KUD Lesson Planning Week 2
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University Of Arizona *
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Course
381
Subject
English
Date
Apr 3, 2024
Type
docx
Pages
3
Uploaded by SargentMagpiePerson974
KUD Lesson Planning Template
Grade Level
This lesson was designed for 2nd grade students, as they are starting to read more independently. In addition, they are beginning to understand the various aspects of literature.
Instructional Model
In this cooperative learning model, I will be using a variety of strategies to encourage the students to read "Tops and Bottoms" by Janet Stevens. One of these models is Cooperative/Collaborative instructional model (Hansen, Buczynski & Puckett, 2015. Another model I will use is "popcorn reading." This method will allow me to engage the class in a variety of ways, such as by posing questions to the students after they finish their section of the
story.
Standards
CCSS.ELA-Literacy.RL.2.3
Describe how characters in a story respond to major events and challenges. (Common Core State Standards Initiative) Objectives
Students will KNOW
The student will be aware of various emotions ranging from happiness to sadness.
The student will be able to identify new and old vocabulary words.
Students will UNDERSTAND
The student will be able to identify the appropriate response to various types of situations and challenges.
Students will be able to DO
The student will be able to articulate how the main protagonists felt throughout the tale, expressing their responses to varying circumstances. They will be able to draw parallels between their perceptions and the experiences of others.
Students will be able to use unfamiliar words in the correct context when engaging in their
studies.
Assessment Plan
Formative: In order to gain a deeper understanding of the lesson, I will be conducting a formative assessment. First, I will create big faces out of the various emotions that are found in the story by making them into sticks using glue. Then, I will divide the class into groups of three and provide each with an array of faces. Each group should hold up their appropriate face as I tell them to go to the part of the story that features the emotions that they felt using their popsicle sticks. I would then talk about the situation that they may have encountered in real life and relate it to the scene in the book. During this assessment, students will be asked to write down their new vocabulary words and provide a definition for them on their own white board. This will help us talk about these new words after the section has finished.
Summative: For my summative evaluation, I will create a worksheet that features pictures of various scenes from the story, accompanied by a word bank of emotions that the students will have to match up with the images. I will also create a worksheet with the vocabulary words that the students learned in the story, and these assessments will be done once the learners finish reading the book.
Procedure
1.
Review previously learned material
Before we start reading "Tops and Bottoms," I will write down the sight words that will be found in the
story on a board. As a class, we will review the definitions of these words so that our students can easily identify new terms.
2.
State objectives of the lesson
I intend to introduce my objectives to the class by discussing the topic of emotions. We will talk about how they can relate to certain situations in our lives. In addition, I will add vocabulary words that will be utilized in the story.
3. Present new material
I would use formative assessments to introduce the new material to my students. In addition, they would use popsicle stick faces to identify the various emotions that were talked about in the story before it started. They would also use sentence context to define the terms that were used in the story. They can accomplish this by brainstorming their own definitions and then formulating a suggested one on their own white board. They can then discuss the correct one with their peers.
4. Guided practice
When it comes to expressing certain emotions in a story, I will try to pose a few questions to the readers so that they can understand what is depicted in the scene. For instance, what is the Hare or Bear
feeling in the scene? And what can be done to address the circumstances that triggered the negative feelings? If you ever felt frustrated or angry, have you handled the situation correctly? A cause-and-
effect board would be helpful. It would allow students to identify the causes of their feelings and then come up with a strategy to prevent them from happening in the future.
5. Independent practice
During our independent practice session, I would have the students create a story book out of thin white sheets. Each page would feature one or two different emotions that they came across while exploring the story. They would also be responsible for creating a scene that shows their emotions and writing a brief explanation of the situation. In addition, they will be asked to try and use the vocabulary
words that they learned in the lesson in their story books.
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015).
Curriculum and instruction for the 21
st
century
. Bridgepoint Education
Common Core Standards. Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects
. https://corestandards.org/wp-content/uploads/2023/09/ELA_Standards1.pdf
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