KUD Lesson Planning Template
| Grade Level |
| I chose the 2nd grade level, due to my experience with currently working in this age group (through teaching at church). Students are growing their vocabulary and developing their critical thinking skills. |
| Instructional Model |
| I will be using cooperative learning (student-centered model) for this lesson, along with incorporating Marzano’s “9 best practices”. By using cooperative learning, students will engage in activities that will incorporate their critical thinking. Organizing students into cooperative groups to talk and work with one another is highly conducive to learning” (Hansen, Buczynski, & Puckett, 2015). Students will read a non-fictional passage and predict what happens next. Students will be able to retell the story with nouns using the 5 W’s. |
| Standards |
| LAFS.2.RL.1.1 – Ask and answer such questions as who, what, where, when, and why, and how to demonstrate an understanding of critical ideas in the text |
| Objectives |
| Students will KNOWStudents will know how to identify the main idea of the storyStudents will know the meaning of each W. |
| Students will UNDERSTANDStudents will understand the importance of each W. |
| Students will be able to DOUse a noun in a story Identify critical ideas in the text |
| Assessment Plan |
| Formative: Students will engage in strategic questioning and engagement in our small groups. As students are in their groups, we will read the story aloud and engage in each learning vocabulary word. I will clarify which words are nouns so that they understand what each word means. Making sure that they understand what a noun is, will allow them to identify the 5 W’s. We will engage in a worksheet which has the MAIN idea, and the 5 W’s in a star format to write down our answers together. |
| Summative: Students will be given a white board in their group with sentences regarding nouns. 1. A bear is a(n) ____ with ____.2. The woods are filled with ____ and ____.3. A nest is for ____.4. Birds have ____ and can ____Students will have a quiz on the following questions regarding the 5 W’s.1. Who are the characters in the story?2. What is happening in the story?3. Where does the story take place?4. When does the story take place?5. Why was the ____ cryingEach student will be able to discuss their prediction of the ending of the story in their group while sharing it on their white board. |
| Procedure |
| Review previously learned material |
| I would start by presenting a picture to the class of my family playing at the playground. I would ask them to identify what is occurring in the picture. I would start asking the 5 W’s and present them on the white board using a star story organizer method. |
| 2. State objectives of the lesson |
| I would present the lesson to the students by letting them know we will be engaging in a story and identifying what is occurring by using the 5 W’s. This will develop an understanding of the critical ideas in the text. |
| 3. Present new material |
| As we identify new words in the text (bear, woods, nest and bird), we will review the nouns, what the different word meanings are and how they relate to the passage. |
| 4. Guided practice |
| I would choose one student from each group to retell the story they read in their group. I would ask questions regarding the retell of their story. While asking questions, I would allow the student volunteer to answer. I would then have the students practice in their groups to tell one another their story. |
| 5. Independent practice |
| Independent practice would consist of students being grouped in pairs to generate as many nouns as they can. I would call on students to offer their answers Students would also engage in their worksheet describing their ending to the passageI would take turns listening to each student read aloud. Once the students have read aloud, I would have student A ask questions to student B about the story they read. Student B would answer to the best of their ability based on the 5 W’s. (What happened in the story, Who were the characters, Where did the story take place, What was the most interesting part of the story, What was your least favorite part of the story, and Why?) Once student A is finished, I would have them “role reversal” and do the same with student B)I would allow the students to use the handout provided (Start Graphic Organizer) to support asking questions to their partner. Each student can use their higher-level thinking when engaging in the independent practice. It gives students the ability to claim ownership of their learning and the material (“NEA, 2019). . |
References
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and instruction for the 21st century. Retrieved from https://content.ashford.edu
Common Core State Standards Initiative (2019). English Language Arts Standards. Retrieved from http://www.corestandards.org/ELA-Literacy/RL/2/#CCSS.ELA-Literacy.RL.2.1http://www.corestandards.org/ELA-Literacy/RL/2/#CCSS.ELA-Literacy.RL.2.1
National Education Association. (2019). Research Spotlight on Cooperative Learning. Retrieved from http://www.nea.org/tools/16870.htm
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