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Lesson Plan Template

(Based on the MoPTA)


Mizzou Ed, Office of Field Experiences University of Missouri, Columbia
Retelling a Story: Milo and Georgie

Student Teacher Intern Zachary D Crothers Date 10/31/2017


School/Grade 2nd Grade Cooperating Teacher___________________

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
MLS Speaking/Listening 1.A Grade 2 Listen for a purpose. Develop and apply effective
listening skills and strategies in formal and informal settings by: b. following three-step
instructions, according to classroom expectations

MLS Writing 1.B Grade 2 Apply a writing process to develop a text for audience and
purpose. Appropriate to genre type, develop a draft from prewriting by:
a. sequencing ideas into clear and coherent sentences b. generating paragraphs with one
main idea c. creating evidence of a beginning, middle, and end d. addressing an appropriate
audience

ISTE
3. Knowledge Constructor c. curate information from digital resources using a variety of
tools and methods to create collections of artifacts that demonstrate meaningful connections
or conclusions

6. Creative Communicator c. communicate complex ideas clearly and effectively by creating


or using a variety of digital objects such as visualizations, models or simulations
Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student needs
The objective of the lesson is to teach students how to retell a story by writing down relevant
information and asking questions while they read.

Assessment (type(s) of assessment used throughout the lesson)


Assessment(s) before, during, and after the lesson
Before the lesson, I will assess the students on what thy know about asking questions while
they read, and why asking questions is important. During the activity, I will observe students
while they come up with questions and answers about the books they are reading as well as
their rendition of the story.

Lesson Structure and Procedures


Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g.
Engagement/Opening, Procedures, Guided Practice, Conclusion
Introduction: Start with a group conversation about an author and text that students have
prior knowledge of, e.g. Bones by Steve Jenkins. I will describe the basic ideas of the activity
and help students access their prior knowledge. I will also mode/demonstrate the activity for
the students by showing them how to annotate using the Drawing Pad app. I will show them
that by creating illustrations and/or writing down my thoughts as I read, I am making
meaning of the text and connecting information/thoughts I am having with information I
already know. I will guide them through instructions, step-by-step again, but this time with
them following along through the steps on their iPad.

During: Students will be broken up into partners or complete the activity on their own
independently. The class will come back together and share information they learned with a
small group. This will give them the opportunity can show off what they learned, their
annotations and illustrations.

After: Students will fill out the attached handout and rubric. These will be used to assess
what the students learned from the lesson.
Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs
During the introduction of the lesson, I will answer any questions the students have to help
clarify any confusion. The introduction will also allow students to access their prior
knowledge so they will be ready to make connections with the new material. By modeling the
lesson/activity for my students, they will know what is expected of them and again help
reduce confusion. I will of course be glad to answer questions during the activity/lesson and
provide encouragement and feedback.
Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objective
Allowing kids to talk to one another, work in groups and having group discussions allows
opportunities for students to come up with ideas and learn from one another before they
draw or write. Working with others or practicing independently allows for students to have
the opportunity to choose whether to continue to build on their annotation skills with others
or on their own.

Resources and Materials


List of materials used in the planning of and during the instruction of the lesson
For this lesson, students will need their iPad, the Drawing Pad app, and a copy of the book
they are reading, which in this case is Milo and Georgie. They may also use regular pencil/pen
and paper. They will also receive the handout (attached) and the rubric (attached).
Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning
Students will use their individual iPads for this lesson to either access their chosen book or to
use to take notes while they read.
Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.
If students do wish to use the Drawing Pad app, they may use paper or a notebook. They may
also use a different app that allows them to annotate their thoughts and organize them like
the Padlet app. For any ELL students, dictionaries or a translation app may be used.

Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs to
help keep students on task and actively engaged
During the lesson, I will be walking around the classroom, observing the students, answering
questions when needed and making sure all the students are focusing on the task at hand.
Students will be encouraged to work where they are comfortable at their desks, on the
floor, etc. They may work in pairs or individually.

Extensions
Activities for early finishers that extend students understanding of and thinking about the learning
objectives by applying their new knowledge in a different way
Those students who finish early may write in their writing journal about what they learned
and reflect on their writing. Students who finish early will also be encouraged to help those
students who might need some help and/or practice making annotations about other books.

Follow-up to Todays Lesson


Quick activity for review or building on todays learning that will deepen student understanding and
interconnect concepts (may be incorporated tomorrow or throughout the unit
Once all of the students have turned in their annotations, I will ask if any student would like
to share theirs with the class. I will ask the class to help me fill out a poster board (flip chart
paper) of what they learned during the lesson.

Special Circumstances/Focus for Observation/Additional Information


Any special circumstances of which the observer should be awareAny area or lesson component that
may not have been covered by this format that you think is vital to include in this lesson
Those students who do not wish to use or are not able to use the technology for this lesson
should be able to use paper or write in notebook. Drawing on paper may be preferable for
some students. Students can then take pictures of their notes/drawings and still send them
to the classroom email.
Follow-Up: Use this space to summarize major observations, reflections, evaluative
comments, and future goals from the lesson following observation of the lesson and the
discussion to debrief after the lesson.

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