Directed Learning Activities - kindergartencce

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					                                   Lesson Plan for Implementing
                                       NETS•S—Template I
                                               (More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name           Rachel Bridges

Position           Elementary Teacher

School/District    Chets Creek Elementary/

E-mail             bridgesr@duvalschools.org

Phone              (904) 992-6390 ex. 184

Grade Level(s)     Kindergarten, First Grade

Content Area       ELA

                                          th
Time line          Schema Unit: April 6 -17th

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? )

                          LA.K.2.1.5 Participate in a group response to various literary selections (e.g., nursery
                          rhymes, fairy tales, picture books), identifying the characters(s), setting, and sequence
                          of events and connecting text to self (personal connection), and text to world (social
                          connection).

Content Standards         LA.K.6.4.1 Use technology (e.g., drawing tools, writing tools) resources to support learning.



                          NETS*S Standards: #2 Communication and Collaboration – Students use digital media
                          and environments to communicate and work collaboratively, including at a distance, to
                          support individual learning and contribute to the learning of others. Students: a)
                          interact, collaborate, and publish with peers, experts, or others employing a variety of
NETS*S Standards:         digital environments and media.

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

Students will work collaboratively as a group to make meaningful connections to the book, The Napping House. The
Teacher has previously uploaded pre-selected pages for student responses.Teacher will model using Schema to make a
connection . Students will turn and talk with a partner to make a connection for the same page. We will take a class picture
walk to record our thoughts on VoiceThread. Students will then apply this strategy in their Individual Work Time using a
response form. Students will be selected to share a connection that they made with a book their bag . Our final product,
Voicethread will be shared with our parents on our class blog..
Essential Questions?

What do you notice about the pictures in this book that you know something about (schema)? What do you do on
a rainy day? Does a rainy day make you feel like taking a nap? Do you think pets like to take naps? Can you think
of something that has happen to you similar to the characters in this page(text-to-text connection)?Have you ever
stayed at your Grandma’s house? Do you have any pets? What do you think will happen next based on what you
can tell from the pictures(prediction)? Do you think that the characters will wake up, do you think they are
comfortable? What do you think will happen first, will the characters wake up or will the rain stop?

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?)

Students will produce a voice comment on a page from the story. Students will record their connections for future
review. They will check these connections after reading the story. Student connections will be assessed by
teacher observation. Students will be expected to apply their practice of connections in their Individual Reading
Time with their own book-in-a-bag using a response form.



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?)

Students will use VoiceThread to make a connection for the book, The Napping House. Selected pages were
previously uploaded for student use. Students are able to hear their own voices making a comment about a page
using the microphone on a teacher laptop. Students are able to use critical analysis to determine whether or not
their own connections and those of others are valid.



Instructional Plan
        Preparation (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?)

Students will be involved in a unit focused on using Schema to make connections to text. Students have just
finished an Eric Carle Author Study in which they responded to text and began making connections.
Students may have some difficulties if they do no have a relationship with a grandma or have a pet. Students can
all relate to a rainy day and/or taking a nap.



        Management (How and where will your students work? Classroom, lab, groups, etc?

Students will work as a whole group. Students will apply what they have practiced in our whole group discussion
in their Individual Reading Time with books on their individual levels.
        Instruction and Activities (What instructional strategies will you 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 the technology support your teaching? What engaged and worthwhile learning activities
        and tasks will your students complete? How will they build knowledge and skills? Will students be
        expected to collaborate with each other and others? How will you facilitate the collaboration?)

The Teacher will model using the strategy taking a picture walk (previewing the text) as well as think aloud to
model making connections. As a routine, students sit by their reading partners during the Reader’s Workshop
mini-lesson and will, “turn-to-talk” to make a connection for the page the teacher models with the think aloud.
Students will generate comments as a pair and will decide which partner will comment on the Voicethread.
Students will use VoiceThread to keep track of their connections during our picture walk. The Teacher will select
pairs to come up to the laptop and make their comments.
         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?)

Students will preview selected pages from, “The Napping House”, on VoiceThread. The VoiceThread will be
projected on the screen, this will allow for all students to be engaged visually. Students each have a teacher-
prescribed partener that sits on the floor with them at Reader’s Workshop. This partner serves as an extra
scaffold for student thinking. This is particularly helpful for ESE and ESOL students. Students can make
connections for their own books during their Individual Reading Time, many of these books are teacher selected
and are individualized for the students by level.

        Closure and 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?)

Students will be selected to share their connections concerning their own books at the end of the workshop.
                                    Lesson Plan for Implementing
                                        NETS•S—Template I
                                                (More Directed Learning Activities)
Template without guiding questions
Teacher(s)
Name           Rachel Bridges

Position           Elementary Teacher

School/District    Chets Creek Elementary

E-mail             bridgesr@duvalschools.org

Phone              (904) 992-6390

Grade Level(s)     Kindergarten, First Grade

Content Area       ELA

                                          th
Time line          Schema Unit: April 6 -17th

Standards

                         LA.K.2.1.5 Participate in a group response to various literary selections (e.g., nursery
                         rhymes, fairy tales, picture books), identifying the characters(s), setting, and sequence
                         of events and connecting text to self (personal connection), and text to world (social
Content Standards:       connection).
                         NETS*S Standards: #2 Communication and Collaboration – Students use digital media
                         and environments to communicate and work collaboratively, including at a distance, to
                         support individual learning and contribute to the learning of others. Students: a)
                         interact, collaborate, and publish with peers, experts, or others employing a variety of
NETS*S Standards:        digital environments and media.

Overview
Students will work collaboratively as a group to make meaningful connections to the book, The Napping House. The Teacher
has previously uploaded pre-selected pages for student responses.Teacher will model using Schema to make a prediction.
Students will turn and talk with a partner to make a prediction for the same page. We will take a class picture walk to record
our thoughts on VoiceThread. Students will then apply this strategy in their Individual Work Time. Students will be selected
to share a prediction that they made with a book their bag . Our final product, Voicethread will be shared with our parents on
our class blog..


Essential Questions
What do you notice about the pictures in this book that you know something about (schema)? What do you do on
a rainy day? Does a rainy day make you feel like taking a nap? Do you think pets like to take naps? Can you think
of something that has happen to you similar to the characters in this page(text-to-text connection)?Have you ever
stayed at your Grandma’s house? Do you have any pets? What do you think will happen next based on what you
can tell from the pictures(prediction)? Do you think that the characters will wake up, do you think they are
comfortable? What do you think will happen first, will the characters wake up or will the rain stop?
Assessment
Students will produce a voice comment on a page from the story. Students will record their predictions for furture
review. They will check these predictions after reading the story. Student predictions will be assessed by teacher
observation. Students will be expected to apply their practice of predictions in their Individual Reading Time with
their own book-in-a-bag.
Resources




Instructional Plan
        Preparation




       Management




       Instruction and Activities




       Differentiation




       Closure and Reflection

				
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