Lesson Plan for Implementing NETS•S—Template I

(More Directed Learning Activities)Template with guiding questionsTeacher(s) Name Natasha Blades

Position Teacher

School/District Live Oak Elementary School/ Newton County

E-mail Blades.natasha@newton.k12.ga.us

Phone 678-625-6654

Grade Level(s) 2nd

Content Area Language Arts

Time line 2 Weeks

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you expect students to gain? Are there connections to other curriculum areas and subject area benchmarks?) Please put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which standards were addressed.

Content StandardsThe students should show they are able to:

1. Read on-level text orally with accuracy,2. Read on-level text with an appropriate rate3. Read on-level text with expression4. With guidance and support use a variety of tools to produce5. With guidance and support publish writing6. With guidance and support use digital tools 7. With guidance and support create audio recordings poems; 8. Add drawings or other visual displays to clarify ideas, thoughts and feelings9. Describe how words and phrases supply rhythm and meaning in a story, poem,

or song.NETS*S Standards

10. use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

11. use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

Students will know that words and phrases give meaning to a poem. They will be able to describe elements of poetry. This lesson will allow students to practice and demonstrate reading fluency. Then produce an audio recording of a poem. Using their knowledge of poetry students will use digital tools to

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support the writing process. Storybird will be used to create and publish writing. Students will provide feedback to peers using Storybird discussion board. The feedback will be used to make improvement on their writing. A rubric will be provided to guide students. Students will know that digital tools can be helpful by organizing and displaying learning.

Overview (a short summary of the lesson or unit including assignment or expected or possible products)

The purpose of this lesson is for students to build their understanding of poetry by creating an audio recording and producing an original poem Students will use a frayer model to analyze words and to build vocabulary of poetry. Student’s prior knowledge will be activated using a familiar poem. Brainpop Jr. will be used to expose students to different types of poems. The Brainpop quiz will be used as an assessment. The test will be differentiated by offering the easy or hard quiz. Using their knowledge of poetry students will read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Students will be given a selections of poems to choice from. With guidance and support students will create an audio recording of their poem using Moviemaker. Symboloo will be used to organize websites for students to hear and read poems. Students will use Bubb.Us to begin the writing process of creating their own poem. Templates will be available as needed to guide students to produce a poem. Students will use Storybird to create a poem. Then respond to at least one peer and provide feedback.

Essential Questions (What essential question or learning are you addressing? What would students care or want to know about the topic? What are some questions to get students thinking about the topic or generate interest about the topic? Additionally, what questions can you ask students to help them focus on important aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry. They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

1. How do words or phrases show rhythm and meaning in poem?2. How can you use digital tools to clarify ideas in poem and enhance the understanding of your

presentations?3. How do I read with fluency, accuracy, and expression?

Assessment (What will students do or produce to illustrate their learning? What can students do to generate new knowledge? How will you assess how students are progressing (formative assessment)? How will you assess what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or rubrics. Include these in your presentation as well.

The students will create an audio recording of a poem using Moviemaker. Students will generate new knowledge by exploring different types of poems. Observations, questioning, discussions and graphic organizers will be used as formative assessments. Students will be given a quiz after watching the Brainpop. The students will be able to create a poem using Storybird that will be used as a summative assessment. Students will be provided with a rubric.

Resources (How does technology support student learning? What digital tools, and resources—online student tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or explain the content or allow students to interact with the content? What previous technology skills should students have to complete this project?)

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The technology supports standard-based learning that is meaningful and authentic. Students will use Bubbl.us to create a mind map. This will allow students to include a variety of resources to represent their ideas. Students will have the opportunity to work collaborative and the assessments will be seamless, ongoing. Students will use Storybird to produce a poem. On the Storybird class page, students will be able to offer each other meaningful feedback.

Instructional PlanPreparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can you find out if students have this foundation? What difficulties might students have?)

This lesson scaffolds student’s understanding of ELAGSE1RL4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Students will be provided with the opportunity to apply phonic skills. Students that display deficiencies in phonics may struggle to read fluently. Phonics skills will be reviewed as needed. Some students may have difficulty understanding elements of poetry. This may result in the student having trouble creating a poem. Graphic organizer will be used to guide students to create a poem. The frayer model will be used to assess students understanding of vocabulary. A list of poetry websites will be provided to give students examples of the element of poetry. Vocabulary will be taught in context. The teacher will use favorite poem exit ticket to determine student’s interest. This will help to compile a list of poems for the audio recording.

Management Describe the classroom management strategies will you use to manage your students and the use of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals, classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as throughout the process. Be sure to indicate how you prepared for problems and work through the issues that occurred as you implemented and even after the lesson was completed.

The teacher will set clear learning objectives. The learning targets will be presented in kid-friendly language, so students can determine the learning outcomes. The types of technologies that is implemented will be explained and modeled. This lesson will begin using whole group instruction to activate student’s prior knowledge and scaffold their understanding with vocabulary. Also, visual aids will be used to engage students. Strategic points will be determined to check for comprehension and encourage interaction. The teacher will use think-pair-share and collaborative partners. Barometer students will be seated in close proximity to the teacher. Additionally, verbally cues will be used to keep students on task. Students will be placed in flexible groups of 2-4 students to practice their poem. Groups will be changed as needed to support student learning. Feedback stems will be provided and posted to help students. Given the limitation to provide one-on-one access of technology the teacher will request the use of Ipads (4 per class) and laptops (4-6 per class). The teacher will request to reserve the computer lab. A rotation schedule will be created to provide students equitable access to technology. On the days that technology is not available students will complete orally and written aspect of the assignment. The teacher will emphasize the importance of shaving their work in case there is an interruption to the internet. Students will work independently to apply their knowledge of poetry to create a poem using a digital tool. The teacher will model how to use tools. Students will have access to tutorials to review. The teacher will actively navigator the class guiding students as needed. The teacher will choose tech helpers to assist their peers.

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Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will use with this lesson. How will your learning environment support these activities? What is your role? What are the students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic, relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge and skills? How will students use digital tools and resources to communicate and collaborate with each other and others? How will you facilitate the collaboration?

The teacher will use several research-based strategies to support learning. The lesson will be standard-based with learning objectives to help student understand the purpose. Depth of Knowledge questions will be asked throughout the process to check student’s understanding. Students will be given feedback by both the teacher and peers to help reach the learning outcome. In the beginning the teacher will provide explicit instruction. The teacher’s role will decrease to facilitator and guide. The students will act as explorers using new technologies and producers creating a product to demonstrate their learning.

Higher order thinking skills will be developed throughout the process will the activities listed. Students will first recall details about poetry. Brainpop will be used to identify and discuss poetry. Then use frayer models to describe elements of poetry. Next, use Symbaloo to locate poetry. After that, students will apply their learning by producing an audio recording. Also, students will create a poem on Storybird. Lastly, students will analyze and evaluate a peer’s poem by providing comments. Students will then determine the necessary improvements.

Students will use Storybird to apply their knowledge of the concept and create a poem. Students will have to evaluate the appropriate images to correspond with their word choice. Students will publish their poem to the Storybird to their page. The site has privacy setting so that only the people listed on the teacher’s roster can view the content. This will allow students to use technology to seek feedback that informs and improves their work. The discussion board will be used to allow students to collaborate.

Moviemaker will allow students to create a video with audio. This tool is simple to use and edit. Students will be able to self-evaluate their ability to read-on-level. The video can be analyzed to help student determine strategy to read with fluency, accuracy, rate and expression. Moviemaker is available on all school computer and can be used without the internet.

The bookmarking tool Symbaloo will be used to organize websites. This will make it easier for students to navigate the web and to stay on task. Symbaloo will also assist with time management, because students will have immediate access. Additionally the content can be differentiated to meet learners need.

Brainpop will be used to build student’s understanding of poetry. Most videos are brief and standard-based. The video can serve as a pre-assessment to adjust instruction. The class will view the video in whole group instruction. However, students will be able to review the video as needed. Closed caption will benefit students with visual learning styles.

Paper and digital graphic organizers will be used to condense and organize the content. The visual display will guide students through the writing process of creating a poem. The frayer model will be used to access student’s comprehension. It may also increase student engagement because they have a reference to construct and expand their ideas.

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Differentiation (How will you differentiate content and process to accommodate various learning styles and abilities? How will you help students learn independently and with others? How will you provide extensions and opportunities for enrichment? What assistive technologies will you need to provide?)

Content —ELLs and students with disabilities will be pre-taught vocabulary. Videos and graphic organizers will be to benefit visual/spatial learners. Content will be re-taught using alternative method such as Learnzillion, Powerpoints, and print text. Auditory learners may benefit from listening to poems. Symbaloo will be use to provide students with culturally responsive poems.

Process — The teacher will scaffold instruction. The assessments will be used to determine the level of support that students need. The process will be chunked in to manageable task. A variety of graphic organizers will be used to aid diverse learners. Visual steps will be provided if needed

Product — Students will have the option of use the poem page. This a one-page template with words that the student can choose to represent their poem. There is less features to keep the students focused on the objective. Students will have the option to use the picture book page. This template can create multiply pages and students have can freely input information. Kinesthetic able to build illustration of the poem. All students will have access to tutorials

Extension- Students will be able to select options from a choice board. The possible activities can be done on paper. If time permits students can you digital tools to showcase their learning.

Assistive Technology- Closed captions will be used to provide visual and audio display of information. This will allow students to process content according to their ability and learning style. Additionally, students will have access to a screen reader. This text to speech tool will permit content to be accessible to all students.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be asked to provide feedback on the assignment itself? What will be your process for answering the following questions?

• Did students find the lesson meaningful and worth completing?• In what ways was this lesson effective? • What went well and why? • What did not go well and why? • How would you teach this lesson differently?)

The students really enjoyed creating the video. It definitely affected their motivation to read with fluency. Many students that are usually reluctant readers were excited to participate. The lesson was effective because the objectives were clearly communicated to the students. Also, throughout the lesson I assess students with questions and provided feedback. Things that went well included each student produced a video and was able describe how words and phrases give meaning to a poem. It was challenging to record the video, because the student’s computer did not have a camera, so I had to reserve the laptops and use my computer. I was able to connect student’s prior knowledge of poetry and scaffold it by using developmentally appropriate content. Students also had an intrinsic motivation. The access to technology posed a few problems. I started off letting the students use Ipads and laptops. I quickly reviewed this because students had difficulty navigating the resources using the Ipad. Some of them were unable to transferring content to the laptop. Although, I was able to reserve device we still did not have enough for each student to have a device. Students worked in collaborative partners and independently as they waited to access the technology. I also would extend the timeline for the project, because we did have a few unexpected interruptions such a fire drill, a school event and sporadic internet outage.

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Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with implementing this lesson. What advice would you give others if they were to implement the lesson? Please provide a quality reflection on your experience with this lesson and its implementation.

Incorporate the project as part of homeworkConsider letting students work in collaborative pairs to create a poemAllow students have more choices of Web 2.0 tools

Poetry Favorite Name ______________________________

Title _________________________________________________

Author __________________________________

My poem has rhythm rhyme repeating words

My poem makes me feel ____________________________________________

I like this poem because _________________________________________

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Audio Rubric

1 2 3 4Reads word by word reading, no expression on successive readings.

Reads moderately slow reading in two-or-three word phrases, some expression on successive readings.

Reads phrased but some rough spots, appropriate expression most of the time on successive readings.

Reads smooth reading with a few pauses, consistent appropriate expression on successive readings.

Poem

CATEGORY 3 2 1 Style Poem has rhythm and

rhyme Poem is missing obvious rhythm or rhyme

No attempt at rhythm and/or rhyme

Content Poem stays on topic throughout

Poem stays on topic most of the time but gets off track

No obvious topic or jumps around

Title Title tells reader what poem is about and appears on top of poem.

Title appears on top of poem.

No title.

Lines Poem has 6 lines or more

Poem has 6 lines Poem does not have 6 line

Visuals Includes an image that adds meaning to the poem

Includes an image, but it does not add meaning to the poem

Does not include images

Feedback Provides meaningful feedback and uses a feedback stem

Provides feedback but not on topic

Does not provide peer feedback

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