EDU 381 Week 5 Final Project

Week 5 Final

EDU 381 Curriculum & Instructional Design

KUD Lesson Planning – Lesson 1

Grade Level
I chose the 3nd 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
CCSS.ELA-LITERACY.RL.2.1– Ask and answer such questions as who, what, where, when, and why, and how to demonstrate an understanding of critical ideas in the textCCSS.ELA-LITERACY.RL.2.2Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
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). .

KUD Lesson Planning – Lesson 2

Grade Level
I chose the 3rd grade level. Students at this level are reading and developing their critical thinking skills.
Instructional Model
I will be using the direct instructional model for this lesson. In this model, students will review learning objectives and what is expected of them during the lesson. New material will be presented, while providing time for guided practice. Students can then formulate their own statement of the lesson/goal and then perform independent practice to confirm understanding of the lesson ” (Hansen, Buczynski, & Puckett, 2015). I will be teaching about the differences between Native American tribes.
Standards
CCSS.ELA-LITERACY.RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.CCSS.ELA-LITERACY.W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Objectives
Students will KNOWStudents will know about the various aspects of tribal life.Students will know how to conduct an internet research effectively.
Students will UNDERSTANDStudents will understand everyday life for a specific tribe of the Native American in their community or in other groups
Students will be able to DOStudents will be able to describe what each specific tribes’ daily life.Identify critical ideas in the text
Assessment Plan
Formative: Our formative assessment would review how to determine if information is true or false. Statements from the lesson would be used throughout the assessment for the groups to determine if they are true or false. Students would use their tablets to answer the questions in their respective groups to notate their answers. When called upon in their groups, they would advise me of their answer. Using the books and the internet, we would research the information on whether it is true or false.
Summative: Our summative assessment would be in a group setting. Students will use the internet and their books to find information on Native American tribes’ everyday life. Students would be required to use at least 2 internet sources along with their textbook. Once they have found information on their tribe, they can use a creative way to present the information (PowerPoint, Prezi, iMovie, etc.)Each student will be able to discuss their prediction of the ending of the story in their group.
Procedure
Review previously learned material
I would start by confirming that students are aware of how to determine true or false statements. I would start off with a true statement (ex: The name of this school is ___________. True or False) and present a false statement (ex: Students that are currently in this class are in the 1st grade. True or False). This will assist with determining they understand the concept of the statements. I would then use flash cards (previously made) with the students and present to them to gauge their prior knowledge of the Native American tribes.
2. State objectives of the lesson
I would present the lesson on Native Americans and their everyday life in their tribes and review the objectives. We would also review the class project on Native Americans in their tribes and everyday life, while looking at the resource requirements.
3. Present new material
Students would read through the chapter in their groups. We would then use the end of chapter questions (each group would be responsible for answering two of the chapter questions) and review them in classroom discussion.
4. Guided practice
Students would engage in doing research on their respective tribe of choice (Groups will be assigned a tribe to research). I would give examples of resources that can be used online, and students will be allowed to use their textbooks as an additional resource. I would also present different creative ways to present their presentation to the class.
5. Independent practice
Students will research and present their projects in their respective groups. Students will research rituals, ceremonies, tribal practices and relationships and traditions of their assigned tribe. They will present “A day in the life of their assigned Native American tribe” by either PowerPoint presentation, iMovie or Prezi. Students will be given a grading scale providing them with each assigned task and point on which they must follow in order to effectively complete the assignment.

KUD Lesson Planning – Lesson 3

Grade Level
I chose the 3rd grade level. Students at this level are reading and developing their critical thinking skills.
Instructional Model
I will be using the PBL model for this lesson. In this model, students will gain knowledge and skills by working on a task to investigate and respond to a complex question problem or challenge. In this lesson, students will learn about what is inside a computer.
Standards
CCSS.ELA-LITERACY.RI.3.5Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.CCSS.ELA-LITERACY.RI.3.6Distinguish their own point of view from that of the author of a text.
Objectives
Students will KNOWStudents will know what is inside a computer.
Students will UNDERSTANDStudents will understand the function of each part of a computer
Students will be able to DOStudents will learn the definitions of unfamiliar computer terms.Identify each part inside a computer
Assessment Plan
Students will view a youtube video on Parts of the computer (https://www.youtube.com/watch?v=YhaHq3pz_IQ). We will have a classroom discussion on each component discussed in the video. Students will then provide their own definition of each component we have reviewed in the group discussion.
Summative: Students will create a project in their groups making a replica of the inside of the computer and each components definition. Once the project has been completed, each group will present their project to the class to determine if the definitions are correct and the placement of each component is correct.
Procedure
Review previously learned material
I would start by asking the students if they know what a computer is, and what the inside of a computer looks like. I would then show students five different components that we will be learning about during the lesson without telling them what each part is.
2. State objectives of the lesson
I would present the lesson on “What is inside my computer” by showing them a video on the different parts of a computer. Students would explore the inside of a computer, learn the function of each part, learn the definitions of computer terms, and complete a project on what the inside of their computer would look like.
3. Present new material
Students will draw a picture of what they think the inside of a computer looks like. After the drawing, I would write a list of the components of the inside of the computer and place the definitions on the white board. As each picture is shown, we will review the definitions and the functions of each part.
4. Guided practice
Students will use their tablets to identify each component of the inside of a computer. We will be using http://www.kids-online.net/learn/clicknov/clicknov.html) which gives the students a visual and a definition of each part of the computer.
5. Independent practice
Students will complete a word match worksheet, allowing them to match each word with its corresponding definition for the parts of the inside of the computer.

My focus area combines English and Language arts and technology. For these units of study, I chose cooperative learning, direct instruction, and project-based (PBL) learning. All of these models will guide students in mastering the learning objectives outlined in each lesson. In the first lesson, cooperative learning encourages creativity and motivation amongst peers. The direct instruction model introduces a topic and describes learning goals, which allows students to discuss and learn new information and time to research and present what they have learned. Project-based learning (PBL) will enable students to participate in learning activities and gain a deeper understanding of the content being presented.

It is essential to understand each student and how they learn. Making sure that lessons are based on the students learning styles and assessing students learning using formative and summative assessments will allow teachers to understand the needs of their diverse learners. Although it can require more work during lesson planning, I believe it helps students achieve high abilities and allows students to become more engaged.

Formative and Summative assessments are critical to understanding where each student is during the lesson. What they understand and comprehend is shown through the evaluations given. Each experience includes group discussion, work with their ipads, group projects, written assignments (matching word/definition tests), and project presentations. Each assessment will have a grading scale or rubric according to how well they perform and their success at completing and understanding the lesson. This will allow me to alter to change the approach at the experience given if students are not at the level the lesson is taught. The evaluation will be determined based on the assessments from the students. If students are lacking based on the assessments, I can adjust the learning.

Lesson planning is essential in student and teacher success. I’ve had a prior class where I’ve had to compose lesson plans, and thus far from the grading, I have done pretty well. As time progresses, I will continue to work on getting better at planning and critiquing lesson planning. I have learned a lot about the different learning styles (teacher and student-centered), and it has given me a much better understanding of which plans to use based on the subject or lesson being presented. My favorite thus far would be cooperative learning. To better assist with my lesson planning, my goal is to sit-in with one of my friends who is currently a second-grade teacher to see how she plans and teaches throughout the day.

References

Click-N-Learn (n.d.) Click-N-Learn Novice. Retrieved from www.kids-online.net/learn/clicknov/clicknov.html

Common Core State Standards. (2019). English Language Arts Standards. Retrieved from http://www.corestandards.org/ELA-Literacy/RL/3/

Goyal, A. (2014). Password 2: Chapter 2- Parts of a Computer. Retrieved from https://www.youtube.com/watch?v=YhaHq3pz_IQ

Hansen, C.B, Buczynski, S., & Puckett, K.S. (2015) Curriculum and instruction for the 21st century. Retrieved from https://content.ashford.edu

National Education Association. (2019). Research Spotlight on Cooperative Learning. Retrieved from http://www.nea.org/tools/16870.htm

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