Keystone Lesson plan

Candidate’s Name: Sora Ilowitz

Grade Level: 2

Title of the lesson: sequencing

Length of the lesson: 2 lessons of 45 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: ●     what do you want your students to learn? ●     what are the important understandings and core concepts you want students to develop within the learning segment? I want my students to gain understanding of sequencing events, how to comprehend a story and to use UDL book builder.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     What do students know, what can they do, what are they learning to do? Students know how to read text that are on their level and write small paragraphs. Today, they are learning how to break apart a story to fully understand it. ●   What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Students love learning new concepts and love learning with technology. Students come from similar background, and homes that support and value their learning and education.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. CCSS.ELA-LITERACY.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-LITERACY.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. CCSS.ELA-LITERACY.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Support literacy development through language (academic language) ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Students will analyze a text based on the sequence of events. They will describe and retell a story. ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. Students will be collaborating to write a UDL book. ●     Describe language demands (written or oral) students need to understand and/or use. They will write the book Vocabulary ●     General academic terms: analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment ●     Content specific vocabulary (i.e. equation, variable, balance, evidence, claim, inquiry) Sentence Level ●     Sentence structure, transitions/connectives, complex verb tenses Discourse ●     Text structure, message, conversation, discussion Note: Consider range of students’ understanding of language function and other demands-- what do students already know, what are they struggling with, and/or what is new to them?

Learning objectives 1.      2.     Students will learn how to use UDL book builder 3.     5.     Students will create a UDL book based on events of a story that they will create. 6.     Students will present their book to the class and work collaboratively with other students S    Students will be able to retell a story with the correct order, what happened first. S

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●     Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Formal assessments- The teacher will review the books. The teacher should assess how the students participated in class discussion and when they worked in their groups. Informal- Teacher will circulate and observe the class and answer questions when they are working, answer questions. Teacher assistant will also be present to help out.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●     understanding of students’ prior academic learning and personal/cultural/community assets ●     research and/or theory ●     developmental              ●     appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Teacher tells students that today they will set the table for a birthday party. Teacher takes out supplies and sets the table backwards. Students laugh and teacher discusses with the students what was so funny. Teacher leaves the table set backwards and then says: “Just like we can’t set a table backwards, so too we can’t read, repeat or write a story in the backward way because then it really gets confusing to understand!”. Teacher says her morning routine backwards order and asks the students if they understand. Today were going to learn different key words that will help us identify different parts of a story. Thumbs up if you are ready! Teacher asks the girls if the know what the word sequence means, teacher aids the students if they need help; sequence is the order. Teacher places a sentence strip with the word sequence and its definition on the board. Then the teacher asks the girls to define event – happenings. Teacher places sentence strip on the board. Then teacher repeats her morning routine in the correct order and stressed on the key sequencing words. After she says the story, she thinks aloud and comes up with sequencing words and puts them up on the board for the students to have as a reference. Teacher pairs up with the student and tells the student the schedule of the day in the incorrect order. Then together with the student they come up with appropriate sequencing words and then reconstruct the daily routine in the classroom. Teachers asks questions to deepen the students learning: Why did u say that FIRST we go to the lunchroom and THEN the teachers bring us up to the classroom? Good! Because otherwise someone that doesn’t know our schedule might get confused and be like, “hey! What happens first?” Can you tell me why it’s so important for us to use words like, FIRST, THEN, AFTER, DURING and LASTLY when we speak read and write? Because this helps people listening and reading understand the ORDER OF EVENTS in our story. Teacher will call up a student and ask, can you tell me your nighttime routine in the right order? Have student repeat routine in four steps, write them down on four different sentence strips. Then link together the four strips and together with the student, read it together mixing up the order. With every time teacher and student read it, teacher discusses why it’s so important to have our events in the correct order. The teacher will read the book “Lost in the fog” and explain the sequencing of events. As a whole class together, they will explain what happened in the story based on the correct order of events. The teacher will explain to the class that they will be creating a UDL book, she will show them how it is done a tutorial on how to use it on the smartboard. She will model a sample book to the class. Teacher will divide the class in groups of 3. The book will need to be a retelling of a short story in the correct order, with one event on each page, using the correct words, like first, then and last. They can make up the story. They will need to incorporate pictures, make it creative, vocabulary words and put sentences on each page. Students will work collaboratively to create their UDL book. They will be able to use the internet to search for images. Each group will be given a chance to present their book to the class.  Each group will get a chance to present their book to the class, they can even get to put on costumes to act out their story.

Resources: UDL book builder Lost in the fog- story computers

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge?  This lesson supports learning for all students in the class. ●     What changes would you make to support better student learning of the central focus? Students should be given a chance to explore the UDL book builder site, there is so much that can be done ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. Technology gives students so many skills.