ECE 620 Topic 5 Assignment Benchmark Integrated Instructional Plan English Language Arts and Creative Arts Focus5

Lesson 3.

Section 1: Lesson Preparation

Teacher Candidate Name:

Lalita Price
Grade Level:

K-2

Date:

August 5, 2020
Unit/Subject:

Language Arts. Reading Literature
Instructional Plan Title:

Nature Walk
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
The students will be able to tell the main idea and key details of the story. The students will be able to identify categories of recycables that are common in their homes and neighborhood.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
This diversified classroom consists of 15 children of color: 60% African American and 40% Latinx. The majority of the students (65%) are girls. Three students reside in homes where English is not their innate language. The children reside in low-economic neighborhoods wherein 50% reside in single parent homes, 30% reside in multi-generational homes, and 20% reside in homes with both parents. Two students have an IEP: one classified with Attention Deficit Hyperactivity Disorder, the other classified with PI (mild perceptual impairment).
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.

New Jersey Reading Literature Text

Key Ideas and Details

RI.K.1. With prompting and support, ask and answer questions about key details in a text.
RI.K.2. With prompting and support, identify the main topic and retell key details of a text.
RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Common Core
CCSS ELA-Literacy. RL.K.1;
CCSS ELA-Literacy. RL.K.2;
CCSS ELA-Literacy. RL.K.3

Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

Who is the audience

K-2 students

What action verb will be measured during instruction/assessment

Listen, Speak, Identify, Recall, Count

What tools or conditions are being used to meet the learning

Books, Ipads, e-readers

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

Students will demonstrate knowledge of recyclable categories and items. They will recall and count recycable items upon identification.

It is easier for early readers to learn to cite evidence, demonstrate the flow of a story and answer the five w’s using colorful picture books (Lambert).
Lambert, K. (n/d)Ways to scaffold finding text evidence. Education World. Retrieved from https://www.educationworld.com/ways- scaffold-finding-text-evidence
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Who is Michael Recycle?
General academic vocabulary Content-related vocabulary

fresh recycle
hazy reduce
crusader reuse
vanished litter

garbage

Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources
Who is Michael Recycle? A green-caped superhero with the power to educate and excite towns about recycling.

Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

Students will survey classroom to “find” a recycable item.

Time Needed

10 min.

Multiple Means of Representation

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

I will use a Recycle Poster to illustrate teach children how to develop a deeper understanding of the text.

Explain how you will differentiate materials for each of the following groups:

English language learners (ELL): I will ask students to do a drawing, create a poster and/or conduct oral interviews to demonstrate their understanding of the story.
Students with special needs: I will model a think-aloud strategy and use a story frame to help students visualize the story.
Students with gifted abilities: I will model the Socratic method to introduce an in-depth analysis on story structure and content impact. The student will then buddy with a peer to discuss the story using the Socratic method. Ex. Why plant vegetables?

By using the Socratic method, students will be able to focus on an in-depth analysis using the book (Michael Recycable) to stimulate conversations and to generate content-related questions requiring substantive responses (Canen).

Canen, C. (n/d/). How to use the Socratic method with elementary students.

Paradise Praises. Retrieved from: https://paradisepraises.com/socratic-method- elementary/

Early finishers (those students who finish early and may need additional resources/support): Additional support will be provided by either teacher, teacher’s assistant using an e-reader.

Time Needed

20 min.

Multiple Means of Engagement

Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

The class will go on a Nature Walk pairing children with buddies. As they walk, the students will identify recycleable items by category: reuse, recycle, reduce. Each pair of students will count the item upon identification.
Explain how you will differentiate activities for each of the following groups:

English language learners (ELL): I will use ask these students to make and use cue cards illustrating the categories to help them on the Nature Walk.
Students with special needs: These students will use cue cards to support their vocabulary and/or comprehension skills.
Students with gifted abilities: I will challenge these students to write/illustrate a storyabout their nature walk.
Early finishers (those students who finish early and may need additional resources/support):I will ask the students to find only one category: resuable items.

Time Needed

20-25 min.

Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choicesto demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you willprovide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summativeways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.Underlinethe names of any formative assessments.
Students will write a letter or poem to Mother Earth.

Explain how you will differentiate assessments for each of the following groups:

English language learners (ELL):Students willeither write or draw to demonstrate their knowledge of the story.

Students with special needs: Students will use story map to retell the story.

Story maps help students of different abilities organize information effectively (the five w’s) and identify elements of a story (reading rockets).
Story Map. Retrieved from: https://www.readingrockets.org/strategies/story_maps

Students with gifted abilities: Students will choose a book of their interest and write the story describing their understanding of the actions of the main character[s] and the theme.
Early finishers (those students who finish early and may need additional resources/support):Students will use story map to identify main characters, theme, and to write or draw details of the story.

Time Needed

15-20 min.

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.
Extension activity/homework: Michael Recycle. Students will be asked to add six or more items to their Recycle, Reuse, Reduce Chart (two plus per category).

Time Needed

15-20 min.

Graphic Organizer

Name: ___________________________________ Date: ____________________

I Can Retell My Story

Character Map

Hand Graphic Organizer Story Map

Retrieved from: teacherspayteachers.com

Reduce, Reuse and Recycle Chart

Name:

Reduce

Recycle