EDU 695 Week 1

Subject: Language Arts

Grade: 2nd

Common Core State Standard(s): Common Core State Standards

Explain that a cycle is a sequence of events that repeats itself again and again

 Describe the seasonal cycle: spring, summer, autumn, winter

 Explain effects of seasonal changes on plants and animals

 Define the term life cycle

 Identify the stages of the life cycle of a flowering plant (seed to seed)

Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):

The following language arts objectives are addressed in this lesson.

 Identify the main topic of “The Life Cycle of a Plant”

 Compare and contrast the amount of sunlight and temperatures

during summer and winter and the effects of both on plant and

animal life

 Ask and answer what questions orally to gather information or

deepen understanding of the information contained in “The Life

Cycle of a Plant”

 Identify new meanings for the word bats, and apply them

accurately

 Sequence four to six pictures illustrating the life cycle of a

sunflower

Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activities to promote student inquiry and checking for students’ understanding over the course of the activities)

Introducing the Read-Aloud (25 minutes)

What Have We Already Learned?

Vocabulary Preview:

Conclude the read-aloud with a short video clip that shows the life cycle of a flowering plant.

Discussing the Read-Aloud (10 minutes)

Comprehension Questions

(Syntactic Awareness Activity :) Plant-related Compound Words/words written on index cards; images/samples of flowers and fruits, Give each student one part of a compound word, and tape the other part of the compound word on the board. Students will try to match their word with a word on the board to create a compound word

UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):

When teaching ELLs, it is important to keep in mind that they are a diverse group from a variety of social backgrounds and at different stages in their language development. There may be some ELLs who do not speak any English and have little experience in a formal education setting. There may be some ELLs who seem fluent in conversational English, but do not have the academic language proficiency to participate in classroom discussions about academic content.to support this standard I would use Use manipulatives, visuals, realia, props/Pair with same-language peers for activities and discussions focused on content/Use graphic organizers

Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson):

One of the methods that I would incorporate into the lesson is WebQuests this will help to provide students with access to news and cultural trends and “access to up-to-date info, which is useful if the textbook being used is out of date or the curriculum has moved away from textbooks all together.” In addition, WebQuests will better structure learning by giving “students more focus than when they simply go online and try to find information themselves…[which] means more time is spent on task and in the target language I would use this to help the students identify the different vocabulary words that was introduced in the lesson

Formative Assessment (Describe the closure of the lesson and the final assessment used to provide evidence that students have met the learning objectives. Be sure to provide choice related to interest and multiple, flexible means for completion that support learning preferences. Include an explicit description of the criteria for quality work):

In the end the students will be asked a set of Comprehension Questions If students have difficulty responding to questions my questions then I will reread

The read-aloud and/or refer to specific images. If students give one-word answers and/or fail to use any of the vocabulary words in their responses, I acknowledge correct responses by expanding students’ responses using richer and more complex language. And in order to see how much the students know and have learned I will require the students to answer the questions in complete sentences by having them restate the question in their responses

Teacher Self-Assessment (Even lessons that fail to produce the intended results are an excellent opportunity for reflection, adjustment, and growth. What problems do you anticipate with the lesson? The problem that I anticipate with this lesson is that the students will not catch on to germination as quickly as I would like!   What did you learn about instructional technology and UDL from creating this unit? What I learned about instructional technology and UDL from this unit is that they are pretty much one in the same both technologies assist the students in getting the best education possible the only different is UDL is a technology that assists the students with specific learning disabilities. What would you change about the lesson based on its impact on student outcome? Depending on the outcome the only thing that I would change would be the amount of time that the students had to study this lesson germination is a process and it does not just happen in a week, so in order for the students to fully understand what they are learning I would like for them to experience the process visually

Resources (you may list and describe any resources that will be used over the course of the lesson)

Make copies of Instructional worksheets from the internet for each student. Students will create their own Response Card for the life cycle of a plant.

Life cycle poster

Seeds,

potting soil

zip-lock bags

Tape

Glue

Crayola

Pencil

paper