OTTAWA UNIVERSITY TEACHER EDUCATION DEPARTMENT LESSON PLAN OUTLINE Level 1 Name: Heather Herrig Date: 10/14/2013 School:

Ottawa University Grade Level: 2nd Approximate length of time: 90 minutes Subject: Reading

Title: Where the Wild Things AreRead & SequenceReview Unit Goal: To complete a sequence chain of the story and begin practicing dramatic role play. STANDARD, BENCHMARK, INDICATOR(S): CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges. Found at: http://www.corestandards.org/ELA-Literacy/RL/2 CCSS.ELA-Literacy.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. CCSS.ELA-Literacy.SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Found at: http://www.corestandards.org/ELA-Literacy/SL/2 CCSS.ELA-Literacy.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. Found at: http://www.corestandards.org/ELA-Literacy/L/2 WHAT IS (ARE) THE LEARNING OBJECTIVE(S) FOR THIS LESSON? The student will be able to sequence the events from the story. HOW WILL YOU ASSESS STUDENT LEARNING? ***Write at least 3 sample assessment questions you can use to formally assess student learning. Formal Assessment Examples: Written assignmentSequence Chain worksheet Informal Assessment Examples: Class discussion before and after the story Observation during discussions and when practicing dramatic role play

WHAT MATERIALS, EQUIPMENT, AND RESOURCES ARE NECESSARY TO TEACH THIS LESSON? Materials needed: BookWhere the Wild Things Are Sequence Chain Worksheet Pencils Computer with internet access and projector A few questions to check for understanding: Describe how Max was behaving at the beginning of the story? What happened when Max was sent to his room with no dinner? Explain how Max behaved when he was the King? Information and materials retrieved from: http://www.corestandards.org/ELA-Literacy/RL/2 http://www.corestandards.org/ELA-Literacy/SL/2 http://www.corestandards.org/ELA-Literacy/L/2 http://literature-in-the-curriculum.wikispaces.com/Where+the+Wild+Thing+Are http://www.youtube.com/watch?v=6cOEFnppm_A Where the Wild Things Are by Maurice Sendak WHAT ADAPTATIONS AND MODIFICATIONS WILL BE CONSIDERED? Students may complete assignment verbally or type the assignment instead of writing the assignment, if needed. WHAT EVIDENCE-BASED INSTRUCTIONAL STRATEGIES WILL BE USED? Technology Integration, Graphic Organizers, Cooperative Learning Groups WHAT QUESTIONS NEED TO BE CONSIDERED DURING THE LESSON? Pre-requisite skills and/or knowledge needed for this lesson: Reading skills and knowledge Listening skills (if book/story is being real aloud) Writing skills and knowledge Knowledge of summarizing and sequencing How will you check for understanding throughout this lesson? Class discussions before and after the story Students will each complete a worksheetSequence Chainsequencing events from the book From here on, write as if you are talking to the children/students. FOCUSING EVENT (BASED ON THE PRE-REQUISITE SKILLS AND/OR KNOWLEDGE) Today were going to watch a short video of the story we read yesterday! (Video found at: http://www.youtube.com/watch?v=6cOEFnppm_A) PURPOSE (THE WHY OF THE LESSON) Before we begin, who can tell me why its important to be able to summarize or sequence a story? (Allow class discussion). Remember to pay close attention to the events going on throughout the story so later you will be able to retell the story and sequence the events.

DELIVERY OF INFORMATION Please get to where you can see the TV projector and get ready to watch this short video of Where the Wild Things Are. MODELING/DEMONSTRATION/SKILL CUES (As students are watching the short YouTube video of the story I will demonstrate active listening and show interest in the story). GUIDED PRACTICE What happened at the beginning of the story? In the middle of the story? At the end of the story? (After listening to the story, lead a class discussion about the story, the characters in the story, and the events that took place in the story). INDEPENDENT PRACTICE/EXTENSIONS AND REFINEMENTS What was the title of our book? Who were the characters in the story? (At this time I will get the students started on their sequence chain worksheet. About half way through, students will complete the worksheet independently). When you are finished with your worksheet please come see me and I will begin forming groups so you can begin preparing your own skit of Where the Wild Things Are. CLOSURE/WRAP-UP (ENDING THE LESSON) (During the closure/wrap-up students will be allowed to share their sequencing chains with the class). REVIEW, EVALUATE, AND REFLECT Based on the information obtained from planning, teaching and assessing this lesson, respond to the following questions: Unable to answer these questions since I have not yet taught the lesson. What data do you have to support the instruction? What indications do you have, in addition to the data, that your instruction was successful? What do you perceive as the strengths of your instruction? What would you change when teaching this lesson again? What have you learned about content, teaching and learning from teaching this lesson?