childrens literature Plan

childrens literature Plan

 

 

childrens literature Plan

For this assignment, you will create a lesson plan for a grade level of your choice based on one of the children’s books that you have read so far for this class. Your lesson plan should follow the  lesson plan format (available above) and should be accompanied by an original visual tool or graphic organizer that would be used in your lesson. Your lesson should also involve some element of technology, such as a video, interactive website, software usage, tablet app, etc.
Your lesson plan should include the following elements:
At least one Common Core State Standard for English Language Arts that matches the grade level and content of your lesson. (NJ kidergarden)Measurable learning objectivesInstructional materials and resourcesImportant vocabulary terms for students to know in advance of your lesson, or terms that you will be introducing at some point during the lessonAn engaging anticipatory set that will serve as an introduction to your lessonStep-by-step procedures, including ways that you will differentiate instruction for ELLs or students with special needs, including students working above and below grade levelA lesson closure and relevant extension activitiesAn explanation of how you will assess students to determine if they met the lesson objectives, including rubrics or checklists for evaluation purposes if relevantAn explanation of how your lesson will be differentiated for diverse learners; point out elements of your lesson that have been designed to accommodate for these studentsAt least one element of technology use, such as a video, interactive website, software usage, tablet app, etc.A paragraph reflecting on the process of writing this lesson plan, including your thoughts on writing a lit-based lesson plan as opposed to lessons in other content areasYou should also include at least one original visual tool or graphic organizer that will be used during the lesson; this can be a digital tool if you so choose, but it must be created by you (nothing that you find online!). This may be submitted as a separate document from your lesson plan, or you can include it within the same document.Â
For the purposes of this assignment, assume that you have access to excellent technological resources for your students (i.e., a digital camera or iPad for each student, a class SmartBoard, etc.). Your lesson should be designed to last a minimum of one hour. You may choose the grade level and class makeup; if you are a practicing teacher, please design this lesson with your own class in mind!
Name of the book CHICKA CHICKA BOOM BOOM check you tube ideas but not the same pls…

FDU Lesson Plan FormatVital Information/Learning Central FocusLesson Title “Children, Children, What Do You See?”: Sequencing and Retelling with Brown Bear,Brown BearTeacher ExampleSubject LiteracyCentral Focus/Focus Question Sequencing and RetellingTarget Audience (Grade/Level, StudentLearning Needs)This lesson is designed for a Kindergarten inclusion class of 16 students. The students inthis class have a diverse range of strengths, weaknesses, and needs. Some of the studentshave special needs and are non-readers, and some of the students are English LanguageLearners who benefit from extra support in reading/language.Content Standards CCSS.ELA-LITERACY.RL.K.1: With prompting and support, ask and answer questionsabout key details in a text.CCSS.ELA-LITERACY.RL.K.2: With prompting and support, retell familiar stories,including key details.CCSS.ELA-LITERACY.RL.K.3: With prompting and support, identify characters,settings, and major events in a story.Student Learning Objectives 1. SWBAT sequence 7 (or more) out of 9 events that occur in Brown Bear, Brown Bear,What Do You See?2. SWBAT retell Brown Bear, Brown Bear, What Do You See? in their own words with>75% accuracy, with support from their sequencing cards.Instructional Materials and Resources Multiple copies of Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr.Animal picture cardsAnimal picture cards with labelsSentence Strips with phrasesConstruction paperGlue sticksSmartBoard: – Sequencing Activity – Brown Bear, Brown Bear, What Do You See? song on YouTube:https://www.youtube.com/watch?v=ek7j3huAApcEvaluation Rubric for Sequencing Cards ActivityPrior Academic Knowledge andConceptionsStudents are familiar with basic classroom routines. Brown Bear, Brown Bear, What DoYou See? has been read to and chorally read with the class several times over the previousfew days so the students are familiar with the story. Students have participated in informalretelling previously, but this is their first exposure to sequencing and retelling using visualaids.The vocabulary terms my students need to understand for the lesson are the following:- Animal words: bear, bird, duck, horse, frog, cat, dog, sheep, and goldfish- Color words: brown, red, yellow, blue, green, purple, white, black, and goldThese vocabulary terms are common words that my students should be familiar with byKindergarten, so I do not feel as though I need to pre-teach this vocabulary. However, Iwould assess my ELLs to ensure they understand these words. If not, I would pre-teachthese terms to those students.Instructional Strategies and Learning TasksLesson Introduction/Opening I Do Students Do1. To review the concept of sequencing, Iwill have the students complete theaccompanying Sequencing Activities on theSmartBoard. I will first explain theinstructions for the activity; as a group, wewill discuss that sequencing refers toputting things in order, and then thestudents will complete the activity.2. I will explain that today we will rereadBrown Bear, Brown Bear, What Do YouSee? and then retell the story by sequencingthe events that occur.1. Students listen to instructions and thenwork together to correctly sequence thepictures of the different events on theSmartBoard.2. Students will listen to activityinstructions.Lesson Procedures with Structured Practiceand ApplicationI Do Students Do1. I will reread Brown Bear, Brown Bear,What Do You See?, encouraging thestudents to join in and choral read with me.2. After reading, I will distribute the1. Students will listen to the read aloud andparticipate in choral reading.2. Students will receive sequencing cards sequencing cards to students based on theirability levels. I will explain to the studentsthat the story got all mixed up and theyneed to put it back together in the correctorder using their cards.3. I will monitor students as they completethe sequencing activity. If necessary, thestudents will be encouraged to reference thebook to support their ability to sequence thestory. I will circulate the room to check onstudent progress and provide support ifnecessary.4. I will instruct students to pair up withtheir assigned class Turn-and-Talk-Buddyand retell the story, referencing theirsequencing cards; each Buddy will be giventhe opportunity to retell the story.5. I will continue to circulate the room tocheck on student progress.6. After the Buddies meet and share theirretell, the whole group will regroup on thecarpet.and listen to activity instructions, thenreturn to their seats as they are dismissed.3. Students will place their sequencing cards(pictures only, pictures with color-codedtext, or text only, depending on their abilitylevel) in the correct order to retell the story.After the story has been sequenced usingthe cards, the students will glue them inorder on construction paper.4. Students will pair up with their assignedclass Turn-and-Talk-Buddy and will retellthe story, referencing their sequencingcards. Each Buddy will be given theopportunity to retell the story.5. Students will continue to share theirsequencing cards to retell the story.6. Students will move to carpet once theirretelling is complete.Lesson Closure I Do Students Do1. Once students have regrouped on thecarpet, I will facilitate a class discussionabout the activity. I will ask for studentvolunteers to share their sequenced cardsand retell the story to the class in their ownwords.2. We will watch the Brown Bear, BrownBear, What Do You See? song on YouTube.1. Student volunteers will share theirsequenced cards and retell the story to theclass in their own words while sitting on thecarpet.2. Students will be encouraged to use theirsequenced cards to help them sing along.Differentiation/Planned Support Whole Class:Their knowledge of the vocabulary terms will be assessed prior to the lesson. If necessary,the vocabulary terms will be pre-taught. Students will have access to the text for supportand reference while working on their sequencing activity. The Brown Bear, Brown Bear,What Do You See? song on YouTube will provide additional, motivating support forstudents to learn and to be able to retell the story.Groups of Students With Similar Needs:The sequencing cards are scaffolded (pictures only, pictures with color-coded text, or textonly), and the students will be provided with the cards that best meet and support theirlearning needs and strengths.Pictures Only Cards: These sequencing cards are designed for my students withspecial needs who are non-readers. I decided to include pictures only for thesespecific students to eliminate any feelings of frustration or being overwhelmed bythe words. I want them to focus just on the concepts of sequencing and retelling.Pictures with Color-Coded Text Cards: These sequencing cards are designed formy students with special needs who are emergent readers and for my EnglishLanguage Learners. The color-coded text and the illustrations are great supports forthese students to help them figure out the words on the cards. These specificstudents will benefit from these cards as the cards will help them develop theirsight word vocabulary.Text Only Cards: These sequencing cards are designed for my advanced studentswho are already reading and have acquired some sight word vocabulary (I, see, a,color words, animal words). The sentences on these cards will challenge theseadvanced students and will require them to use their reading skills to read thewords, since they will not have the color-coded text or illustration supports.Individual Students (IEPs or 504s):Students with relevant IEPs for proximity will be placed close to the teacher during theread aloud. Students will work closely with class aides during small group andindependent work.ELLs: ELLs will receive picture cards with color-coded text and illustrations, which aregreat supports for these students to help them figure out the words on the cards. Thesespecific students will benefit from these cards as the cards will help them develop theirsight word vocabulary.AssessmentsType of assessment(Informal or Formal)Description of assessment Modifications to the assessment sothat all students could demonstratetheir learningEvaluation Criteria – What evidenceof student learning (related to thelearning objectives and centralfocus) does the assessment provide?Formal I will use a rubric to assess thestudents’ ability to sequence theevents that occur in Brown Bear,Brown Bear, What Do You See?This rubric will be completedbased on data I collect from eachstudent, specifically thesequenced cards glued to theconstruction paper.Sequencing cards aredifferentiated for students’ needs;students with fine motordifficulties will be assisted by aclassroom aide in gluing theircards to paper; students could beprovided with the book foradditional support as they put theircards in sequence.In order to evaluate how well eachstudent learned the educationalobjectives, the student will beassessed on this rubric. The standardfor determining if the student metthe objective is to receive three stars(at least a 7 out of 9 correctlysequenced events) on the rubric.Informal I will listen to students as theyretell Brown Bear, Brown Bear,What Do You See? with theirTurn-and-Talk-Buddy to ensurethat they are able to retell thestory successfully with supportfrom their sequencing cards.Students are supported as they areable to use their sequencing cardsto assist them in retelling the story.The students will retell Brown Bear,Brown Bear, What Do You See? intheir own words with >75%accuracy, with support from theirsequencing cards.

1EDUC 6582 – Children’s LiteratureLit-Based Lesson Plan Rubric15 pointsHighlyAccomplishedModeratelyAccomplishedDid NotAccomplishPointsEarnedCCSS(1 point)The lesson plan iscorrelated to anappropriate CCSS, andthe indicators areclearly written out.The lesson plan isweakly correlated to anappropriate CCSS, or theindicators are not clearlywritten out.No standard ismentioned.LearningObjectives(2 points)The learningobjectives for thelesson are written inmeasurable,observable terms andare written in correctgrammatical form.The learning objectivesfor the lesson arevaguely written inmeasurable terms.The learning objectivesare not written inmeasurable termsand/or do not relate tothe lesson.ProceduresandInstructionalActivities(3 points)The procedures aredetailed, thorough,carefully thought out,and clearly describesthe step-by-stepprocess the teacherwill go through toaddress theobjectives.The procedures describestep-by-step processesthat the teacher will gothrough to address theobjectives.The procedures arebrief, incomplete, andnot well thought out.They do not adequatelyaddress the learning.Procedures:Engagementof Students(2 points)The proceduresactively engage thestudents inworthwhile andvaluable activitiesthat are clearlydescribed in detail.Technology isauthenticallyintegrated into thelesson.The procedures engagestudents in the learningprocess. Technology isintegrated into thelesson, but students maynot interact well withthe technology.The procedures do notengage students in thelearning process.Technology is notintegrated or is notuseful within the contextof the lesson.2Assessment/EvaluationPlan(3 points)The lessonassessment orevaluation plan isstrongly aligned withlesson objectives,effectively assessesstudent learning, andinvolves collection ofsome form ofmeasurable data.The lesson assessmentor evaluation plan ismoderately aligned withobjectives, assessesstudent learning, andinvolves collection ofdata.The lesson assessmentor evaluation plan isloosely or not at allaligned with objectives,poorly assesses studentlearning, and does notinvolve any datacollection.Visual Tool/GraphicOrganizer(2 points)A visual tool orgraphic organizer isincluded with thelesson. The toolcomplements thelesson, provides forclear organization oflearning, and is acreative andappropriatesupplement to lessoncontent. It is welldesigned andprofessionallypresented.A visual tool or graphicorganizer is includedwith the lesson. The toolvaguely complementsthe lesson and providesfor clear organization oflearning. It shows someelements of creativityand original design.The visual tool orgraphic organizer is notwell thought out, addslittle to the lessoncontent, and is notpresentedprofessionally.Reflection(2 points)An in-depth reflectivestatement of at leastone paragraph isincluded, addressingthoughts on writing alit-based lesson planas opposed to lessonsin other content areas.A short reflectivestatement is included,addressing thoughts onwriting a lit-based lessonplan as opposed tolessons in other contentareas.A reflection is notincluded.Total Points Earned

Lesson Plan Format
Vital Information/Learning Central FocusLesson Title Teacher Subject Central Focus/Focus Question
What is the central focus for the content in the learning segment/lesson? Target Audience (Grade/Level, Student Learning Needs) Content Standards Student Learning Objectives
What are the specific learning goal(s) for student in this lesson?
Describe the purpose of the learning experience. What will students know and be able to do as a result of this activity? This objective should relate closely to the standards and benchmarks you select and be directly tied to your assessment. Objectives should include what the learner should know and be able to demonstrate (observable and measurable), what the conditions for learning are, and what the criterion level is. Students will be able to…Instructional Materials and Resources
What materials does the teacher need for this lesson?What materials do the students need for this lesson? Prior Academic Knowledge and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson? Instructional Strategies and Learning TasksLesson Introduction/Opening
How will you start the lesson to engage and motivate students in learning? I Do Students Do Lesson Procedures with Structured Practice and Application
What will you teach? How/what will you model for students? How will you give students the opportunity for guided practice so you can provide feedback? How will students apply what they have learned (independent practice)? How will you provide ongoing feedback to determine if students are meeting the intended learning objectives? I Do Students Do Lesson Closure
How will you end the lesson? I Do Students Do Differentiation/Planned Support Whole Class:
Groups of Students With Similar Needs:
Individual Students (IEPs or 504s):
ELLs:  AssessmentsType of assessment(Informal or Formal) Description of assessment Modifications to the assessment so that all students could demonstrate their learning Evaluation Criteria – What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?

Lesson Plan Format
Vital Information/Learning Central FocusLesson Title Teacher Subject Central Focus/Focus Question
What is the central focus for the content in the learning segment/lesson? Target Audience (Grade/Level, Student Learning Needs) Content Standards Student Learning Objectives
What are the specific learning goal(s) for student in this lesson?
Describe the purpose of the learning experience. What will students know and be able to do as a result of this activity? This objective should relate closely to the standards and benchmarks you select and be directly tied to your assessment. Objectives should include what the learner should know and be able to demonstrate (observable and measurable), what the conditions for learning are, and what the criterion level is. Students will be able to…Instructional Materials and Resources
What materials does the teacher need for this lesson?What materials do the students need for this lesson? Prior Academic Knowledge and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson? Instructional Strategies and Learning TasksLesson Introduction/Opening
How will you start the lesson to engage and motivate students in learning? I Do Students Do Lesson Procedures with Structured Practice and Application
What will you teach? How/what will you model for students? How will you give students the opportunity for guided practice so you can provide feedback? How will students apply what they have learned (independent practice)? How will you provide ongoing feedback to determine if students are meeting the intended learning objectives? I Do Students Do Lesson Closure
How will you end the lesson? I Do Students Do Differentiation/Planned Support Whole Class:
Groups of Students With Similar Needs:
Individual Students (IEPs or 504s):
ELLs:  AssessmentsType of assessment(Informal or Formal) Description of assessment Modifications to the assessment so that all students could demonstrate their learning Evaluation Criteria – What evidence of student learning (related to the learning objectives and central focus) does the assessment provide?