Lesson Plan 2 Whole Group

	Dinosaurs Before Dark
Date created:		11/13/2013 7:52 PM (CST)
Format:		Arkansas Tech Format

Just in case links don't work, all worksheets and pictures are attached below! :)

GENERAL COMMENT AREA
General Comments
VITAL INFORMATION
Author	Jessika Hintson
Grade/Level	Grade 2
Subject(s)	Information Literacy, Reading
Standards	CCSS.ELA-Literacy.RL.2.7 ·         Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot
Objective(s)	Students will identify at least 5 characteristics of 4 dinosaurs in a columned-comparison chart with 100% accuracy. BL-1                              MI-Linguistic
IMPLEMENTATION
Set	In whole group, I will ask a few questions: What do you know about dinosaurs? Are they friendly or mean? Do you know if their skin is rough or soft? Do you think they are reptiles or mammals? When did they live on the Earth? Were there people that lived on Earth with them? Why do you think that? Name a few dinosaurs that you know of (Barney, Little foot, Ducky, Dino, Godzilla, and King Kong). Are the dinosaurs you know real or fictional?      From here, I will bring out the book and introduce it to the class. I want everyone to see the cover and then I will ask them to predict what happens in the book. Do you think we will talk about dinosaurs? Which dinosaurs do you think we will talk about? We will then bring out the graphic organizer.      This organizer is going to work like a KWL chart except we are going to talk about what they know before and then what they know after about the four dinosaurs in the book. I am using a picture to represent each column because at grade level 2, students are going to struggle with the names and this will be something we might try to use as an opportunity for invented spelling. Also, the pictures will help students with noticing the characteristics of the dinosaurs.
Learning Activities/Time Required	Time required: one hour a day for six days. Day 1 (Friday)           The book has 10 chapters. It would be a lot for students to read two chapters by themselves, so I will introduce the book and read the first chapter. After reading the first chapter I will ask students what descriptions they heard in the book. I will write the descriptors on a sticky note and then ask the students if they can remember what dinosaur that description was talking about. I will choose a student to add the sticky note on the smart board which will have the graphic organizer on it. Remember that this part of the graphic organizer will go below the line to represent after reading the chapters. To give the students a writing opportunity, I will have the chosen student copy the descriptor on the SMARTboard below the sticky note.          The students will read chapter two on their own over the weekend. I want all students to keep sticky notes of any description they see about each dinosaur. These descriptions should be a one word answer and will help students with their writing skills and comprehension of the book. Day 2 (Monday)       The first thing we will work on is reviewing chapter 2 with the students. I will ask for the class to break up into groups of 5 students. In this group, I want all students to talk about the chapter: what happened, what descriptors they got, what more do they know about the dinosaurs, have they seen those dinosaurs before? After about 10 minutes, I will have everyone go back to whole group and we will talk about the answers they got. We will again convert the answers to sticky notes and add them to the organizer.        On the reading carpet, I will read chapter 3 for the class and repeat the discussion steps. It is important that students make text to self-connections about similar dinosaurs that they know and whether they are similar or different. Students will read chapter 4 at home. Day 3 (Tuesday)         We will again revert back to groups and discuss what happened in the chapter. I will go around and make sure students are on track and give a little support when they can't identify the words or they may have missed a characteristic in the book. We will go back to whole group and convert to sticky notes which will go on the organizer. Then I will read chapter 5 for the class on the reading carpet and discuss it. Students will be asked to read chapter 6 at home. Day 4 (Wednesday)        Follow the same steps for what we have been doing all week. I will read chapter 7 for the class and discuss it; students will be asked to read and keep notes on chapter 8. Day 5 (Thursday)        Follow the same steps for what we have been doing all week. I will read chapter 9 for the class and discuss it; students will be asked to read and keep notes on chapter 10. Day 6 (Friday)        The book has been completed. On the final day of the lesson we will finish up our group and whole group discussions. Then I will take off all of the "after reading" sticky notes and I will go through the "before reading" knowledge. I want to go through each of the sticky notes and find out if the class agrees or disagrees with each of the statements.
Closure	In closure, I will remove all of the sticky notes and ask a few questions: Did you learn a lot about dinosaurs? Would you like to go back to those times to see them or would you be scared? What dinosaurs did you learn about? I would then ask the final question: what did you learn about each of these dinosaurs?      We will be in whole group and we will start with the graphic organizer again. My goal is to see how much the students truly retained over the whole week. I believe that this may be difficult and they will need a bit of guidance. Here is where I want the students to be able to have retained at least 5 characteristics of the 4 dinosaurs. This will be a review before the final assessment.
Resources and Unit Handouts	Materials and resources: "Dinosaurs Before Dark" by Mary Pope Osborne (The first Magic Tree House Book--Chapter book) You will need a book for every student for the next week. Assessment and Activity Sheet Sticky Notes for all students Technology resources: Open Office, SMARTboard The number of computers required is 1. Students Familiarity with Software Tool: The SMARTboard is used every day in the class: for morning work and classroom activities. Students get to use it at least twice a week. The SMARTboard will be how we keep the graphic organizer interactive for all the students. It will display the organizer. Attachments: 1.    Dinosaurs Characteristics.docx Activity Sheet/Graphic Organizer
Grouping for Instruction	Throughout the week, we will be working in groups, whole group, and interactive writing settings. We will begin the lesson in whole group and introduce the set and book. We will transition from whole group to the reading carpet for reading the chapter in class. Once complete, we will transition to groups so students can interact with others and discuss what they learned. Afterwards, we will go back to whole group to review and separate characteristics of the dinosaurs. There are a few ways that we will transition smoothly: from reading carpet or groups, I will state "Okay class, let's use our inside voices, rise up, and quietly tip toe back to your seats. To transition from desks to groups or reading carpet, I will use the tune of "Frère Jacques" "Are you listening, are you listening, table one, table one, come and sit on the carpet, come and sit on the carpet, table one, table one" this tune is sung in the rhythm of the song "Frere Jacques, Frere Jacques".
Adaptations / Modifications / Interventions	Academic The average student will be asked to come up to the chart and place their chosen object. The low performing student will need more help and should work two on one with the teacher. The student should not be kept from working with a peer because the student that needs the most help may be able to get that help from a student that can perhaps explain it in a different way. Keeping the student from peer help is also bad socially, as it promotes isolation. You may want to pair up a high performing student with children of lower performance to act as a guide. The high performing students have many options to them. These students may choose to work on the lesson alone to show their ability. These students may work with their groups and then (if finishing faster), may write a reflection on what they wrote with a journal. Behavior Students that present behavior problems such as acting out, ADD/ADHD, and uninvolved appearance may be asked to work one on one with the teacher. You may also choose to move these students to the front of the room or isolate the child from peers that keep distracting them. Cultural Some students may be ELL (English Language Learners) and may struggle with communicating the reflections of the chapters to their peers or to themselves. These students should have the necessary tools to translate what their language is into what English numbers they need to know. These students may also need direct instruction from the teacher to communicate more efficiently. Sitting the student with peers of the same cultural background may help with this activity, and possibly having the child sit near the teacher will help communications without isolations. Physical This activity will be best utilized on the floor or carpet area. If the carpet area is not large enough, the tables may need to be cleared to the sides of the room so that students may use the floor. Children with hearing problems may also need the chart discussed above as it will promote close interaction that may be beneficial to hearing easier. If you have a student that is completely deaf, have the student work one on one with the teacher to not only be communicated with through numbers but also so the child can visualize how much a number represents in objects. Students with eye problems will also benefit from the chart as it is easier to visualize the characteristics. Printing out the activity sheet for them to keep at their desk will help them reference it often to work on understanding the concepts and studying for future assessment.
Technology Integrated	Throughout this continued lesson, the entire class will get a chance to interact and write on the SMARTboard. The SMARTboard provides a great way to "blow up" our graphic organizer and helps students practice their writing with easy erasing and engaging colors.   Parent Connection I will be sending out a newsletter probably the Wednesday before we begin the lesson. I would like to ask that parents send plenty of sticky notes with their students and keep a package at home to help with the chapter readings. It is important for them to know that they really shouldn't read the book for their child, but let the child read the book to them. I would also send home a list of questions for each of the reading chapters and have the parents ask the children those questions to focus their comprehension. Questions like "What did you learn about the triceratops". Furthermore, it would be great if there was a discussion between the students and parents about all the sticky notes the child has kept. I will provide a blank sheet for each of the chapters read and I will ask the parents to watch and guide students into drawing the dinosaurs with coordinating characteristics and practice writing the name of the dinosaurs. I will ask that the parents send these drawings back to school the following days of the chapters.
ASSESSMENT
Assessment Activity	For the assessment over our lesson the students are going to match randomized characteristics of the four dinosaurs to the dinosaur it identifies. I think this will be good because it is hard for younger students to put their thoughts into words and come up with specific identities for each of the dinosaurs, but providing the dinosaur characteristics will help students identify the characteristics without recalling 20 separate facts.
Expectations for Performance	Students have to get 5 characteristics matched correctly for each of the 4 dinosaurs. I expect a high performance level of at least 90% (18 out of 20). I believe they will do well because we have taken a week to discuss, explain, and review over all of the characteristics the book identifies. Having the students match instead of think off the top of their heads will also increase the expectations I have.
Assessment/Rubrics	I am attaching the graphic organizer that will be displayed on the SMARTboard. This activity sheet will also be used for the comprehension assessment with sticky notes that have characteristics on them. Attachments: 1.    Dinosaurs Characteristics.docx Assessment and Activity Sheet
Reflection	I know that this lesson looks a lot like a unit plan. However, I am simply trying to show the process of using a chapter book with a lesson plan. If this were a unit plan, there would be many lessons and objectives to address and there would be far more activities to keep the students engaged. This lesson plan is focused on one objective and follows a single process multiple times. This activity would most likely be used as a unit plan and the activities here would be followed with actual hands-on activities after each reading and discussion.          I like this lesson plan because it works on student comprehension throughout the book. Furthermore, connecting dinosaurs to literature is great for integrated curriculum. Ultimately, I would like to add a few more interactive activities for the students to really grasp their comprehension in a visual way. Also, I know the assessment is the same worksheet used for the set, but the line that separates the "before" and "after" reading will be removed. This will ease students' minds with the assessment because it is a tool we have worked with before. Also point out that I added actual examples of what students would cut out and glue into their charts. I have extra descriptors so that the students are given hints by process of elimination to make the assessment more efficient.

 

 

 

Guided Reading with Amelia Bedelia

All attachments are below the lesson in picture form just in case the links don't work! :)
Guided Reading Lesson Plan Author: Jessika Hintson Date created: 10/21/2013 7:13 PM CDT ; Date modified: 10/22/2013 12:29 AM CDT Export to PDF  GENERAL COMMENT AREA General Comments VITAL INFORMATION Grade/Level Grade 2 Subject(s) Reading Standards USA- Common Core State Standards (June 2010) Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grade: Grade 2 students: Content Area: Literature K–5 Strand: Reading Domain: Key Ideas and Details Standard: 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Domain: Integration of Knowledge and Ideas Standard: 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Objective(s) The student will identify the characters, setting, and main idea of the book with 85% accuracy. BL-2             MI-Visual/Spacial, Linguistic IMPLEMENTATION Set To get students engaged in the our guided reading I will hold the book up to the reading group. I will ask the students a few questions: Who are we going to read about today?                                                By looking at the cover, do you know what the story is about?                       Does anyone want to read the title of the book for us?               Who is the author/illustrator? Have you ever went camping? Show of hands: did you like it or not? Why or why not? What do you think will go wrong in the story? I think that graphic organizers are always nice to add in here, so I would do a two columned chart with the predictions of what will happen in the story and then later fill out what actually happened. Attachments: 2 column chart Amelia.docx Learning Activities/Time Required Time Required: 20 minutes per group. We will start the groups out by handing out prompt cards. These prompt cards will address several different areas of comprehension and will ask the students several questions: Who is the main character in this story? Who is the main character in this story? What is the setting of this story? Is there a problem in the story? What is it? Which character in the story is most like you? Why? Predict what will happen next. In 3 sentences or less, tell what the story was about. How do you think this story will end? I only created 8 of these prompt cards but if you go on Teacherspayteachers.com, you will find a set of free ones that have a variety of questions. The ones I created better fit my needs for the given standards and objective. After handing out these cards to the students, begin letting the students read a few pages of the book at a time. There are several different ways you can do this but I prefer the zig-zag pattern where the student at one ends starts reading and then the student at the opposite end reads, so on and so forth.  If you choose not to hand out the cards to the students, you can choose a time to pause in their readings and decide who gets to answer the questions. It will be good to have discussions throughout the readings that draw details from the book that can't be answered with a prompt card, like "did you ever think that fishing was catching a fish with your bare hands?" I think it would be good to ask after each section being read for the students to summarize that section. I think a really great graphic organizer that could be included in the lesson could be to have pictures that sequence what happens in the book. Since the purpose is focus of main characters and setting, I think it would be okay without. I included it, just in case. Attachments: sequence.docx Closure To close out the book, I will ask the students a few questions: Show of hands: was it a good book? Why or why not? Have you ever had a camping trip like Amelia's? What did you learn about camping from the book? Were our predictions correct? Did you see any sight words? How about any vocabulary words? We will do another run through of the book for the students to point out a few of the sight/vocabulary words. I want students to also identify if this is a real or non-believable story and point out a few reasons why. Here would be where we can finish our prediction chart and then have the students begin their writing experiences and vocabulary look-up over camping trips. Resources and Unit Handouts Materials and resources: "Amelia Bedelia Goes Camping" by Peggy Parish 20 assessment sheets Prompt cards (minimum of 8) 1 Dry erase marker 1 Prediction Chart Technology resources: ELMO and dry erase board  Students Familiarity with Software Tool: The ELMO is used everyday and the students will be very familiar with this tool.    Since the book may be limited to students, the book will be placed under the ELMO and shown on a dry erase board for students to read and use markers to point out specific words. Attachments: Prompt Cards.docx Grouping for Instruction Guided reading is very specific to the different individual reading levels that all of your students will be at. I think it is safe to divide these different stages into three groups: Students not meeting reading standards for the grade (lower-level learners) Students meeting reading standards for the grade (middle-level learners) Students exceeding the reading standards for the grade (high-level learners) This book--Amelia Bedelia Goes Camping--has no extravagent text. It is referred to grades K-3. I expect to see several students being able to breeze by but this will be a very good book to really see the struggles of your lower-level learners. The book has large print and good spacing, making it easy for your visual learners and most of the words seen will be sight words that the students should know. For the entire guided reading lesson (with each group) the students will make a semi circle and be ready to read when called upon. Adaptations / Modifications / Interventions Academic: Low-level learners- These students won't have to read every section of the book on their own. The teacher can read a bit so that these students can focus on the comprehension part of the book.                  Middle-level learners- These students will be able to read the entire book and answer all of the comprehension questions as well as pick out many sight words and identify a few words that we can add to the vocabulary.                 High-level learners- These students will be able to read the entire book and answer all the comprehension questions as well as pick out all of the sight words and add many words to their vocabulary. However, these students will not be questioned on the sight words very much and you may have to limit them because they may know all of the 220 Dolch sight words and that will decrease time for discussion. Behavioral: We will go over all the classroom rules about being quiet while others read and raising hands when you would like to add something into the discussion. However, I don't feel like the behavior will be a problem since the teacher is the center of the semi-circle group. Cultural: Some ELL students may struggle with the reading of the book, especially if this is their first year being exposed to English. The best way to accommodate these students will be to work with them in a 2-on-1 setting: the traditional English student can read and the ELL student can pick up on how the student's expression has effect on the book. This book will be great because of its repetition and low reading level: a good amount of sight words. Physical: I have the guided reading groups set up to where they will sit on the carpet in a semi-circle. This may be an issue for students that are in wheel-chairs. It would be better if the semi-circle was formed out of desks or was set up at an circle desk made for these guided reading groups. Visually impaired students will also have a hard time with this since we are reading quite a bit. My suggestion would be to have two copies of the book: one for the ELMO and one for the visually impaired student. This will help them focus on the book while others read and they won't have to strain to read the screen. Hearing impaired students will need to be in close proximity to the students that are reading. I would suggest placing them in the center of the semi circle so that the student isn't straining to hear the student at an opposite end of the semi circle. Technology Integrated It is difficult when trying to come up with technology for a guided reading lesson, but if the students are sitting on the carpet and may have only one book for the class, then the best idea would be to have the book under the ELMO. The ELMO will project the pages onto a dry erase board where students can go up and highlight words they want to know more about or make note of sight words and vocabulary words. Parental Involvement That afternoon, I will send home directions with a blank page and a lined piece of paper. These directions will direct the parent that I want students to come up with their best story about camping. For those that haven't camped, I will address them to write about their favorite bon fire, fishing trip, or boat ride. I want students and parents to come up with this story together. The students should draw out the scene with a narrative of what happened (at least 5 sentences) on the lined paper. The next day, I want the whole class to share their stories during morning group. The stories can guide their writing discoveries in the afternoon. Attachments: Dear Parents.docx ASSESSMENT Assessment Activity I want the assessment to coordinate what happened in the lesson but be more individualized. I will ask each student to fill in the camp chart that I have provided for them. The chart will go over all the areas discussed in the reading: setting, characters, and summary of the story. I have high expectations for the students' performances. Attachments: Amelia Bedelia goes camping.docx Expectations for Performance The reading level on this book is very low. Even for the low-level learners, I expect them to really have a good comprehension of what is going on in the book. The characters are familiar to them from past book readings and the vocabulary is common. Especially with the guided questions and group responses for the students, I expect them to do well on the assessment. My only concern is if the assessment may have too many writing parts for the 2nd graders. Next time I will consider a bit of multiple-choice which is what they are used to. Assessment/Rubrics Attachments: Amelia Bedelia goes camping.docx Two Column Prediction Chart Prompt Cards (made myself) Sequencing (Just in case you need it) :) Parent Letter and Instructions Assessment for Guided Reading Lesson