D185 Task 2 revised

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Western Governors University *

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Jan 9, 2024

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Joy R. Magee MSCIN Program, Western Governors University D185: Designing the Curriculum and Instruction II Task 2: Applying Instructional Models July 26, 2023
Lesson Plan Lesson Plan: Exploring Characters in a Story using the 5E Model Grade: Kindergarten Subject: Reading Duration: Approximately 60 minutes ELA-LITERACY.RL.K.3: With prompting and support, identify characters, settings, and major events in a story (Louisiana Department of Education. 2017). Objective: By the end of this lesson, students will be able to identify characters in a story without prompting or support, in alignment with Louisiana state standard ELA- LITERACY.RL.K.3. Materials: Storybook with clear characters (e.g., "The Three Little Pigs") Large pictures or puppets of the story's characters Whiteboard and markers Chart paper Markers or crayons Sticky notes Scissors Glue Engage (10 minutes): 1. Begin by asking students if they know what a character in a story is. Encourage them to share their thoughts and experiences with characters in stories. 2. Show them a large picture or puppet of a familiar character (e.g., a character from a well- known fairy tale). Ask students if they recognize the character and what they know about them. Explore (15 minutes): 3. Read the storybook "The Three Little Pigs" aloud, emphasizing the characters in the story. Encourage students to listen for the characters and their actions. 4. After reading, engage the students in a brief discussion about the characters they encountered. Ask questions like, "Who were the characters in the story?" and "What did they do?"
Explain (10 minutes): 5. Write the word "Character" on the whiteboard. Explain that a charcter is a person, animal, or thing in a story. Discuss the importance of characters in making stories interesting. 6. Show the pictures or puppets of the characters again and ask students to name each character and describe what they did in the story. Elaborate (15 minutes): 7. Give each student a sticky note and ask them to draw a picture of their favorite character from the story. Encourage them to label the character's name if they can. 8. Provide scissors, markers, and glue. Ask students to cut out their character drawings and paste them onto a large chart paper with the title "Our Story Characters." Evaluate (5 minutes): 9. Gather the students around the chart paper and have them take turns presenting their characters. Ask each student to name their character and describe one thing the character did in the story. Extension Activity (if time allows): 10. Read another story with clear characters and have students repeat the process of identifying and describing characters. Homework (optional): 11. Assign a simple, age-appropriate story for students to read with their parents or guardians. Ask them to identify and describe the characters to their family members. Assessment: 12. Assess students based on their participation in discussions, the accuracy of their character identifications, and the quality of their character drawings on the chart paper. Note if students can identify characters without prompting or support, in alignment with LSS ELA- LITERACY.RL.K.3. Introduction The selected instructional design model for this lesson is the 5E model. This model has been chosen because it aligns well with the needs of the students in this content area, ensuring a comprehensive and engaging learning experience. By following each of the five phases of this model, we are providing students with a best practice approach to learning. This approach encourages students to engage in scientific inquiry throughout the lesson. As Northern (2019) explains, inquiry-based learning experiences are instrumental in fostering critical thinking skills and a sense of accomplishment. The 5E model elevates a typical lesson, transforming students into active learners who become self-aware of their learning journey. Moreover, it compels the
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teacher to ensure that all five phases are meticulously covered, each playing a vital role in students' successful learning. This model is for crafting effective and captivating learning experiences in the chosen content area because it empowers students to utilize a scientific method to enhance their reading skills. The skill of identifying characters, settings, and events involves several steps, all of which this model accommodates. Students employ each phase to demonstrate mastery of this skill, learning how to extract valuable information from a read-aloud to recall characters, settings, and events. This skill will be instrumental in supporting students' ability to retell and comprehend stories effectively. Integration with 5E Phases The key components of the 5E model have been meticulously integrated into each phase of this lesson. The first phase, Engagement, sets the stage for the rest of the lesson, drawing upon students' prior knowledge, motivation, and interests. In this lesson, students will activate their prior knowledge and motivation by watching a video clip related to the topic, which will serve as a catalyst for their engagement. The second phase, Exploration, is dedicated to making sense of the concept at hand, involving questions and analysis. During this phase in our lesson, students will actively engage in discussions and answer questions while participating in a read-aloud, ensuring their thinking remains active and inquisitive. The third phase, Explanation, delves deeper into the concept. In our lesson, students will expand their vocabulary knowledge and follow teacher guidance and modeling as the concept is further elucidated. This phase also allows for student interaction, enabling them to review key vocabulary related to the lesson.
The fourth phase, Elaboration, is where students apply their newly acquired knowledge and concepts. In our lesson, students will undertake an activity that requires them to use the concepts covered. Their performance in this activity aligns with the lesson's objective of identifying characters, settings, and events. At the kindergarten level, students will express themselves through illustrations and simple sentence writing, applying their newly learned concepts. Finally, the fifth phase, Evaluation, provides students with feedback on their work and learning during the lesson. This feedback is instrumental in guiding students forward and also serves as an assessment tool. Strengths and Weaknesses: One of the notable strengths of the 5E model is its balanced combination of student- centered and teacher-centered instruction. It strikes the right balance at the appropriate times, making it easier to differentiate lessons to cater to students' individual learning needs. In our lesson, this balance allows for teacher-centered instruction during the Explanation phase, followed by a shift to student-centered learning during the Exploration and Elaboration phases. However, one potential weakness of this model is the initial challenge of implementing it. It requires practice and a deep understanding, with less flexibility compared to what many teachers may be accustomed to. For our lesson, the defined phases provide structure and clarity, making it suitable for young learners who can focus on one task at a time and transition smoothly from one phase to another. Expected Observation
During the lesson, it is expected that students will seamlessly progress through each phase, demonstrating a fluid transition between them. Observations should reveal that students are successfully completing the tasks outlined for each phase. Specifically, to determine the effectiveness and engagement of the learning experience during the learning segment, observers should focus on the following: Student use of vocabulary terms. Correct responses to questions. Application of newly acquired knowledge to the student activity. Active and meaningful engagement in peer discussions. While students may require guidance and support throughout each phase, the overall expectation is that they will actively participate and demonstrate their understanding during each phase of the lesson. This includes engaging in discussions related to prior knowledge and connecting it to the current lesson's content.
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References Louisiana Department of Education. (2017, December 21). K-12 Louisiana Student Standards for Mathematics . Louisiana Believes. Retrieved January 30, 2023, from https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/ louisiana-student-standards-for-k-12-math.pdf?sfvrsn=86bb8a1f_62 Northern, S. (2019, August 27). The 5 E's of inquiry-based learning -. -. Retrieved August 24, 2023, from  https://knowledgequest.aasl.org/the-5-es-of-inquiry-based-learning/ --

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