepared as a guide to the teacher on how best to offer instruction for achievement of the set

goals.

Grade Level

This lesson plan is designed for the first grade students and it will help add on to their previous

knpowldge on literature and particularly the Ugly Duckling. The students will be introduced to

the role of illustrations and how they fit inot the story. The students will understand the

contribution of illustrations as well as learn how to arrange them accordingly.

Instructional Model

Explicit/Teacher Modelling

The students will be invited to recall their knowlge on the Ugly Duckling and the book. The

studetns at the same time will be introduced to the concepts of the lesson as well as their

objective. It is important fr the students to know what is expcetd of them so that they can

devcelop individual goals in the class.

Guided Practice

The teacher will guide the students by explaining to them what they can do while you read the

students. In this case, the students are required to point to the pictures as one goes the student.

There will also be guided instruction through learning how to use the cards sheets. At the same

time, the teacher will show them how to point to the illustrations during the reading. The

teacher will also watch to check whether students have learned how to indicate to the correct

illustrations.

Independent Working Time

KUD LESSON PLAN 3

The students will be asked to use the sequencing boxes to match the illustrations which are

corresponding with the text. The independent working will be at the end of the story. At the

same time, the students will be asked various questions to show if they have understood what

illustrations are and how to arrange them properly.

Standards

CCSS.ELA-LITERACY.RI.2.1

Ask and answer questions: 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 text as well as the focus of specific paragraphs within the

text.

CCSS.ELA-LITERACY.RI.2.3

Describe the connection between a series of historical events, scientific ideas or

concepts, or

steps in technical procedures in a text.

Objectives

Students will KNOW

• What illustrations are and their role in stories.

• How to arrange illustrations sequentially.

Students will UNDERSTAND

• Students will understand that stories can be told effectively through illustrations.

Students will be able to DO

• Use the illustrations in the story in their context.

• Read stories taking into consideration the meaning of illustrations and their use in the

story.

Assessment Plan

KUD LESSON PLAN 4

Formative:

During the reading of the story, the student will be required to identify the illustrations

which fit into particular parts of the story.

The student will alkso be required to describe things that they have identified during

the reading on the smart board.

During reading, the students will be required to describe the characters as well as

various actions.

Each student will also be prompted to say what they are seeing in the illustration and

what they think it means.

Students who seem to hesitate to point at pictures should be identified.

It is important to check how a studentis describing the action and characters in the

story. Students who focus on the wrong details of the story should be guided.

The teacher will pause at certain points to check and see if any of the students are

struggling.

Summative:

The students will use the sequecking boxes to match the illustrations with the

corresponding text.

The students should cut out the story cards sheet and fix them into the correct place in

the boxes.

Accommodations

The teacher should give simple clues to the students who are struggling to know where

the illustrations will go into the story.

Students should check one another’s work through pairing the ELs with the non-ELs.

The pairs should practice reading aloud together to see if the stories are in the correct

sequence.

The teacher should read at a slow pace to avoid leaving some students behind.

Enrichments

- The students can color the illustrations when they are able to finish their tasks

early.

KUD LESSON PLAN 5

- The students can also be encouraged to illustrate and write their short stories as

opposed to coloring.

Procedure

1. Review previously learned material

The lesson will begin by gathering the students around.

Display the title page of the story to the students.

Tell to the students as one is displaying that the story is of “The Speedy Worm.”

When the students object, tell them it is the story of “The Angry Goldfish.”

When the students continue to object, tell them to explain how they knew it was The

Ugly Duckling.

2. State objectives of the lesson

Tell the students that they will be using words and pictures to put the story of the Ugly

Duckling in the given order.

The students will know what they are supposed to do with the story.

3. Present new material

The students will be introduced to the illustrations and how they will be used in the

class.

The teacher will hold up the materials and show how each of them relates to the story.

The teacher will name each material so that students understand the objectives of the

lesson.

4. Guided practice

It should be explained to the students that they will be poiting to the illustrations during

the reading of the story.

Hand every student the cards sheets of the Ugly Duckling story.

Explain to them that the pictures are mixed up. Talk to the students about thinking how

words can match to the pictrures.

Read aloud and pause at main events in the story.

Ensure all of the sutdents are pointing at the correct illustrations.

KUD LESSON PLAN 6

5. Independent practice

The students will use the sequencing boxes to match text with illustrations.

The students will cut out the cards sheets and glue them into the boxes which have the

relevant text.

An explanation will be given to students on how to put numbers in order with the

illustrations.

Remind students to lay all the illustrations into the text boxes before they begin

gluding.

This helps avoid frustration when they find a few that are out of order.

Walk around making observations and giving assitacne where necessary.

Technology Tools

The teacher will use the smartboard in reading out the story and explaining the

illustrations.

The smart board is interactive and offers severak solutions.

The students will use tablets during the teacher guidance to illustrate the illustrations

which relate to various parts of the story.

Interactive books on The Ugly Duckling will be used for various levels of the students

for additional practice.

Conclusion

The students will get to learn more about the story of the Ugly Duckling and how illustrations

are used during this lesson. It is important to offer both guided practice as well as independent

practicefor the students to enahcen their understanding of illustrations. The goal is to make sure

each student can arrange the illustrations in their sequence through the understanding they have

on the story. Students will learn how to think beyond understanding of the story.

KUD LESSON PLAN 7

References

Donovan, J (2018). Enhancing learning through technology. San Diego, CA: Bridgepoint

Education, Inc.

Common Core State Standards Initiative. (2020). English language arts standards » reading:

Literature » grade1. https://www.corestandards.org/ELA-Literacy/RL/1/